Improving fieldwork with GIS quantitative exploration, data management and digital mapping
Wouter Marra1, Koko Alberti1, Liesbeth van de Grint2 & Derek Karssenberg1
1 Dep. Physical Geography2 Centre for education and learning
Faculty of Geosciences
Funders: Stimuleringsfonds Onderwijs, Utrecht University and Faculty of Geosciences
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Introduction
• Fieldwork is essential for Geosciences• GIS is valuable tool for spatial analysis and mapping
Goals• Blend classic fieldwork with quantitative GIS methods• Easy-to-use GIS methods during fieldwork• No prior GIS experience and not about teaching GIS
Pilot – Evaluation – Improvements / tips
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Fieldwork French Alps
• First-year BSc, final quarter• Individual research areas (~16 km²)• Geology and geomorphology• Staff visits students occasionally
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Fieldwork French Alps
• First-year BSc, final quarter• Individual research areas (~16 km²)• Geology and geomorphology• Staff visits students occasionally
Learning goals – changed workflow
Learning goal Change Benefit
Preparation
Explore area remotely GoogleEarth & QGIS More ways to view area
Formulate hypothesis Use GIS data Quantitative evidence
Fieldwork
Collect field data Unchanged Freedom and creativity in fieldbook
Analyse Excel & QGIS Spatial patterns, make map
Interpret QGIS Sat. image and DEM - extra data
Map QGIS Use data sources, logical workflow
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Preparation
Learning goals – changed workflow
Learning goal Change Benefit
Preparation
Explore area remotely GoogleEarth & QGIS More ways to view area
Formulate hypothesis Use GIS data Quantitative evidence
Fieldwork
Collect field data Unchanged Freedom and creativity in fieldbook
Analyse Excel & QGIS Spatial patterns, make map
Interpret QGIS Sat. image and DEM - extra data
Map QGIS Use data sources, logical workflow
Paper maps Fieldbook
Fieldmap
Digital fieldbook (excel)
+
+++
Neat map+
+++
Digital map QGIS
Field Accommodation
ObservationsGPS
GIS DataMapping workflow
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Evaluations
• All students had new preparation (70)• 23 students used GIS in the field
• Questionnaires before and after fieldwork• Interview after fieldwork
• Difference between groups?• Easier acquainted, useful hypotheses? • Problems / drawbacks• Attitude towards GIS
• Staff opinions
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Preparation
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Student evaluation results after the fieldwork
Quantitative difference GIS and non-GIS users was hard to tell
+ Students enthusiastic about making maps with QGIS+ Students see GIS as a relevant skill (also some that don’t like it)
• Motivation
- Some technical issues• Fixed data structure, prescribed legend, • Technical tutorial, and screencasts
- Students complain that hypotheses are superseded • Is that a problem or a valuable lesson?
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Staff evaluation
+ Results above expectation
- Same technical issues as students- A few have doubts in their ability to help students with QGIS
• Screencasts for students – no supervisor required
Lots of discussions on type of legend: drawn symbols vs. polygons
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Summary / lessons learned
• Hybrid approach – paper and GIS – was a success• QGIS – useful in the field and for students without prior experience
• Technical instructions are required (screencasts)• GIS was supporting the fieldwork not the focus
[email protected] – fieldwork.geo.uu.nl
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fwo.geo.uu.nl (EGU2016 – Vienna2016)web-gis to supervise students on fieldwork
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gems.geo.uu.nl (demo – demo)online spatial modelling toolsee PICO by Baarsma et al.,ESSI3.5/GI1.5, friday at 15:30
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ArcGIS onlineGIS withouth thousands of buttons