MUTATE. Multimedia Tools for Advanced GIS Training in Europe MU T A T E. presentation

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1 MUTATE Multimedia Tools for Advanced GIS Training in Europe presentation

2 Agenda PRESENTAZIONE DEL PROGETTO M. Salvemini LO SVILUPPO DI UN MODULODIDATTICO M. Davi COFFE BREAK offerto dall AICA SESSIONE INTERATTIVA M. Salvemini e M. Davi ASPETTI TECNICI DEL SISTEMA D. Gentili e S. Scardigli DISCUSSIONE E SESSIONE DI DOMANDE/RISPOSTE

3 The consortium Chiron, SME, Portugal (João Ribeiro da Costa, Rodrigo Oliveira) ESS, SME, Austria (Kurt Fedra) University of Utrecht, NL (Peter Burrough, Cees Wesseling) Universitá di Roma La Sapienza, Italy (Mauro Salvemini) Universitá di Ferrara, Italy Kungl Tekniska Hoegskolan, Sweden (Hans Hauska) Université de Genève, Switzerland (Alain Haurie)

Universitá di Roma La Sapienza, Italy (Mauro Salvemini) Universitá di Ferrara, Italy

4 The consortium

5 Il team di URS Valter Bordini Antonio Catizzone Massimo Del Vecchio Lorenzo Monardo Mauro Salvemini, resp Rita Cuchel e Massimo Davi Giovanni Lussu Stefano Gazziano Daniele Gentili Stefano Scardigli P. Di Donato Eleonora Attenni

Cuchel e Massimo Davi Giovanni Lussu Stefano Gazziano

6 Framework Society is demanding new types of training; Distance learning through the web is the answer; Universities can provide these new services; The development of education material for web delivery is extremely expensive and time consuming There is a need of new tools, contents and services.

services; The development of education material for web delivery is

7 An essential glossary Doc Centre : il data base globale Back office : il sistema di controllo e tutoring Module : un modulo didattico, circa 15 lezioni, circa 50 ore Question : domanda posta durante lo studio Exercise: esercizio complesso eseguito tramite GIS DTD : data type definition XML : linguaggio usato per sviluppare i contenuti dei moduli ORACLE : un DBMS proprietario Bundle : tutto il sistema

durante lo studio Exercise: esercizio complesso eseguito tramite GIS DTD : data type definition XML

8 MUTATE goals Development of the MUTATE Bundle Develop contents for 11 modules Demonstrate the validity of the concept Several short seminars (Fall 1999 / Spring 2000) Full Open GIS Programme (Fall 2000)

validity of the concept Several short seminars

9 MUTATE goals sono tra loro integrati ma sono completamente indipendenti. Si possono usare solo i servizi, solo il sistema, sviluppare nuovi contenuti ed usare quelli esistenti.

10 The system

11 Products DocCentre core server (see exercise) DocCentre importing/editing tools (see Davi) DocCentre browsing tool Mutate portal BackOffice tool Interactive GIS via WWW ( see exercise ) PCRaster Dynamic environmental models

tool Mutate portal BackOffice tool Interactive GIS via

12 Contents Creating a geographical database (KTH) Map Algebra and Environmental modelling with GIS (UU) Interpolation and Geostatistics (UU) Dynamic modelling of environmental processes (UU) Visualisation (KTH) Regional and Urban planning (URS) Emergency management (URS) Planning for tourism using GIS (URS) Integration of multi criterion decision analysis with GIS tools (UG) Integration of multi objective mathematical programming and network models with GIS tools (UG) Integration of distributed parameter systems (UG)

Emergency management (URS) Planning for tourism using GIS (URS) Integration of multi criterion decision analysis with GIS tools

13 Services Development of specific courses; Tailoring of courses developed ; Consultant activities for course development ; Educational system design;.. More.

