2006 ONLINE PROGRAM DEVELOPMENT FUND
APPLICATION FORM
APPLICATION FOR (check one):
Courses
Reuse Development
NAME OF THE INSTITUTION(S):
1. Malaspina University-College
(LEAD)
2. University of British Columbia
3. Okanagan College
PROJECT LEAD/CONTACT PERSON(S): Sheila Cooper
Title:
Telephone:
Extra Sessional Manager
250.740.6328
Email:
coopers@mala.bc.ca
1. PROJECT TITLE: Post Graduate Technical Diploma In GIS
2. BRIEF DESCRIPTION OF THE PROJECT (include background, history, context of demand or market need)
INTRODUCTION AND BACKGROUND
Since September 2005, two cohorts of the Malaspina University-College classroom-based Advanced Diploma in GIS
Applications program have completed the program. Students have received advanced education and skills training in
GIS applications in addition to invaluable exposure to practicum and employment opportunities.
Over the last three years Malaspina University-College has received inquiries and input from over 300 potential
learners, seeking GIS education. Of these learners, approximately 85% reside in Canada and 15% are from
international countries. A Geography Department survey of 209 students in 13 undergraduate classes in the arts,
social sciences, and sciences at Malaspina University-College in October 2003 revealed that 71 students (34%) were
interested in taking a one-year, online post-degree program in GIS Applications. Numerous telephone calls and email
messages are received monthly from graduates in geography, forestry, biology, environmental studies, education, and
planning enquiring about the availability and accessibility of GIS education and training at Malaspina UniversityCollege.
The feedback received to date, coupled with labour market information, confirms that there is a high level of interest in
credit based GIS education. Individuals who have expressed interest in the GIS education are for the most part
seeking an online delivery format. Online teaching and learning is accessible and convenient for learners living at a
distance, in remote regions, wanting to maintain their employment and/or working in the field. Online education would
meet accessibility issues and the need to balance employment with continued education. The delivery of GIS
education via an online platform is only logical as technical training lends itself well to online education.
Access to instructor led online education in GIS Applications is limited provincially and globally. The programs which
exist include UNIGIS, which places emphasis on administration versus application and is not deemed a credit
program. Online workshops are also available through ESRI Business Information Solutions, which is a corporation
providing software and education opportunities for GIS users.
There exists a gap in online credit programming for GIS application specialists, and for this reason Malaspina
University-College, University of British Columbia and Okanagan College have established a collaborative working
model to develop online programming in an advancing field of technological application.
Through the application of BCcampus OPDF the institutions will have the resources to support the conversion and
enhancement of an existing GIS Applications Program for online delivery.
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DEMAND/NEED
GIS is a computer technology that uses a geographic information system as an analytic framework for collecting,
managing and integrating data, solving a problem and/or understanding a past, present or future situation. With the
application of geographic information system (GIS), individuals, organizations can link information to specific data such
as climate, people, communities, streets, etc. This data is then networked and layered to provide a synopsis of how
each attribute is associated or correlated with the other. GIS is applied across all sectors such as business, health,
engineering, resource management, technology, criminology and is an essential information tool which aids in making
informed decisions.
In addition to the approximate 300+ inquiries received over the three years, Malaspina University-College conducted a
survey amongst community and industry leaders and potential learners on April 11, 2006. The results confirm the
increasing demand for GIS training and the need for online access to education. Of the 30 community members
surveyed, 75% identified online learning as the preferred mode of learning.
As GIS applications reach a broader audience and the utilization of GIS spreads into new industries every day, the
demand within the private and public sectors continues to grow. It is important to keep in mind that definitive labour
market information is difficult to obtain, since GIS is now applied so broadly and old occupational titles and job
descriptions have become redundant. However, GIS has become a primary means of communicating spatial
information in a multitude of settings, so mastery of the technology has become a critical skill requirement for a
growing number of occupations.
The most recent Canadian Geomatics Industry human resources study available was completed in 20001. It reported
that by 2000 the sector employed approximately 27,000 people including: 7500 in GIS; 100 in decision support; 2500
in navigation and positioning; and 3000 in mapping and cartography. As you can imagine, these figures are viewed by
the post-secondary institutions as conservative, given they date back to 2000.
The Canadian Cartographic Association is known as providing informative labour market information and has indicated
that a variety of opportunities are available for its membership, “Cartographers are widely employed in both the public
sector (especially in government and education) and the private sector. Opportunities exist with government,
commercial mapping companies, with colleges and universities, and--especially for cartographers with a knowledge of
GIS--with a broad range of businesses. More maps are being produced now than ever before, and the trend will
continue….”2
The Canadian Cartographic Association describes specific opportunities in the following sectors:
The Federal Government
The premier mapping organization in Canada is the Surveys, Mapping and Remote Sensing Sector of Natural
Resources Canada. Its various divisions do work in geodesy, surveying, photogrammetry, remote sensing and
GIS, as well as making maps. One of these divisions, the Canada Centre for Mapping, carries out a variety of
cartographic activities, including production of NTS maps (large-scale topographic maps of the whole country),
aeronautical charts and the National Atlas of Canada and maintenance of related digital databases, such as the
National Topographic Data Base and the National Atlas Data Base. The Centre employs cartographers of all
types, some of whom are at the very forefront of research and development in cartography today.
