GeoKnowledge: Providing E-Learning Resources for UK Academia


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Presented at the RSPSoc 2009 Annual Conference, University of Leicester, UK

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  • Usage over the passed 3 years Prior to July 2007 Landmap was a subscription based service with only 25 institutions subscribed. The Learning Materials had 4485 visitors for Aug 2006 – July 2007 In August 2007 Landmap because freely available and usage figure for the Learning Materials started to increase by 1061 extra visitors This academic year the Learning Materials have been promoted with hands on workshops and usage has increased by over a third of the number of visitors in 2007 – 2008 academic year. With a total of 8646 visitors and around 92 institutions licensed The amount of data/ work booklets downloaded has also increased from 43,848 kb to 67, 979 kb These usage figures indicate there is a growing demand for the learning materials in the spatial sciences especially in Earth Observation
  • Recently required datasets such as LiDAR, Aerial Photography and 3D Building Heights data Try and promote the use of Radar imaging (ARS and ERS) which is used less than Optical datasets such as Landsat and SPOT data. Teachers/Lecturers and Students/Researchers
  • The Learning materials will help to support the use of new datasets and less popular datasets e.g. Radar. Hope to attract usage in less traditional disciplines like life sciences, planning, sociology and architecture etc.
  • Collaboration with academic institutions such as University of Nottingham and University of Aberystwyth and with the commercial sector as The GeoInformation Group produced courses in Airborne Imaging and 3D Modelling Telaman selected for e-learning technologist work.
  • Pedagogy – is the art or science of being a teacher. The term generally refers to strategies of institution or a style of instruction (Wikeipedia, 2009)
  • Free CMS and Server Dfferent pathway into the Learning Zone depending on the audience
  • Trial at University of Edinburgh Urmi Bhattacharjee, PhD Student in the School of GeoSciences fed back The best part of this tutorial is that it has been divided into some main parts (like segmentation, classification) and shown with screenshots. The main functions which we need to use for any kind of classification have been shown very well. Reason behind every function has been explained which is not available usually. It has helped me immensely in my dissertation work. Although my work is still going on, but this tutorial has really made Definien easier than before. Thanks a lot to Landmap and the author of the tutorial. A real great effort which needs appreciation! Anuradha Chandra, PhD Student The course was very helpful but I was looking for something more in feature view tutorials. But overall it was very useful and helped me to understand the different processes and basic concepts which would allow me to complete my dissertation.
  • - Form part of the Airborne Imaging course 35 people attended the workshop Delegates at the workshop using Global Mapper v.9 for LiDAR unit. 17% felt that not much of the content was appropriate these respondents could be librarians who felt the workshop was too technical but wanted to know about Landmap or advanced students who may have found the materials too basic..
  • GeoKnowledge: Providing E-Learning Resources for UK Academia