14 Competition Analysis Contents Services Bundle Universities Specialists Consulters Training centres Software development

15 Major breakthroughs Full Database based approach; XML approach; Highly interactive learning environment; Integration with dynamic models and powerful computation tools; Automatic evaluation; Integration between front-office and backoffice;

Integration with dynamic models and powerful computation

16 Validations activities Internal use (Lisbon, Utrecht, Rome, Geneve); Portuguese Judiciary Police (Lisbon, since Jul.99); Utrecht University (Utrecht, Oct.99); KTH (Stockholm, Nov.- Dec.99); Pcraster courses (Utrecht, Jan. 2000); University of Geneve MBA (Geneve Jan. 2000); City Management Assoc. (Ferrara, Dec.99); Open GIS course (Utrecht, Jan.2000).

99); KTH (Stockholm, Nov.- Dec.99); Pcraster courses (Utrecht, Jan.

17 Pedagogic guidelines Learning model - Laurillard (1993)

18 A cognitive apprenticeship model Collins, Brown, and Newman (1989) have proposed a model of "cognitive apprenticeship with four building blocks Content To operate effectively in any setting, learners need three types of content: "Tricks of the trade"--problem-solving strategies that experts pick up with experience. Cognitive management strategies--goal setting, strategic planning, monitoring, evaluation, and revision. Learning strategies--knowing how to learn, including exploring new fields, getting more knowledge in a familiar subject, and reconfiguring knowledge already possessed. Methods Teaching methods should give learners the chance to observe, engage in, invent, or discover expert strategies in context. The Collins, Brown, and Newman model includes a variety of methods that systematically encourage student exploration and independence. Sequencing Learning should be staged so that the learner builds the multiple skills required in expert performance and discovers the conditions under which they apply. This requires a sequence of increasingly complex tasks, increasingly diverse problem-solving situations, and the staging of learning so that students develop a feel for the overall terrain before attending to details. Sociology The learning environment should reproduce the technological, social, time, and motivational characteristics of real world situations where what is being learned will be used. It is only through encountering subject matter knowledge in context that most students will learn when, where, and how the knowledge applies to other situations.

Cognitive management strategies--goal setting, strategic planning, monitoring, evaluation, and revision.

19 Problem-based active learning Clear objectives Focus on content, not technical finesse Small units Minimise amount of text

20 Learner control Navigation Linear (sequential) navigation Free navigation Conditional navigation Associative links Annotation Glossary Links to original texts Notes

21 Progress control and feedback Questions Conditional links Assignments

22 Communication Collaborative work (communication studentstudent) asynchronous communication (student-teacher ) Local data

23 Example of learning path Start Examples of level 0 learning paths Module 1 Module 4 Geostats Hydrology Urban planning Air quality Utrecht Module 2 Ma palgebra Module3 Dynamic Modelling Module 9 MCDA Module 11 Integration of dist. Para meter systems Geog database Module 5 Visualisation Module 10 Multiobj. Math Prog Geneva KTH URS Module 6 Regional & Urban Planning Module 7 Emergency planning Module 8 Tourism

24 Interface with the learner coordination usability solve internet problems follow UE usability guide avoiding icons multiplication same icons for same functions give to the student the feeling to be in Mutate bundle

25 The MUTATE approach OPERATING SYSTEM BROWSER MUTATE WEB SITE.. GIS exercises and appl

26 The portal

28 The interactive buttons

29 Questions

30 Multiple choices question

31 One choice question

32 Open format question

33 Pattern recognition and hint

34 Advanced exercise

35 Mutate and IMS IMS (Internet Map Server)

36 Learning path dependent on thinking not on sw

37 Interactive GIS window

38 Complete GIS operation

39 More.

40 Evolution Project development Stage 0 Dec 1999 Market Entry Know-how acquisition Test & set Establishing reputation Stage 1 June 2000 Sustained development; Market consolidation Stage 2 Dec 2000

41 Mauro Salvemini Tel. 06/

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