Many other federal agencies engage in mapping and related work. The most important are the Geological Survey
(part of NRCan), the Atmospheric Environment Service and the Water Planning and Management Branch (both
part of Environment Canada), the Directorate of Geographic Operations (National Defense), the Canadian
Hydrographic Service (Fisheries and Oceans) and the Geography Division (Statistics Canada). Several of these
1 Geomatics Sector: Human Resources Study, Canadian Council of Land Surveyors, et al, 2001
2 Canadian Cartographic Association, website http://www.cca-acc.org/career_5.html, accessed April 6, 2006
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are engaged in innovative work in computer cartography and GIS. Special mention must be made of the
Cartographic and Audio-Visual Archives Division of the National Archives, which maintains a map collection of
almost two million items.
Provincial and Local Governments
To a degree mapping activities at the provincial level mirror those at the federal level, though there are necessarily
differences because of differences in jurisdiction. Each province has its equivalent of a 'surveys and mapping
branch' that produces topographic maps at scales not covered by the federal government, and maps are also
produced by departments responsible for geology, transportation, tourism, forestry, land registration and so on.
Provincial mapping agencies, like their counterparts at the federal level, are heavily involved in computer
cartography and GIS, especially in connection with topographic mapping and land registration. Most provincial
governments also maintain their own cartographic archives. At the regional and municipal levels of government
cartographers are employed in planning and public works departments and assessment offices.
Colleges and Universities
These obviously are where most teaching cartographers are employed, but it should be noted that many university
departments, especially departments of geography, geology and engineering, also employ staff cartographers to
produce maps and other graphics for teaching and publication purposes. Most of their work is in black-and-white,
but sometimes university cartographers get involved in major projects such as atlas production. Examples are the
Economic Atlas of Ontario and the Historical Atlas of Canada, both produced at the University of Toronto. Most
universities also have map libraries where cartographers may be employed.
Private Sector
The situation here is very complex, but certain broad divisions can be identified. First, there are companies
engaged in a range of environmentally-related activities, such as oil companies surveying and photogrammetric
firms, public utilities, engineering and construction companies, and planning and consulting firms. Many of these
make extensive use of computer cartography, remote sensing and GIS, and offer excellent employment
opportunities for cartographers. Second, there are the private companies that specialize in smaller-scale thematic
mapping, such as the making of school atlases, wall maps, road atlases and street plans. Third, there are the
vendors of computer mapping, remote sensing and GIS products, who employ cartographers in research,
development, applications and marketing roles. The importance of private sector activities is reflected by the
existence of the Geomatics Industry Association of Canada to represent companies involved in this general area.
The labour market demand for GIS applications specialists on Vancouver Island as well as British Columbia,
Canada, and around the world is anticipated to remain high over the next decade. Work Futures BC states that:
“Employment of mapping and related technologists and technicians is projected to grow much faster than the alloccupation average and faster than any other occupation in this group. A total of 480 openings are projected to
become available for these workers.”3
Excerpts from the Work Futures profile information regarding Mapping and Related Technologists have been included
in Appendix C.
Examples of some current or very recent job postings that match the qualifications of potential graduates are included
in Appendix D. These job postings have been extracted from a variety of online resources. As mentioned above,
destinations will vary as program graduates’ job destinations will be strongly influenced by their skills and education
prior to entering the online GIS program. This is a reflection of how broadly GIS is used in many industries,
occupations and sectors.
3 Work Futures BC is an online occupational projection system jointly funded by the Province of British Columbia and the Government of Canada.
http://www.workfutures.bc.ca was accessed April 5, 2006
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Students from similar programs across Canada appear to be readily securing employment. For example, the outcome
surveys of students who graduated from the BCIT Advanced Diploma in GIS between 2002 and 2004 reveal that 71%
of the graduates found GIS-related employment and 13% were in other employment; 78% found a job within 2 months
of completing the program; the median salary for these graduates was $3,350 per month. 4
There are a number of Canadian and US organizations and websites that have developed in order to support the
advancement of GIS professionals. Some of these provide job matching services. One of the larger and older of these
sites, GISjobs.com, surveys salaries and tasks of people working in the field of GIS. Their ongoing salary survey for
British Columbia currently has 377 respondents. The average salary of these respondents is $44,512. The survey
results also document the various occupations that GIS respondents report to be working in. 5 The British Columbia
excerpt from this survey is included in Appendix E.
