PBL-based GIS courses at Aalborg University, DK.
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1 PBL-based GIS courses at Aalborg University, DK. Jan Kloster Staunstrup Cand.Soc., Ph.D. Aalborg University
2 Outline of the presentation Introduction The PBL-Aalborg model Case: Chartered Surveyer Case: GIS courses Some pedagogical thougths and considerations regarding PBL and GIS
3 Edu-milestones Policy-studies, AAU 1983 arc/info 6.1 [MOAR and ESRI] 1993 Spatial data library 1996 GIS teaching 1997 Master [Chartered surveyer] 1999 Ph.D. [GI analysis of cadastral changes] 2005
4 GIS Teaching experience GIS From 1. to 10. semester Master programme Different kinds of Civil enginers Geographers Planners Surveyers Problem and group-based supervising
5 About Aalborg University ABOUT AALBORG UNIVERSITY Over 14,000 students and an international atmosphere: one in ten students is an exchange student 2,500 staff more than half of which are academic 3 faculties and 22 departments offer 150 study programmes
6 About Aalborg University ABOUT AALBORG UNIVERSITY Aalborg University is one of the largest enterprises in Jutland - making Aalborg a vibrant university city Additional AAU campuses in Esbjerg and Copenhagen Aalborg University is in partnership with 377 universities worldwide in Europe - 79 in the Americas, Africa, and in Asia-Pacific
7 About Aalborg University ABOUT AALBORG UNIVERSITY Aalborg University favours project oriented and problem based learning - and is renowned for its innovation and interdisciplinary approach...locally as well as internationally
8 Location AALBORG IS BEAUTIFULLY LOCATED IN NORTHERN DENMARK Population of Denmark: Around 5.5 million Population of Aalborg: 190,000 Denmark s third largest city
9 The roots of PBL[Aalborg] Already at its establishment in 1974, the faculty at Aalborg University was interested in an alternative approach to education. Providing students with an active role in the acquisition and creation of knowledge,and the higher academic standards that come with students necessarily heightened engagement in learning.
10 The roots of PBL[Aalborg] Problem based learing or the Principles of Problem and Project Based Learning starting point for within university dialogue about curricula, pedagogy and program development between and across faculties and departments.
11 The roots of PBL[Aalborg] They were further interested in a redefinition of the role of the teacher in the learning process. Rather than communicating knowledge to students, often in a lecture setting, the teacher was instead to act as an initiator and facilitator in the collaborative process of knowledge transfer and development.
12 The roots of PBL[Aalborg] The model begins with the formulation of a problem, often growing out of a question or wondering This formulated problem then stands as the starting point for learning. Students define and analyze the problem within an articulated interdisciplinary or subject frame. Taken together, the elements of problem, project and group are the cornerstones of the problem and project based model, and form not merely a pedagogical approach, but rather a way of organizing learning, teaching and research at the university
13 Terminologi: Problem A problem can be theoretical, practical, social, technical, symbolic-cultural and/or scientific and grows out of students wondering within different disciplines and professional environments A chosen problem has to be exemplary.
14 Terminologi: Project A project is a complex effort that necessitates an analysis of the target (problem analysis) It must be planned and managed, it must be completed at a point in time determined in advance. Projects are necessarily diverse with regard to scope and specific definition. No one specific template or standard exists to define sufficiency but rather, these determinations are made within each programme
15 Terminologi: Exemplarity Exemplarity is a principle of selecting relevant specific learning outcomes and content / scientific knowledge that is exemplary to overall learning outcomes. That is, a problem needs to refer back to a particular practical, scientific and/or technical domain. The problem should stand as one specific example or manifestation of more general learning outcomes [deducive/inductive]
16 Terminologi: Team A team is a group, sharing and working closely together in design, decision making, analysis and reflection. The binding cooperation of members on successful completion of the project is an essential component of the overall approach to learning.
17 Terminologi: Supervisor The role of the supervisor is one most often held by a faculty member serving as a resource for groups of students engaged in the project work. Each student group has one or more supervisors for a project. supervisor-group relationships do not extend beyond the duration of the project. That is, a student (or group of students) does not have a formal multi-term or multi-year relationship with one particular supervisor. In other educational contexts this type of role might be known as an advisor or facilitator
18 Terminologi: Project courses Courses offered as part of a study program that relate directly to the term theme and the students project work. Students elect to take a project course on the basis of the course s relevance to the project work.
