presentation

MU T A T E

Multimedia Toolsfor Advanced GIS Training in Europe

MUTATE

MU T A T E

Mauro Salvemini

salvemini@uniroma1.it

http://www.uniroma1.it/DICEA/GIS_LAB.HTM

Universita’ di Roma La Sapienza

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)

MU T A T E

The consortium MU T A T E

• 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.

Framework MU T A T E

An essential glossary

Doc Centre : global data base Back office : system for tutoring and managing Module :15 lessons , 50 hours Question : during the use Exercise: complex GIS exercise DTD : data type definitionXMLORACLE : as DBMS Bundle : global system

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Develop contents for 11 modules

Demonstrate the validity of the concept– Several short seminars (Fall 1999 / Spring 2000)

– Full Open GIS Programme (Fall 2000)

MUTATE goals

Development of the MUTATE Bundle

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The systemMU T A T E

Products in the bundle

DocCentre core server

DocCentre importing/editing tools

DocCentre browsing tool

Mutate portal

BackOffice tool

Interactive GIS via WWW

PCRaster

Dynamic environmental models

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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)

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Services

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

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Contents Services Bundle

Universities

Consulters

Specialists

Training centres

Software development

Competition Analysis

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 back-

office;

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Pedagogic guidelines

Learning model - Laurillard (1993)

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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.

Problem-based active learning

Clear objectives

Focus on content, not technical finesse

Small units

Minimise amount of text

Learner control

NavigationLinear (sequential) navigation

Free navigation

Conditional navigation

Associative links

Annotation

Glossary

Links to original textsNotes

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Progress control and feedback

Questions

Conditional links

Assignments

Communication

Collaborative work (communication student-student)

asynchronous communication (student-teacher )

Local data

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Example of learning path

to be given through the back office

Examples of level 0 learning paths Module 1Geog database

Module 5Visualisation

KTH

Module 8Tourism

Module 7Emergencyplanning

Module 6Regional &UrbanPlanning

URS

Module 9MCDA

Module 11Integrationof dist.Parametersystems

Module 10Multiobj.Math Prog

Geneva

Module3DynamicModelling

Module 2MapAlgebra

Module 4Geostats

Utrecht

Start

Hydrology

Air quality

Urban planning

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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

The MUTATE approach

OPERATING SYSTEMBROWSER

MUTATE WEB SITE……………..GIS exercises and appl

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The portalMU T A T E

The courseMU T A T E

The interactive buttonsMU T A T E

Questions

Multiple choices question

One choice questionMU T A T E

Open format questionMU T A T E

Pattern recognition and hint

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The general admistration tool

Back office

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How to manage

the courses.

Back office

MU T A T EBack office

Student’s

management

MU T A T EBack office

Student’s interaction and control.

Advanced exercise MU T A T E

IMS (Internet Map Server)IMS (Internet Map Server)

MU T A T EMutate and IMS

MU T A T EComplex exercise is

sw independent

MU T A T EInteractive GIS

window

Complete GIS operationMU T A T E

MU T A T EMore ….

Evolution

Project development

Market EntryKnow-how acquisitionTest & setEstablishing reputation

Stage 0

Stage 2

Stage 1

Dec 2000June 2000Dec 1999

Sustained development;Market consolidation

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MU T A T E

Mauro Salvemini

salvemini@uniroma1.it

http://romulus.arc.uniroma1.it/mutate

User : student

Pwd: student

http://www.uniroma1.it/DICEA/GIS_LAB.HTM

Contact and test

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MU T A T E