Growth Areas and Skill Shortages
Also, important to note, Industry Canada has identified Geomatics as a significant growth area in the Canadian
economy. Geomatics refers to the disciplines that acquire, store, manage, retrieve, manipulate and distribute
spatial or geographically referenced data6. Subdisciplines include cadastral surveying, engineering surveying,
geodetic surveying, geophysical surveying, hydrographic surveying, cartography, photogrammetry, geographic
information systems (GIS), and remote sensing. GIS is an integral part of geomatics. They specifically note
expected growth in the following sub-sectors and niche applications7:
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Remote Sensing: Growth is expected in GIS/image analysis and viewer software sales, data technology
(including satellite receiving technology), spatial data infrastructure technology, laser technology and
hyperspectral airborne imagers;
Thematic Mapping: Canada has earned a reputation for high quality interpretation work and has an estimated
20-25% of the world market. Canada continues to enjoy export growth in high value-added areas such as
ecological mapping including vegetation mapping;
Emergency Response and Disaster Services with geo-referenced information for: police, ambulance, address,
street center-lines, evacuation routes, as well as floodplains, wells, pipelines, hazardous materials, power
lines, gas lines, hydrants and waterlines;
Business applications utilizing GPS and web-based delivery.
Although now somewhat outdated, the previously-mentioned Geomatics Human Resources Study is the only
comprehensive Canadian study of the industry to date. The technical skills shortages and gaps identified in the
study were8:
 Geodesy
 GIS
 GPS
 Computer Aided Drafting
 Computer hardware and software
 Data visualization and interpretation
 Data formats and transfer
The Study noted that:
“Shortages exist in selected areas where growth is projected, e.g. GIS. Growth in GIS and decision support
4 British Columbia Institute of Technology, Institutional Research and Planning, Facts and Figures 2005, website http://www.irp.bcit.ca/ April 5, 2006, accessed April
2006.
5 GISjobs.com Survey accessed April 2006.
6 Geomatics Canada – Natural Resources Canada at http://ess.nrcan.gc.ca/geocan/geomatic_e.php April 5, 2006
7 Industry Canada (Straegis) at http://strategis.gc.ca/epic/internet/indsib-geom.nsf/en/ox00012e.html Updated: 2004-11-12 Accessed April 5, 2006
8 Canadian Council of Land Surveyors, Canadian Institute of Geomatics, Geomatics Industry Association of Canada; Geomatics Sector Human Resources Study 2000
at http://www.giac.ca/site/info/pubs.html
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approaching 20% per year is projected to lead to shortages of more specialized individuals in advanced modeling.
Shortages are compounded by brain drain to the U.S. and to the IT sector, which uses many of the same skills.”
3.
OBJECTIVES - SPECIFY HOW THE PROJECT MEETS THE CRITERIA FOR THE ONLINE PROGRAM DEVELOPMENT FUND
(include description of teaching/learning approach, partnership strategy, student benefits, fit with RFP criteria and
BCcampus mandate)
ALIGNMENT WITH BCCAMPUS CRITERIA
The goal of the partnering institutions is parallel to that of BCcampus - to increase the range and breadth of online
programming. In particular the Post Graduate Technical Diploma in GIS proposal aligns with all criteria as specified by
BCcampus:
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Demand for online GIS courses provincial and globally are high.
The online program increases access to BC’s public higher education as there are no existing available
programs.
The program improves access to post-secondary education for remote or rural learners who would otherwise
be turned away due to lack of programming.
The collaborative initiative involves partnerships between multiple public post secondary institutions and is
endorsed by community and the Association of Community Colleges.
The proposal is for the reengineering/redesign of online learning courses which in whole are a credentialized
certificate.
The certificate program is comprised of credit based online courses.
Funding does not exist within the BC higher education system for such a credential.
The certificate courses will enable student access and enrollment in courses from multiple institutions including
clear transfer and articulation mechanisms.
Preference will be given to proposals that form business relationships with BC e-learning companies, not-forprofits, and/or professional associations for development of program proposal deliverables.
The program will be available through the BCcampus student portal and market the program via an
institutional/BCcampus partnership.
TEACHING/LEARNING APPROACH
The partnering institutions are committed to pedagogically sound instructional strategies and the development of
best practices for online teaching and learning. Students’ success is our focus.
Our Process
Malaspina is committed to pedagogically sound Instructional Design for the development and delivery of online
courses – from Planning, Analysis and Design through to Development, Implementation and on-going Evaluation. This
ensures our online teaching and learning is engaging and effective and that our learners have successful educational
experiences.
The Online Development Team works closely with Faculty to repurpose existing face-to-face courses or to design and
develop new courses for online teaching and learning. We offer continued support to both faculty and learners
throughout the delivery of online courses and perform on-going, formative and summative course evaluations in an
effort to promote continuous improvement and ensure we meet the educational needs of our online Learners.
Our Instructional Design Strategy
Malaspina designs and develops high quality, learner-centred interactive online courses. We believe it is vital to
ensure our learners have opportunities to interact with the course content, the instructors, authentic sources of data
and third-party expertise, as well as with their peers and colleagues in collaborative group work – for the development
of a strong online learning community.
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We provide multiple paths through the course content to recognize the background and experience of our learners,
and to address their individual learning needs and multiple learning styles. We strive to engage our learners by
making the content relevant and practical to real-world situations. We present content in a variety of formats, use
multiple examples integrated with links to additional references and relevant supplemental resources.
Our instructional strategy provides opportunities for learners to check their understanding as they progress and receive
immediate feedback, apply the knowledge and skills they have learned and connect new concepts with prior learning
as they share experiences and build knowledge together with their colleagues in online learning communities.