19 Terminologi: Study courses Courses required as part of a study program that introduce students to fundamental concepts, theories or skills of a particular discipline. These courses are assessed (examined) separately from the project courses and project work. Surveying/Engineering primarily have Study courses
20 [1]Educational Vision The institution has developed and adopted a systematic framework for the problem and project based approach to education The institution demonstrates an ongoing commitment to: Problem orientation Project organization Integration of theory and practice Participant direction Team based approach Collaboration and feedback
21 [1]Educational Vision.developed and adopted learning objectives specific to the problem and project based approach. Address student competencies in problem formulation, self-reflection, metacognition, and collaboration. Students are encouraged to integrate knowledge from across the traditional disciplines in the project work in order to analyze and solve the problem.
22 [1]Educational Vision The institution has clearly articulated the scope of implementation of the problem and project based educational model. Though an institution-wide adoption of the educational model provides the greatest educational benefit, the problem and project based approach can be effectively implemented at the faculty or program level. Course-level implementation presents challenges that significantly truncate the educational benefits and is not sufficient to qualify as problem and project based learning.
23 [1]Educational Vision Key groups within the university (trustees, faculty, students and administration) demonstrate ongoing support of the problem and project based approach. Students understand the theoretical framework and practical benefits to the problem and project based model. Further, students are prepared to identify and articulate the strengths of the educational model vis-à-vis their academic and professional preparation.
24 [2] Curriculum All programs include first-term credit-bearing academic work that introduces and orients students to the problem and project based educational model. This component of the curriculum addresses e.g. learning theory, problem definition, project management, conflict management, and approaches to collaborative.
25 [2] Curriculum Each program consists of an appropriate balance of orientation courses, study courses, and project-related courses which accompany the students project work. Depending on the program, timespan and the overall objectives, the project might vary in size. In general, the students project work comprises at least 50 percent of their academic credits and, when combined with project course credits, comprise approximately 75 percent of the students total term credits.
26 [2] Curriculum An appropriate cluster of required study courses introduces students to the patterns of thought, theories, skills and fundamental knowledge of the discipline or profession In each term, a theme is selected to serve as the context in which project courses and projects address the learning objectives.
27 [2] Curriculum Themes may be fixed due to an overall curriculum program or vary from term to term. The theme connects to the overall learning objectives and is articulated in a formal statement that is istributed to students and guides their problem formulation and project work. Within the theme and the overall learning objectives, problems and project proposals are to be chosen
28 [2] Curriculum In each term, a number of project courses are offered, linked to the educational objectives and shaped by the term s theme. students select project courses according to the courses relevance to their term project work. (if semesters are governed by fixed themes, central theme related courses replace project courses).
29 [2] Curriculum Supervisors ensure that students problem formulations, through alignment with the term theme and overall objectives, provide a sufficient context for achieving the learning objectives. The content of the curriculum is informed by the development/evolution of knowledge within the discipline or profession and by the demands of practice as encountered through application in the project work.
30 [2] Curriculum To the extent possible, problems and subsequent project work are informed by the state of the art in the discipline or profession. this is facilitated by ongoing relationships between the university and external constituents such as businesses, social agencies and governmental agencies as well as awareness of disciplinary research developments.
31 [3] Students Students understand the problem and project based educational model and, through that understanding, are able to successfully engage in it, in order to achieve the institution s educational objectives.
32 [3] Students Students are able to identify the ways in which the problem and project based approach shapes their academic work, and successfully integrate its components as they achieve the broader institutional learning objectives, as well as the objectives for their program. In their work, students demonstrate a high level of self-motivation and personal responsibility for learning.
33 [3] Students Students possess, and are supported in developing, strong project management skills that enable the timely and successful completion of projects. With appropriate support from the institution, students are able to negotiate and successfully address the inevitable conflicts that arise in collaborative work. Students contribute to and maintain a strong culture of collaboration, which values active participation in course and project work.
34 [3] Students In their project groups, students formally or informally address expectations regarding academic performance, work patterns, and norms for interpersonal relations Students play a meaningful role in the administration of degree programs. Channels are provided for student input into curricular development and implementation, term themes, course offerings, and academic policy, e.g. through study board participation or systematic evaluations.
35 [4] Assesment of students Policies and structures are in place to effectively assess individual student performance within the context of the group project work A parallel set of policies and structures guide the assessment of students performance in individual academic work (e.g. study courses). Assessment of students group project work is conducted in a group setting and stands as the main assessment method.
36 [4] Assesment of students All group members are present for an extended examination involving the group s advisor, additional faculty members from the institution, and faculty members from other universities. Examiners guiding the group assessment process pay careful attention to exploring not only the quality of the project work itself, but also to determining the extent to which, through the project work, students have achieved the broader learning objectives and have developed an understanding of the larger theories, concepts and issues as they transfer to different applications.
37 [4] Assesment of students Students project-related course work (i.e. project courses) is assessed within the context of the project work itself. The problem as formulated by the students and the subsequent project work are used by examiners as a lens for determining those aspects of the project courses that are relevant to assess. Forms of both formative (status seminars, peer evaluation, supervisor feedback, etc.) and summative assessment (portfolio assessment, etc.) may be implemented.
