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Geographic Information Technology Training Aliance
Which place for Spatial Modelling
in GIS education?
The example of the GITTA project
LASIG laboratory
Sept. the 13th 2002
Corinne Plazanet & Regis Caloz
Geographic Information Technology Training Aliance
Outline
The GITTA project
Pedagogical objectives and content
Spatial Modeling modules
Integration within the GITTA curriculum
Conclusion and open questions
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
The GITTA project
Covers 1 discipline: GIS
Swiss
Virtual Campus
project
07/2001 - 01/2004
4 languages
10 academic partners:
Universities, high schools,
Federal Institutes of Technology
+ 1 administrative partner + 1 pedagogue
85% of the capacity
of GIS academic courses
in Switzerland
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Target public
Universities, high schools, Federal Institutes of Technology
• Students in geography, geomatics (geodetics, topographic
works), forestry sciences, computer science, land use planning
• Applied sciences (biology, earth sciences, biology, land
architecture… )
• Postgraduate diploma
• Formation continue
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Objectives
• Federate knowledge in GIS in a virtual campus with coordinated
curriculum
• Standardize course structure and contents by exploiting
synergies and eliminating redundancies
• Provide a virtual learning center that allows students to
complete standardized ECTS units
• Integrate GITTA course units in existing curriculum in order to
replace or enhance traditional courses (pedagogical renewal)
Declared objective: Presence in classroom reduced to 50% (tutoring
sessions, project reviews, working groups, student presentations, etc.)
Main 1rst interest: provide a GI curriculum up to date and well structured
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Pedagogical and didactical objectives
• Develop student independence in his learning process
• Develop his capabilities in GIS management for the analysis
of simple spatial issues within an individual learning
environment based on information technologies
• Integrate transdisciplinary aspects of GIS knowledge and
emphasize consciences on practical issues by working on real
world case studies
• Deepen specific topics through projects
The success of the approach lies not only on didactical tools but also on
coaching and tutoring !
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Modular pedagogical approach
2
Decision making
3
3
3
2
2
2
2
1
1
Optimal route in urban road netwk
Gaz pipeline: pattern optimization
Terrain elevation of yarding
Cachment and hydrology modeling
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Implementation of a business GIS
Geomarketing
2
1
1
1
2 ECTS /
curriculum
1 ECTS = 2
days
1
1 ECTS =
30 hours
0.5
1
0.5
Large place for theoritical aspects
0.5
0.5
1
Spatial modeling basic module
Module -> lessons -> units
L1: Spatial perception and modeling
U1: Terms and definitions
U2: From reality to representations
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
U3: Conventional spatial modeling: maps
U4: Models of apprehension of geographical space
L2: Fundamental concepts
U5: Scale
U6: Georeference: Location, projections
U7: Spatial relations: Distance
U7: Spatial relations: Topology
L3: Notions of information modelling
U8: Units of observation of reality
U9: spatial information
L5: Conceptual data modeling
U17: Concepts of conceptual modeling
U18: The Entity-Relationship model
U19: Spatial conceptual data models
L4: Numerical modeling of reality
U10: Introduction to numerical modeling
U11: Concepts of vector model
U12: Topology
U13: Concepts of raster or image model
U14: Comparison of vector / raster
U15: Relief modeling (DTM)
U16: Network modeling
Spatial modeling intermediate module
Module -> lessons -> units
L1: Advanced relief modeling
U: MODELS
U: RELIEF PROPRIETES
L2: 2.5D, 3D Modeling
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
L3: Advanced network modeling
L4: Specific models
U: MODELS FOR SPATIAL ANALYSIS
U: STRUCTURES FOR DB INDEXING
U: STRUCTURES FOR DATA COMPRESSION
L6: Information System Engineering
U: DESIGN METHODOLOGIES
U: PROCESS MODELING (DATA FLOW)
U: CONCEPTUAL DATA MODELS
U: CASE TOOLS
U: SPATIAL DATA INFRASTRUCTURES
U: META DATA
U: EXCHANGE FORMATS: INTERLIS
L5: Multi source GIS - Interoperability
U: MULTIREPRESENTATION MODELING CONCEPTS
U: DB INTEGRATION (INTER SCHEMAS CORRESPONDANCE ASSERTIONS)
U: ABSTRACTION MECANISMS - GENERALIZATION
How to validate contents ?
• MAIN ISSUE:
Provide an exhaustive content avoiding redundancies
=> integration of modules’ content !
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
• Which notion in which module?
• Choice of the module
• Choice of the level: Basic / intermediate / advanced
Which notion in which module?
Georeference
Relief modeling DTM, TIN
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Network modeling
Metadata
Conceptual
modeling
DC
SM
DM
SY
PR
AN
Which notion in which module?
The choice depends on :
The logic of the modules (structural line)
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
B-SM follows the process of GIS modeling from
perception and abstraction to DB modeling, through
fundamental models: vector/raster (without considering
a particular application)
I-SM considers modeling according to proprieties and
objectives: analysis, generalization, cartographic
presentation …
The duration of the modules (number of credits)
The complexity of notions
The importance of the notion in the curriculum
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Spatial modeling modules outflow
Links between SM and AN modules
NETWORK MODELING
EPFL – LaSIG lab.
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Abstraction level
C. Plazanet & R. Caloz
+
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INTERMEDIATE
BASIC
e.g.
Road
network
e.g. Road
polylines
SPATIAL
MODELING
e.g.
Route
maps
Internal structuring
properties.
Model properties
e.g Selection of
roads longer than
1000 m
SPATIAL
ANALYSIS
Visual
apprehension
of reality
Links between SM and AN modules
RELIEF MODELING
EPFL – LaSIG lab.
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Abstraction level
C. Plazanet & R. Caloz
+
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INTERMEDIATE
BASIC
TIN,
Morphological
properties…
Internal structuring
Advanced
properties.
geomorphometry
Model properties
e.g topo. objects
extraction on TIN…
Introduction
to DTM
Terrain analysis on
DTM
SPATIAL
MODELING
SPATIAL
ANALYSIS
Visual
apprehension
of reality
Conclusions and open questions for the schools
•
First testings in Spring 2003
•
Where we are:
– Variable units duration according to learning objects
– Fix strcuture and order of modules
– Fix order of units for each module
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
– In each author’s natural langage
•
We have to go on developping content while there are still
open questions…
•
… on integration issues in schools !!!
–
Complete adoption OR Keep existing GI curriculum by re-organizing
GITTA units ?
–
Complete e-learning OR Mix traditional & e-learn ?
Extra slides in case of
tech. Questions…
Content of a unit
E-C.L.A.S.S. : Guide to On-Line
course development
Dr Gerson Johnson County Community
College
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
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E = Explain
C = Clarify
L = Look
A = Act
S = Share
S = Self Evaluation
XML structuration of contents
=> Content and presentation separated !
Structuration XML:
Redaction of content
Publication HTML,
PDF, WAP…
content and metadatas
Unit1meta.xml
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Sources:
Docs Word,
images,
animations
…
XML
XSL
Formulaire
E-C.L.A.S.S.
Unit1.xml
DTD
based on L.M.M.L. (Learning Material Markup Language)
and E-C.L.A.S.S.
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Module DTD
Susanne Bleisch, FHBB
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Lesson DTD
Susanne Bleisch, FHBB
EPFL – LaSIG lab.
C. Plazanet & R. Caloz
Unit DTD
E
Susanne Bleisch, FHBB
C
L
A
S
S
EPFL – LaSIG lab.
C. Plazanet & R. Caloz