We apply various Interactive Learning Objects throughout each course which address the following pedagogical
issues:
 Multiple learning styles.
 Variety of learning domains.
 Gradually testing higher levels of knowledge and skills.
 Providing ways for students to interact with the content in relevant ways that simulates real world experiences.
 Learner centric – empowering learners to check their own understanding, receive immediate feedback, identify
areas of weakness that require additional review and/or practice.
 Learner control – allowing learners to self assess – choose how often they complete a self assessment and/or
an interactive learning exercise, in privacy and at their own time.
We believe Interactive Learning Objects can help students improve their chances of success in completing and doing
well in online courses – an educational priority of the provincial government.
Accessibility, Standards & Modularity of Learning Material
To help reduce the anxiety often experienced by new online learners the online courses will contain a Getting Started
module that provides an orientation to the Course Management System and online teaching and learning environment
as well as an introduction to the instructor, course outline, learning outcomes, on-line course format and instructional
strategy, grading, assignment criteria, and instructor/learner expectations.
Getting Started provides general tips on how to be successful in an online course, how to get technical support, and
tutorials in course specific software skills supplemented by links to many online resources to enhance our learner
support. To assist learners with time management, we provide a Schedule-at-a-Glance, which includes the
recommended path through the content, a week-by-week or topic-by-topic schedule of course-related events, due
dates for readings, assignments and assessments with suggested time-on-task.
Standards and Specifications
Malaspina's Online Development Team understands the need to design and build all of our online learning materials to
industry standards. Compliance to these standards and specifications will ensure that course content will be widely
available and effective. At the present time we are working within WebCT and Moodle, and we are adhering to IMS
standards. The IMS Global Learning Consortium develops and promotes the adoption of open technical specifications
for interoperable learning technology. Several IMS specifications have become worldwide de facto standards for
delivering learning products and services.
Please refer to Appendix A for more information on Malaspina’s Commitment to Quality Online Teaching & Learning
and Our Online Design and Development Process.
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PARTNERSHIP STRATEGY: COLLABORATING INSTITUTION REPRESENTATIVES AND FACULTY PROFILES
External Collaboration
The partnering institutions are University of British Columbia, Okanagan College and Malaspina University-College.
These three BCcampus institutions will collaborate on program and curriculum design, with Malaspina UniversityCollege taking the lead role in repurposing the course content for online teaching and learning and the development of
interactive tools to support the online course delivery. University of British Columbia will have an active role in the
authoring of the new course materials and input into overall program design. The institutions will act as external
reviewers of each other’s prototypes and will beta test final course formats.
Interdisciplinary Collaboration
The redesign of the Post Graduate Technical GIS curriculum will benefit from the interdisciplinary expertise of Faculty
across the science and social science disciplines from partnering institutions. The following Faculty and subject matter
experts involved in this project have diverse experience and qualifications to collaboratively develop an enhanced
curriculum.
Chair, Department of Geography and ADGISA Program: Don Stone, Ph.D. (University of Saskatchewan), M.A.
and B.A. (University of Alberta). Dr. Stone is experienced in undergraduate and post-graduate program development,
implementation and assessment at Malaspina University-College. Under his leadership, the B.A. Major in Geography
and the post-graduate diploma in GIS applications were approved and implemented over the past two years. Dr. Stone
has been a member of Malaspina's Education Council and has chaired two of its Standing Committees: Curriculum
and Planning & Resources. Currently, he chairs the Department of Geography and the Advanced Diploma in GIS
Applications program.
Faculty, Faculty of Geography: David Cake, M.Sc. in Geography (University of Victoria), B.Sc. in Computer
Science (University of Victoria). David brings over twenty years of applied GIS experience in the public and private
spheres in Canada and abroad. For the past ten years, David has been employed as a GIS Specialist with AXYS
Environmental Consulting Ltd. in Victoria. He has been responsible for providing senior technical leadership on
complex and challenging GIS applications projects in planning and environmental management. As a former instructor
in the Computer Technology program at Northwest Community College, David brings to the program a unique
combination of educational and applied experience in the field of GIS applications.
Faculty, Faculty of Geography: Michael Govorov, Ph.D in Technical Science (Siberian State Academy of
Geodesy) Post-doctoral Research Certificate in Cartography and Geographic Information Systems (Wuhan Technical
University of Surveying and Mapping). Dr. Govorov has extensive international teaching, research and consulting
experience in GIS, digital cartography and remote sensing. He was a Senior Lecturer and Director of the GIS Unit at
the University of the South Pacific, Fiji Islands, between 2001-04. For the past year, Dr. Govorov has provided GIS
instruction and technical support to faculty and staff at the University of Guelph. Dr. Govorov has worked in the fields
of geomatics (surveying, cartography, GIS, remote sensing), spatial statistics and computing science for over twenty
years as an educator, engineer and consultant.
Faculty, Faculty of Geography: Brad Maguire, M.Sc. in Geography (University of British Columbia), B.Sc. in
Geography – Honours (University of Victoria), Postgraduate Diploma in Geographic Information Systems (Nova
Scotia College of Geographic Sciences). Brad has 15 years' experience with GIS and has worked in Industry,
Government and Academia. Besides his GIS background, Brad has a strong background in spatial statistics, artificial
intelligence, 3D modeling and decision support systems.