    1. 1. GeoKnowledge: Providing E-Learning Resources for UK Academia Gail Millin-Chalabi Yin Tun Jim Petch David Hume Jim Schumm Kamie Kitmitto
    2. 2. Running order  Introduction to Landmap  Aim of GeoKnowledge Project  Collaborations  Pedagogic & Technological Framework  Workshops, Trials and Future Outreach Activities
    3. 3. Datasets Available New Datasets Include: • Modern and Historic Aerial Photography • Colour Infrared • LiDAR • 5m DTM • Building Heights and Land Use
    4. 4. Modules include: - • Information Extraction • Spectral Mapping • Georeferencing • Structural Mapping • Vegetation Mapping • Land Cover Classification • Meterology • Sea-Surface Temperature Mapping • Coastal Mapping • Integration with GIS • Mineral Exploitation Adapted for: - • RSI ENVI • ERDAS Imagine • PCI • Idrisi Kilimanjaro Requirements: - • Institutes Central Username & Password • Attend a licensed institution Current Learning Materials
    5. 5. Learning Materials Usage
    6. 6. Aims & Objectives Promote and facilitate the use of the Landmap Service Optical, Radar and Elevation Collections by providing new online learning materials enhancing spatial literacy for UK academia.  Identify the main audiences for the new Learning Zone and find out their learning materials requirements.  Source new content which supports the use of the new data  Academic community  Companies  Create a pedagogic & technological framework for delivering the content online.  Promote the Learning Zone with dissemination and outreach activities  Conferences  Workshops at university departments/schools  Publications
    7. 7.
    8. 8. Collaborations  New tutorials include (Received 100 % of the new learning materials )  Radar Imaging – Andy Sowter, University of Nottingham  Object-Orientated Classification – Peter Bunting, University of Aberystwyth  Airborne Imaging – The GeoInformation Group, Consists of the following units: LiDAR, Historic Imagery, Aerial Photography, Near Infrared, Land-Use,  3D Modelling - Google Sketch-Up (3D Buildings)  Develop a New E-Learning Zone for the Landmap website  Organisations approached include Whittons, Netskills and Telaman Ltd  Telaman Ltd selected for e-learning technologists work
    9. 9. Pedagogic Framework  Structure content into ‘small chunks’ easily digestible on the web.  Provide a basis for searching of resources and designing activities, feedback and assessment  Telaman Ltd advised to follow a 6 part Educational Model (Pask, 1975) for each course:  Context – overview of learning unit, learning objectives, wider context and pre-requisites  Explanation – Theory and workflows for improving students understanding  Demonstration – step by step instructions of how to undertake a task.  Challenge – put theory and tasks completed together and put into practice with an exercise (not guided).  Feedback – provides possible outcomes for the activities and suggestions for revision  Summary – summarise the content and intended learning outcomes and suggestions for further units to take.
    10. 10. Learning Zone  The new Learning Zone will contain 8 courses 50% being new and 50% reworked.  Semantic structure of Learning Zone  Course (8)  Units (57)  Topics (100 +)  Each unit is characterised by four attribute types  Software  Data  Knowledge (theory, practice or application)  Workflow (work processes used in image handling)
    11. 11. Topic Mapping
    12. 12. Technological Framework  Joomla 1.5.14 CMS, Apache Server, Solaris  Storyboards and Wireframes generated  Teachers/Lecturers – Course Planner  Students/Researchers – Course Selector  Future Plans  Feedback questionnaire  Discussion Forum  New Graphic Design – distinct from other areas of the Landmap website
    13. 13.
    14. 14. Trial New Units Heights and Flights 24th February 2009  Opportunity to trial the Aerial Photography and LiDAR units  79% of attendees felt very much of the workshop content was appropriate to their needs.  91% of attendees had the prerequisites for the practical sessions Overall how useful was this workshop to you?
    15. 15. We are Listening  User feedback is paramount  We are and will be utilising workshops and meetings to inform what we do:  Just run ‘Discover Landmap – Spatial Resources for Academia’ September 8th 2009 at RSPSoc Conference, Leicester University  ESRI/Eduserve Workshop 15th September in Birmingham  Regional workshop in the next year Volunteer hosts institutions welcome!  Sheffield Hallam – 23 November 2009  MMU, UCL, University of Liverpool and UCLAN have expressed interest to host a workshop
    16. 16. New Content 2009 - 2010  Landmap is seeking authors for new content in the following areas  Atmospheric Correction for Land and Sea  Hyperspectral Imaging  Advanced Radar Imaging  GRASS GIS  Other suggestions??  Interested? Then please contact
    17. 17. Conclusion  There is a growing demand for high quality e-learning in the spatial sciences as identified in the GeoKnowledge Project  The Learning Zone aims to be an example of good practice  Train next generation of students in both traditional and non- traditional disciplines  Facilitate usage of the Optical, Radar and Elevation Data Collections.  Use JISC funding to further expand content contained within the Learning Zone  Will complement other spatial literacy development work such as the SPLINT Project.
    18. 18. Thanks for ListeningThanks for Listening