1. Course Descriptor
Course Title
DE6207 LAND SURVEYING 2
Course Code
Level
Credits
MIT credits
15
NQF
Course Hours
Lecture directed
learning:
Lecture:
Blended:
Tutorial:
Practical:
Workshop:
150
60
Self directed learning:
Independent study
90
Total Learning Hours
Attendance Requirement
Delivery Mode Level
1, 2, 3 or 4
Pre/co requisites
DE4202 Land Surveying 1
Purpose
To develop further land surveying knowledge and skills.
MIT Graduate
The following MIT Graduate Capabilities (GC) will be developed in this course:
a) Motivation (stage3 )
b) Ethical Behaviour (stage3)
c) Critical thinking (stage3 )
d) Problem solving (stage3 )
e) Reading Literacy (stage3/4 )
f) Information Literacy (stage3 )
g) Professional Conduct (stage3 )
h) Team Work (stage3 )
i) Aro hā (stage3)
j) Adaptability (stage3)
k) Entrepreneurship (stage 2/3)
l) Interpersonal (stage3)
Capabilities
Mode of delivery
Intramural, distance, blended
Learning
Outcomes
LO1. Undertake
advanced setting
out and levelling
tasks.
LO2. Demonstrate
knowledge of the
cadastral survey
system and land
subdivision
process in NZ, and
application of GPS
in surveying
LO3. Demonstrate
knowledge of
survey
computations
Outline of Content
Survey set-out of complex
engineering works, GPS in
surveying, advanced
levelling
procedures and techniques,
computer applications
The cadastral survey
system in NZ, the land subdivision process in NZ
Survey computations
encountered in survey
operations
Learning and
Teaching Methods
Lectures
Tutorials
Formative
assessments
Visiting guest
lecturers
Web technologies
Computer simulation
Videos
Project investigations
Group work
Assessment
Valid/Reliable
Assessment Type
Resources
Required
Text, Web links,
Equipment,
Computer Labs etc
as applicable
Assessed
Assignments/Projects
Tests
Weighting
Outcomes
40%
10%
Examination
50%
1,2,3
1,2,3
1,2,3
Lab equipment
(GPS, total station)
Computer Software
Videos on GPS
With Tips:
Course Title
Course Code
Registry will enter this
Level
Credits
MIT credits
NQF
Course Hours
Please indicate the
breakdown of hours to
reflect actual delivery
Directed learning:
Direct contact:
Blended:
Tutorial:
Practical:
Workshop:
Self directed learning:
Independent study
Total Learning Hours
Delivery Mode Level
1, 2, 3 or 4
Pre/co requisites
Purpose
This relates the MoE modes: 1= all face to face, 2
= online access optional, 3= online access required,
4 fully online or distance learning
Attendance Requirement
Ignore unless there is a
requirement for attendance
Mode of delivery
Intramural, distance, blended
All should be blended
MIT Graduate
Capabilities
During 2010 there have
been two methods of
indicating this
By mapping to each learning
outcome eg a 2 indicated
motivation to level two is
developed in this learning
outcome
Or, by mapping to course
level as indicated here
The following MIT Graduate Capabilities (GC) will be developed in this course:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Motivation (stage )
Ethical Behaviour (stage)
Critical thinking (stage )
Problem solving (stage )
Reading Literacy (stage )
Information Literacy (stage )
Professional Conduct (stage )
Team Work (stage )
Aro hā (stage)
Adaptability (stage)
Entrepreneurship (stage)
Interpersonal (stage)
Learning Outcomes
Outline of Course
Learning and Teaching
Assessment
Resources
Content
Methods
Valid/Reliable
Required
Please note: these examples are not applicable to all courses or levels but provided as guidance for those new to writing course descriptors
Number the learning outcomes so they
can be mapped to the assessment –
approx 5 per course
Learning outcomes always start with a
verb.
Eg.
Demonstrate the understanding of the
purpose of learning outcomes
Be careful not to write these as marking
criteria
Eg. The understanding of the purpose of
learning outcomes was demonstrated
If the course is unit standards based
you may wish to cluster the unit
standards into appropriate learning
outcomes
If the course is non unit standard /
achievement they could be based on the
following principles:
Setting out the context – either
theoretical or practical
Application of theory/problem solving
(transferable skills)
Making a judgement on the information
/ supported analysis
Reflection/evaluation
This where you identify
what content/topics you
are going to cover for
the course in
lectures/labs/practicals.
It is similar to the
weekly breakdown in the
course outline.
It provides a picture of
the course input.
This also links to
question 2 in the
assessment column. For
example of you are
asking students to write
a report or give a
presentation and this is
their first course
report writing / oral
presentations should be
part of the course
content
Think 80:20 model
80% (activity, Problem
based learning/
projects/case studies)
20% lecture/ direct
transmission
Group work
Paired work
Lab
Case studies
eMIT
Peer seminars
Lecture
To help ASC evaluate whether
this is valid/reliable you could
ask the following questions:
Does the assessment task
reflect what happens in the
workplace?
Does
the
formative
assessment prepare students
for the summative?
How do I know that the
students have the skills to
Are these methods
appropriate and effective
for this course/ level/
profession?
Why? It must be fit for
purpose
How are you going to
deliver that content or
indicate what actually
happens in the
classroom/lab and why.
complete the assessment?
Is the assessment load fair
and
spread
out
over
the
course?
Are
all
the
assessments
mandatory?
Are they weighted?
Assessments
should
be
mapped back to the learning
outcomes
Journals, Web
links, Equipment,
Computer Labs
etc as applicable