Faculty, University of British Columbia: Dr. Brian Klinkenberg, Associate Professor, Department of
Geography, University of British Columbia. Dr. Klinkenberg’s research interests include both the theoretical (error
and accuracy in GIS, modelling, and GIS visualization, neighbourhood theory) and the applied (GIS applications in
biogeography, medical and health geography, geomorphology and bioinformatics). He teaches three courses,
including Geog 376 (Advanced Geographic Information Systems), Geog 471 (Applied Concepts in GIS) and Geog 570
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(Graduate GIS Seminar).
Faculty, Okanagan College: Dr. Youry Khmelevsky, Okanagan College, has more than 19 years’ research in
Information Systems/Computer Science, including 5 years of research and teaching experience in GIS. In 1996, Dr.
Khmelevsky has been awarded a US postdoctoral research grant in Information Management Systems at Harvard
University, Cambridge. As a supervisor and a team member, he carried out a number of research and educational
projects in Information Systems, Web-based Information Systems and Database Systems, funded by US, Canadian
governmental and private research funds. In the course of the proposed project, he will lead the corresponding
research group and actively participate in research related to consistency of geodatabase formats and metadata.
THE ONLINE DEVELOPMENT TEAM
Malaspina University-College has assembled an Online Development Team of highly skilled individuals with years of
experience and formal education in technology-based distributed teaching and learning. These internal and external
collaborators will work closely with members of Malaspina’s Online Development Team to develop the proposed
program.
Malaspina and partners are committed to pedagogically sound Instructional Design for the development of online
courses – from Planning, Analysis and Design through to Development, Implementation and on-going Evaluation. This
ensures our online teaching and learning is engaging and effective and that our learners have a successful educational
experience. Our team has years of experience in the design and development of curriculum for post-secondary
institutions in educational technology and online learning. Additionally, we have expertise with web-based course
development for government employees and work-place based training. We have strong project management
experience in technology-mediated teaching and learning.
Many members of our Online Development Team actively teach in a variety of online programs at the post-secondary
level and are also currently completing advanced courses online. This continued experience ensures that our team
members develop and maintain a balanced perspective that addresses the needs of both online learners and
instructors.
In addition to curriculum design and web development skills, our team has experience with a variety of Learning
Content Management Systems, such as WebCT, Moodle, Prometheus, First Class, Click Book, OLE, and Blackboard.
Most members are also proficient with other industry-specific software programs, groupware: including Dreamweaver,
FrontPage, Photoshop, Illustrator, Flash, 3D-Studio Max, Premiere, Contribute, Articulate Presenter, Breeze,
Respondus, CourseGenie, Learning Object Creator, audio and video production and on-line conferencing.
Biographies of our individual team members involved with this project are available in Appendix B and
http://www.malaonline.ca/oldt.
STUDENT BENEFITS
Key student learning outcomes include the ability to:
 Appreciate and understand the nature and scope of GIS applications in the contemporary world,
 Acquire skills in GIS applications that are in high demand around the world
 Design and implement appropriate methods of spatial data capture,
 Design spatial analysis procedures within Geographic Information Systems,
 Use techniques of spatial statistics with Geographic Information Systems,
 Design and use databases within Geographic Information Systems,
 Design map output in a variety of media,
 Customize Geographic Information Systems and tailor individual preferences and workflows,
 Implement quality control procedures,
 Design, manage and implement a GIS project,
 Present the Geographic Information Systems’ applications on an interactive web site.
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PROGRAM CURRICULUM
The Post Graduate Technical Diploma in GIS program is a one-year program in Geographic Information Systems. The
program is comprised of 10 courses for a total of 400 instructional hours and 30 course credits. All ten courses are
delivered 100% online. The goal of this program is to provide an online technical education in Geographic Information
Systems.
The education program will consist of approximately 300 hours of online instruction and independent study. The
program will begin with a course in GIS foundations, which serves as both a refresher in GIS technologies and an
overview of the themes that will be discussed in the program as a whole. The program then continues with a course in
Geodatabases, which familiarizes students with the most advanced technologies used for spatial data storage today.
Next, two courses in Spatial Analysis introduce students to spatial analysis concepts that are used in virtually all GIS
applications (Spatial Analysis I) and then to specialized spatial analysis concepts that are used in application areas of
study (Spatial Analysis II). The Remote Sensing course introduces students to the analysis and interpretation of
satellite imagery and how this technology serves as an input for Geographic Information Systems. The Spatial
Positioning Systems course next introduces students to technologies such as the Global Positioning System (GPS),
which is used to accurately locate mapped objects and record spatial data in the field. Students are next introduced to
the programming of Geographic Information Systems, with the Programming Foundations course that introduces
students to Visual Basic for Applications and Python. The GIS programming course will help to develop skills and
techniques in GIS programming and development with ESRI ArcObjects within VBA and .Net environments. Students
then get an introduction to the management aspects of GIS with a course that emphasizes proposal design and
writing, bid preparation and project planning. The last course is an introduction to the presentation of Geographic
Information on the Internet, as well as the design of Internet Map Websites. This course allows the students to
summarize and present the findings of their previous courses.
