UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Principles of Geographic Information Systems (GIS) and Remote Sensing (DI849)
2.
School or partner institution which will be responsible for management of the module
School of Anthropology and Conservation
3.
Start date of the module
Autumn term 2013
4.
The number of students expected to take the module
25
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
Not applicable
6.
The level of the module :
Postgraduate [M]
7.
The number of credits and the ECTS value which the module represents
15
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn term
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
Optional on: MSc in Conservation Science and Management; MA in Anthropology and
Conservation; MA in Environmental Anthropology
11. The intended subject specific learning outcomes
On successful completion of the module students should:
11.1
have a systematic understanding of knowledge of the principles of GIS and a clear
understanding of the application of GIS for biodiversity conservation and
environmental studies using real world examples
11.2
be able to acquire, combine and manipulate data from multiple sources in a GIS in
order to deal and solve practical problems in biodiversity conservation and
environmental science
11.3
have a comprehensive understanding of the principals underlying the analysis of
spatial data and remote sensing data and be able to produce appropriate maps of
environmental data
11.4
have acquired practical technical skills on GIS analytical techniques
11.5
be able to generate and critically evaluate GIS and remote sensing outcomes and
write reports on GIS mapping and analysis
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12. The intended generic learning outcomes
Generic learning outcomes of his module:
12.1
to develop quantitative and IT skills in the context of the use of GIS software
12.2
to combine different methods and techniques to produce effective research designs and
analysis
12.3
to communicate research findings effectively
12.4
to improve oral presentation skills
12.5
to contribute constructively to joint practical work
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A synopsis of the curriculum
The overall aim of this module is to provide an applied introduction to the use of GIS and remote
sensing in biodiversity conservation and management and more broadly in environmental
sciences. This module will provide an introduction to the theory and practice of GIS and remote
sensing as well as an introduction to a range of methods for collection, management and
interpretation of spatial data. Particular attention is paid to the development of students’ analysis
skills of to deal with spatial data using GIS.
GIS are increasingly being used in biodiversity conservation and environmental sciences in
general to help solve a wide range of “real world” environmental and associated social problems.
As the current trend in ecological and environmental studies moves towards the acquisition
manipulation and analysis of large datasets with explicit geographic reference, employers often
report shortages of relevant GIS skills to handle spatial data. Thus, this module will introduce the
use of GIS as a means of solving spatial problems and the potential of GIS and remote sensing
techniques for biodiversity and environmental studies providing the student with marketable skills
relevant to research and commercial needs.
Indicative topics:
 Principles of cartography, coordinate systems and projections
 Introduction to the fundamental principles of GIS;
 Introduction to remote sensing
 Data sources and methods of data acquisition
 Types of spatial data, working with raster and vector data
 Mapping (how to create and transform maps),
 Elementary database management
 ArcGIS -overview of ArcGIS, ArcMap, ArcCatalog; ArcToolbox, Spatial Analyst.
 GIS operations (Calculating area, Intersection of polygons etc)
 manipulation, spatial data query and analysis of a wide range of environmental and
socio-economic information relevant to biodiversity conservation and environmental
sciences
 Spatial analysis in GIS
 Introduction to the application of GIS in systematic conservation planning.
These topics will be taught using a combination of lectures and practicals. The practical classes
will provide hands-on experience using ArcGIS which is the most widely used GIS system.
Students will be able to use knowledge and skills acquired in this module in practical project work
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Indicative Reading List
Bernhardsen, T. (2002) Geographic Information Systems: an Introduction, 3rd ed. John Wiley &
Sons, New York.
Berry, J. K. (1995) Spatial Reasoning for Effective GIS. GIS World Books, Fort Collins, Colorado.
Burrough, P. A. and McDonnell, R. A. (1998) Principles of Geographical Information Systems, 2nd
edn. Oxford University Press, Oxford.