38 [4] Assesment of students Students academic work (e.g. studycourses) is assessed according to clearly documented policies and procedures and learning objectives. Though conducted in a group setting, students receive appropriately differentiated individual grades for their contribution to the project work and their mastery of the stated learning objectives.
39 The chartered surveying programme is a broad based comprehensive course where professional traditions from engineering, architectural and law education are synthesised. During the programme students will learn about surveying and mapping, geographical information systems, property law and planning, as well as the management of land and natural resources.
40 Jobs Chartered surveying in private practice Departmental manager in state agencies Planner/departmental manager in regional and local authorities GIS expert in private companies, utilities etc. Project manager/consultant in mapping companies Project manager/consultant in engineering companies International expert on development projects in developing countries [sustanability and cadastral systems]
41
42 Bachelor During the bachelor s programme, project work covers approx. half of the study activities. The other half of the study time is divided between lecture courses and practical activities. A significant part of the exercises is fieldwork including outdoor activities.
43 Basic study year The first year of the study programme is the basic study year of the Faculty of Engineering and Science. This first year of studies will provide the students with basic skills within project work and problem solving. The theme of the 1st semester project will usually be mapping and spatial data which will concern collection and presentation of spatial data by way of maps. On the 2nd semester the students will work with problems regarding the use of maps and spatial information in connection with land and natural resource management.
44 Basic study year The basic study year also includes a number of lecture courses, which provide the students with preconditions in relation to their further studies. Examples are lecture courses in mathematics, cartography, Geographic Information Systems and social science. Both 1st and 2nd semester are concluded with exams.
45 3. semester The theme of the 3rd semester is Spatial Planning and Land- Use Management in Urban Areas. Each group conducts a project that includes the design of an overall planning strategy for a chosen area followed by a more de tailed planning strategy focused on e.g. the living environment within a certain neighbourhood. Finally, a local plan is completed, providing the regulations for how to imple ment the project.
46 4. semester The theme Spatial Planning and Land-Use Management in Rural Areas is scheduled until mid spring. Each group conducts a project that includes the design of an overall planning strategy for a chosen rural area followed by a more de tailed planning strategy focused on thematic plans for etc. renewal energy, transportation, forestation, watermanagement. During the last months of the 4th semester, the focus is on Large Scale Mapping. The students work together in pairs in order to survey a small urban area and the work is documented by way of a digital map.
47 5. semester On this semester, courses within surveying and mapping take place, supported by exercises in the field. Different methods are focused on for solving several types of assignments and the students will become familiar with the use of modern tools, such as Global Positioning System (GPS). The project work provides the students with a pro per understanding of how tasks are handled within surveying practice.
48 6. semester The theme Cadastral Management concerns the pro cesses and the problems of property rights, which are connected to the determination of property boundaries and the development of new properties. The project work has been planned in a way so stu dents experience the same processes, as is the case at a private surveying fi rm. Also, the technology and methodical tools are the same.
49 Master 7.-8., Land Management Specialisation in Real Property, Land Management and Planning Public planning and land management Expropriation and land re-allotment
50 Master 7.-8., Surveying and mapping The Master s Programme in Measurement Science relates to those who would prefer to work professionally with advanced surveying and modern digital measurement methods. GPS Photogrammetry and remote Sensing
51 Master 7.-8., Spatial Information Management Digital management Virtual 3D environments Historic environments Location Based Services
52 semester Can be a semester at a university abroad Master thesis
53 Must remember:
54 What we tried regarding GIS A task group was formed for implementing GIS in a meaningful way through-out the study progam Initiated on behalf of the people who were actually helding the GIS courses NCGIA Core Curriculum