The expected outcomes include:
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Enhance institutional capacity to deliver GIS training programs, enhance community capacity to use Geographic
Information Systems, Remote Sensing (RS) and GPS technologies.
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Contribute to a national training strategy (transferable to all of Canada).
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Provide specific training in the characteristics, advantages, implementation and maintenance of GIS.
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Provide students with an opportunity to acquire a skill in GIS and RS applications – one that is in high demand
around the world.
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Deliver a program that is relevant to the needs of employers seeking well-trained GIS applications specialists.
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Deliver a skills-based program that will strengthen a graduate’s prospects to find employment in GIS, either as an
independent contractor or as an employee, and/or continue post graduate education.
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Provide students with an understanding of GIS as a tool of spatial inquiry and presentation.
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Deliver curricula that provide basic technical understanding and use of GIS.
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Engage students in opportunities to apply GIS tools and techniques in addressing and/or resolving spatial
problems by undertaking an assortment of online assignments.
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PROGRAM MATRIX
Course Credits: Each course equates to 3 credits
Course Hours: Each course is comprised of approximately 40-45 hours of instruction
100% ONLINE COURSES
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GEOG 501 (3) Foundations Of Geographic Information Systems
GEOG 511 (3) Geodatabases
GEOG 521 (3) Spatial Analysis I
GEOG 523 (3) Advanced Spatial Analysis II
GEOG 524 (3) Remote Sensing
GEOG 525 (3) Satellite Positioning Systems
GEOG 530 (3) Programming Foundations
GEOG 531 (3) GIS Programming
GEOG 581 (3) Management Issues In GIS
GEOG 593 (3) Internet GIS
COURSE OUTLINES
Course Title: GEOG 501 Foundations Of Geographic Information Systems
This course is an overview of GIS, which takes students from the basics of data collection through to the production of
maps. It serves both as an introduction to GIS Applications for the neophyte and as a refresher for students who have
had previous GIS experience. By the end of this course, students are expected to have a solid foundation of GIS
knowledge. The course begins with a discussion of where GIS fits into the world of Information Technology. This is
followed with the history and development of GIS, the nature of spatial data, and how that spatial data is represented
in GIS. GIS Operators such as Overlays, Buffering and Map Algebra are discussed, and then map datums and
projections are covered in detail. Cartographic representation of spatial data, including the basics of cartography and
ways of representing spatial data are next discussed. The course concludes with a discussion of GIS as a profession
and where the field is headed in future.
Course Hours/Length: 45 Hours
Credits: 3
Course Title: GEOG 511 Geodatabases
This course is an introduction to the structure and use of geodatabases. A foundation of general database theory is
presented, along with instruction and practical exercises relating to ESRI's geodatabase structure. Students will be
introduced to ArcSDE (Spatial Database Engine) and the use of versioning to control multi-user access to large spatial
databases. SQL *Server will be used as the enterprise database for this course, but students will also explore the
personal geodatabase, coverage and shapefile structures.
Course Hours/Length: 45 Hours
Credits: 3
Course Title: GEOG 521 Spatial Analysis I
In this course, students are expected to become proficient in core spatial analysis techniques. These techniques are
taught in the context of data and knowledge production in a GIS. Basic spatial analysis is used in nearly every field to
which GIS has been applied. At the end of this course, students will be able to creatively apply the techniques to solve
problems in their respective fields of interest. Traditional vector GIS techniques such as Buffering and Overlays will be
covered. This will be supplemented by specific raster techniques, such as Map Algebra, Local, Focal and Zonal Filters,
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and Optimal Path and Corridor Analysis. Measures of Centrality, Dispersion, Shape and Orientation will be covered for
spatial features. Surface analysis, including slope, aspect and illumination, is covered, and the interactions between
surfaces and runoff are covered in the Hydrology module. The use of these techniques in the context of proving or
disproving spatial hypotheses is discussed.
Course Hours/Length: 45 Hours
Credits: 3
Course Title: GEOG 523 Advanced Spatial Analysis II
The real heart of GIS is the analytical part. This course reviews a range of techniques for spatial data analysis, and
gives students hands-on experience in applying these techniques using GIS and Remote Sensing software. Topics
include digital image processing and data integration; geostatistical analysis; spatial network analysis and geocoding;
elements of geomatics, GPS theory and practice; and geoprocessing. The course will include an introduction to
geostatistical methods, which includes surface modeling, prediction and assessment; transportation, water and utility
network modeling; and address geocoding and dynamic segmentation techniques. During the geomatics module,
students will be introduced to the use of survey data in GIS, coordinate system transformations and GPS theory and
practice. The final module teaches students how to implement different strategies in GIS modeling.
Course Hours/Length: 40 hours
Credits: 3
Course Title: GEOG 524 Remote Sensing
This course will develop skills and techniques to acquire, enhance, interpret and analyse photography and digital
imagery using visual and computer-based methods for a wide range of applications. Topics include basics of
electromagnetic spectrum characteristics, imaging systems (with special attention to satellites), digital data, landscape
interpretation, thematic mapping, and various applications. Imagery data from visible, near infrared, thermal, radar and
microwave will be used. Application of algorithms for imagery correction, enhancement, transformation, classification,
analysis and compressions included in this course. Emphasis is given to hands-on learning, particularly at the
computer.