Campbell, J. B. (2002) Introduction to Remote Sensing, 3rd edition. Taylor & Francis, London.
Chang, K.T. (2007) Introduction to Geographic Information Systems. New York: McGraw-Hill, 4th
edition
Goodchild, M. F., Steyaert, L. T., Parks, B. O., Johnston, C. O., Crane, M. P. and Glendinning, S.
(eds) (1996) GIS and Environmental Modeling: Progress and Research Issues. GIS World Books,
Fort Collins.
ESRI (2004) ArcGIS 9: Getting started with ArcGIS. Redlands, California: ESRI Press
ESRI (2004) ArcGIS 9: Using ArcMap. Redlands, California: ESRI Press
Heywood, I., Cornelius, S., and Carver, S. (2006). An introduction to Geographical Information
Systems. 3rd edition. Pearson, Harlow.
Jones, C. B. (1997) Geographical Information Systems and Computer Cartography. Longman,
Harlow.
Johnston, C.A. (1998) Geographical Information Systems in Ecology. Oxford, Blackwell Science.
Lillesand, T. M. , Kiefer R. W. and Chipman J. W. (2007) Remote Sensing and Image Interpretation,
6th edn. John Wiley & Sons, New York.
Wadsworth, R. and Treweek, J. (1999) GIS for Ecology: an Introduction. Longman, Harlow.
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Learning and Teaching Methods, including the nature and number of contact hours and the total
study hours which will be expected of students, and how these relate to achievement of the intended
module learning outcomes
The module will be taught through a combination of lectures, seminars and computer based
practicals. Total contact hours consist of seven sessions of 3.5 hours each, giving a total of 24.5
hours.
Lectures and computer-based practicals should run together, in one 3.5 hours session. The first four
sessions will be organised as follows: lectures will consist of 1.5 hours followed by 2 hours of
computer-based practical. Lectures will cover the theory of the topics and practice of the techniques
used. Computer-based practicals will provide hands-on experience using ArcGIS. The fifth session
will be organised as follows: 1 hour of lecture, 1 hour of computer based practical and 1.5 hours of
seminar where students will present and discuss their group projects - small projects that they will
carry out working in groups of 4-5. The last two 3.5 hours sessions will combine lecturers and
computer-based practical on systematic conservation planning.
Relation of different teaching methods to learning outcomes:
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Lectures
11.1, 11.2, 11.3, 11.5, 12.2
Computer based practicals
11.2, 11.4, 11.5, 12.1, 12.2, 12.3
Seminars
12.4, 12.5
The total student effort for the module will be 150 hours approximately and in addition to contact
hours it will include:
• Assimilation of lecture and computer based practical material (75 hours)
• Seminar preparation – small projects working in groups (15 hours)
• Research for essay (40 hours)
15
Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
Student learning will be assessed by means of
• A group project based on solving a particular problem – Group Powerpoint presentation and
discussion of the results during the seminar (20%)
• An assessment exercise - individual report around 1500 words in length- on solving a particular
problem related to biodiversity conservation or environmental sciences more broadly (80%).
Students will be asked to acquire, map, manipulate and analyse data and provide and
interpretation of the results
Relationship of different forms of assessment to learning outcomes:
Group project
11.2, 11.3, 11.4, 11.5, 12.1, 12.2, 12.3, 12.4, 12.5
Assessment exercise
11.1, 11.2, 11.3, 11.4, 11.5, 12.1, 12.2, 12.3, 12.5
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Implications for learning resources, including staff, library, IT and space
The module will be mainly taught by existing staff together with a teaching assistant (a teaching
assistant is required to assist with the computer base practicals due to large number of students
expected to register in this module). In addition an external lecturer will be invited to assist in the
teaching of state-of-the-art remote sensing techniques (Indicative budget for external lecturer £800).
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The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
18
Campus(es) where module will be delivered:
Canterbury Campus
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
19 Partner College/Validated Institution:
20 University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated January 2013
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