55 NCGIA Core curriculum 1 What is GIS? 2 Maps and Map Analysis 3 Introduction To Computers 4 Raster GIS 5 Raster GIS Capabilities 6 Sampling The World 7 Data Input 8 Socio-economic Data 9 Environmental and Natural Resource Data 10 Spatial Databases As Models Of Reality 11 Spatial Objects and Database Models 12 Relationships Among Spatial Objects 13 The Vector or Object GIS 14 Vector GIS Capabilities 15 Spatial Relationships In Spatial Analysis 16 Output 17 Graphic Output Design Issues 18 Modes Of User/GIS Interaction 19 Generating Complex Products 20 GIS as archives 21 The Raster/Vector Database debate 22 The Object/Layer Debate 23 History of GIS 24 GIS Marketplace 25 Trends in GIS 26 General Coordinate Systems 27 Map Projections 28 Affine and Curvilinear Transformations 29 Discrete Georeferencing 30 Storage Of Complex Objects 31 Efficient Storage Of Lines - Chain Codes 32 Simple Algorithms I - Intersection Of Lines 33 Simple Algorithms Ii - Polygons 34 The Polygon Overlay Operation 35 Raster Storage 36 Hierarchical Data Structures 37 Quadtree Algorithms and Spatial Indexes 38 Digital Elevation Models 39 The Tin Model
56 NCGIA Core curriculum 40 Spatial Interpolation I 41 Spatial Interpolation Ii 42 Temporal and 3D Representations 43 Database Concepts I 44 Database Concepts Ii 45 Accuracy Of Spatial Databases 46 Managing Error 47 Fractals 48 Line Generalization 49 Visualization Of Spatial Data 50 Color 51 GIS Application Areas 52 Resource Management Applications 53 Urban Planning and Management Applications 54 Cadastral Records and Lis 55 Facilities Management (Am/Fm) 56 Commercial Applications 57 Decision Making Using Multiple Criteria 58 Location-allocation On Networks 59 Spatial Decision Support Systems 60 System Planning Over 61 Functional Requirements Study 62 System Evaluation 63 Benchmarking 64 Pilot Project 65 Costs and Benefits 66 Database Creation 67 Implementation Issues 68 Implementation Strategies For Large Organizations 69 GIS Standards 70 Legal Issues 71 Development Of National GIS Policy 72 GIS and Global Science 73 GIS and Spatial Cognition 74 Knowledge Based Techniques 75 The Future Of GIS
57 What kind of GIS? Is it software-teaching or is is spatial thinking (the collection of cognitive skills neccasary for making conceptions of space and spatial reasoning). What is means and what is ends? The five M's of applied GIS' are also used as a kind of checklist, when looking for real-world problems: Mapping Measuring Monitoring Modeling Managing
58 Online tools to support course design How network platforms such as Moodle, Mahara or other networking tools can support teaching and learning (or collaboration). Online communication technology where information can be aggregated, mutually exchanged, accessed and visually displayed Digital platforms that link individuals to enhance the social learning dimension of PBL on location Online platforms and e-tivities that support assessment: portfolios, quiz and multiple choice, blogs etc.
59 Campus-wide moodle implementation
60 Actual teaching 2 * 45 min. teaching Incl. Introduction of an exercise 2 hours of problem-solving where the teacher is helping the students
61 GIS on 1. semester What s the point of GIS -like courses Hands-on with AutoCad and some Google Maps and Google Earth activities
62 GIS on 2. semester Software teaching (we don t call it that, but it is!) 7 half-day courses (84 hours incl. preparation) Coordinate systems Objects and attributes Discrete and continoues (raster/vector) Analysis in the vector-domain Geovisualisation www technolgies and standards
63 GIS on 2. semester Since everything is in moodle, they can go back Passwords Installing instructions Videos for important tasks file:///c:/users/jks/skydrive/aau/projects/2012_pbl- GIS/methods/wfs_arcgis10/wfs_arcgis10.htm
64 GIS on 3. semester Urban area planning Public databases [new aggrement] Introduction to property based data DTM/DSM SketchUp-like visualisations
65 GIS on 4. semester Rural area planning But now it is Spatial Modelling and spatial thinking GeoDesign Modelbuilder in ArcGIS Could be raster but not necassarily
66 GIS on 5. semester Surveying Mapping GPS
67 GIS on 6. Semester Specialising in the analysis of property based data and digital cadastral maps. Data aggregation Asking the right questions
68 GIS on masters programme SIM Programming Web-gis Surveying/Mapping Land Management
69 Difference between excersizes and tasks is very important for the students to understand. And it is often tempting for the teacher/supervisor to make tasks instead of excersizes. Excersizes they are training their ability, like show me you can add some numbers Tasks they are traing trivial knowledge
70 Focus on the value of GIS in the students optics they have to be motivated, because it is difficult GIS is difficult!
71 My experience is that the most difficult parts, and at the same time the parts neccesary to get on the wagon, are: Spatial data models/abstraction of reality/conceptual abstractions Georeferencing/datum, coordinate systems, matemathical abstractions the problem of understanding the infinite
72 Evaluation of courses Oral exam Written exam Active participation Portfolio
73 Podcasting and PBL This course is about ameliorating video-transmitted teaching problems by looking at how to utilize visual media technologies for teaching and learning in a new way. Exploring possibilities of using podcasts, vodcasts etc. to support your teaching Using podcasting to extend learning spaces and address issues associated with video transmissions Maintaining quality supervision in electronically-supported environments Group work supported through video Podcasting for knowledge sharing Podcasting in support of assessment
74 PBL-GIS and best practises Examples Other possibilities i moodle like quizes.
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