Course Hours/Length: 40 hours
Credits: 3
Course Title: GEOG 525 Satellite Positioning Systems
Satellite Positioning Systems are now found in many cars and are indispensable tools for people in the outdoors. This
course looks at the impact of Satellite Positioning Systems (including Navstar GPS, GLONASS and Galileo systems)
on the world of GIS. Lectures will include the history of radionavigation, a discussion of the strengths and weaknesses
of the three current satellite positioning systems, the technology behind satellite positioning systems, atmospheric and
terrestrial effects on ranging signals, methods of correcting positioning error and the transfer to, and use of, satellite
positioning system data in GIS. Lab assignments make use of hand-held GPS receivers and GPS computers. These
are used to locate places identified in the lab, such as ground-truthing locations and predicted map features, as well as
to record data from the field and return them to the lab for analysis. Real-time and post-processing differential
correction techniques will be examined.
Course Hours/Length: 36 Hours
Credits: 3
Course Title: GEOG 530 Programming Foundations
This course serves as an introduction to programming techniques for GIS applications, including programming such as
conditional execution structures, looping mechanisms and class modules in the Visual Basic for Applications (VBA)
environment. By rearranging interface controls in ESRI ArcGIS applications, and adding basic VBA code, participants
learn how to tailor ArcGIS to match individual preferences and workflows. The course also covers automating repeated
tasks using the PYTHON scripting language.
Course Hours/Length: 36 Hours
Credits: 3
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Course Title: GEOG 531 GIS Programming
This course will help to develop skills and techniques in GIS programming and development. The topics include
extending ArcGIS functionality using ArcObjects; an introduction to the Visual Basic.NET development environment;
developing with ArcGIS Engine. The first two modules of the course will teach students how to GIS program in the
VBA environment and control ArcGIS Desktop applications by accessing the objects they expose. The next module will
focus on the components of the .NET Framework and GIS programming in Visual Basic and the creation of classes in
.NET that implement ArcGIS interfaces. Also, this module covers building and deploying stand-alone custom
applications using ArcGIS Engine.
Course Hours/Length: 40 hours
Credits: 3
Course Title: GEOG 581 Management Issues In GIS
Course Description: This course is designed to build on the GIS and spatial information knowledge and skills
introduced in previous courses, and relate them to issues encountered in a typical GIS project. The course will
emphasize project planning components such as scope, schedule and budget definition and how these translate into a
typical project proposal document. Potential considerations for GIS projects in progress, such as data quality, error
and error propagation, standards and metadata are addressed, as are project management techniques for monitoring
progress and dealing with project risk and scope change.
Course Hours/Length: 40 Hours
Credits: 3
Course Title: GEOG 593 Internet GIS
One of the most exciting areas of GIS is the display and distribution of geographic information via the Internet. This
course examines the impact that the Internet has had on GIS and the directions in which Internet GIS is going.
Lectures examine the different ways to display geographical information on the Internet, including Internet mapping
systems such as ArcIMS, creating GIS-like web applications, producing animations of geographical data, using XMLbased languages to transfer and display geographical data and customizing Internet mapping sites such as Google
Maps. All of these techniques are taught in the context of web programming techniques and languages, including
HTML, XML, GML, SVG, Javascript, and Java. By the end of this course, students will be expected to be able to build
and customize ArcIMS websites of moderate complexity which incorporate the techniques that are discussed in the
lectures.
Course Hours/Length: 40 hours
Credits: 3
LADDERING AND TRANSFERABILITY
The Online Program Development Fund will enable the partnering institutions to develop a comprehensive postgraduate credit-based program that provides stakeholders with the opportunity to ladder into Master Science degree
programs through reputable institutions including: British Columbia Institute of Technology, University of British
Columbia, Royal Roads University, Simon Fraser University, and Dalhousie University, and other institutions around
Canada.
SUSTAINABILITY AND PROGRAM EXPANSION AND MAINTENANCE
A critical aspect of program sustainability is that of program maintenance. As with any technology program, the
technology is continually changing and improving. Program quality is achieved through continuous and timely
improvements. It is the experience of the partnering institutions that an online program can be enhanced on an
ongoing basis with lower resource requirements in comparison to print-based programs. The most significant factor is
that updates and modifications can be made when required and uploaded for the immediate benefit of the learners,
thus ensuring the program continues to meet current industry needs while following institutional accreditation
requirements.
The repurposing of the GIS online courses will be based on the core foundation of the original curriculum, which was
developed collaboratively with industry. The proposed curriculum builds on the proven institutional curriculum and
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industry resources and enhances curriculum to address current industry needs, while making the education accessible
to learners across British Columbia and throughout Canada.
PROJECT MANAGEMENT
A project team will be made up of Faculty, a Project Manager, Instructional Designer, Content Formatters and
Interactivity Coders, a Digital Media Illustrator and Online Course Developers (in LMS).
The project will be managed by a Project Manager who will be responsible to oversee the implementation including:
maintaining communications with partnering institutions and internal faculty, technical supports, viability and costeffectiveness of development, evaluation and reporting. Efficient and well-ordered reporting is required to clearly track
this project and report to BCcampus. Malaspina University-College will ensure that all financial transactions are
accurate and that project reporting is timely.
Upon award of the contract, BCcampus will be provided with a complete project work plan detailing all project activities
and timelines including the project’s mid-point deliverables and final deliverables at the project completion.
4. PROJECT TIMELINE (define expected milestones, deliverable dates, start & end dates)
PROJECT PLAN
Entire project for the design and development of 10 courses for on-line teaching and learning will begin June 2006 and
end January 2008.
DESIGN / DEVELOPMENT PROCESS FOR EACH OF 10 COURSES:
Project Initiation
1. Off-Line Design Docs (COL, Syllabus, Mod-Topic Plan)
2. Mod 1 = Developed for Review by Instructional Designer
Design Phase
1. Off-Line Design & Instructional Strategy - define approach, methods, components, activities, assessments,
etc.
2. Instructional Designer: Review Module 1 - Curriculum Analysis, ID Gaps, Writing for the Web, etc.
3. Define level and type of interactivity, assessment and communications - ID loc course & describe
goal/functionality - describe assignments, quizzes, collaborative group work and co-operative learning, etc.
On-Line Content & Course Materials Design
1. Content Authoring: writing for the web, re-purposing for on-line teaching & learning
2. Course Materials: exercises, activities, assessments
On-Line Course Design/Development (including Media & Interactivities)
1.
2.
3.
4.
5.
6.
7.
8.
Split Mods into Topics; then Topics into Screens
MIA: Add Notes, insert Headings & Placeholders
Convert files to html
Format screens in DW using Style Guide and templates - paste generic guideline text
Chunk: Bulletize Text, Split Screens, finalize Headings, etc.
Write for Web -Tone/Voice/Person; Mod X Text, Gloss Term/Defs
ID: Define LA's - liaise with LA Programmer
MIA ID: outcomes, intros, summaries, transitions, connections, etc.
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9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
OLCD: Define Illustrations & Interactive Media - liaise with Media Designer
Setup and Integrate Assignments
Media design / produce images / illustrations / photos
Integrate into indiv. content screens
IntDev cod/program LA's & Interactive Media
Integrate into indiv. content screens
ID Self-Tests & Discussions – write with Inst. 1M before Del
Editorial screen elements-flow-layout-colors & Alpha-Test with rep. audience
OLCD: Screen Choreography: effective splits/chunking, consistent
Layout, effective colour, icons/cues, integrated interactivities
Build screens into CMS Content Modules
Code OL components, assemble in OL Course & integrate in CMS & test
Usability Assessment CMS navigation, structure, functionality
ID components, aesthetics, final edit s& Beta-Test with rep audience
CMS Final Integration& Test
Prep for Implementing (Go-Live) - coordinate & test
Deliverable Dates
Fri 27 April 07
Fri 15 June 07
Fri 24 Aug 07
Fri 02 Nov 07
Fri 25 Jan 08
End-of-Pilot
Milestone Descriptions
All Off-Line Design for 10 On-Line Courses
First 5 Courses - Content fully developed / re-written
Next 5 Courses - Content fully developed / re-written
First 5 Courses – Developed in CMS for On-Line Teaching & Learning
Remaining 5 Courses - Produced in CMS for On-Line Teaching & Learning
Evaluation feedback - all 10 Courses
Milestone/Deliverable Details
Deliverable Milestone 1
All Off-Line Design for 10 On-Line Courses
Fri April 27/07
1. All Off-Line Design for 10 On-Line Courses
2. Off-Line Design curriculum documents for 10 On-Line Courses (Course Outlines, Syllabus, Mod-Topic Plans)
completed
3. Off-Line Design planning documents for 10 On-Line Courses (Program site Structure Plan, Course Maps,
Module Structure Plans, Instructional Strategy defined) completed
4. GUI Design & Style Guides created, reviewed and approved for all 10 courses
5. Formatting Templates per screen type - created in DW for all 10 courses for FCCF (file conversion and
content formatting)
6. Guidelines developed for Best Practices for On-Line Teaching & Learning developed for "NEW" CD's / SME's
7. Development Checklists created for "NEW" Content Developers / Subject-Matter Experts
8. Module Template docs - developed for "NEW" CD's / SME's, in which to generate individual Content Modules
as per Mod-Topic Plan and Module Structure Plan
9. On-Line Course Component Templates - developed for all 10 courses
10. Individual Contribute On-Line Course Development Site - established for all 10 courses - in a
Course/Module/Topic structure
11. Common Modules developed for 10 on-line courses: Getting Started and Course Info
12. On-Line course shell set up for each of 10 courses in Moodle
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Deliverable Milestone 2
First 5 Courses - Content fully developed / re-written
Fri June 15/07
1. First 5 Courses - Content fully re-written / updated by Content Developers (CD's) / Subject-Matter Experts
(SME's) as per Course Outline / Syllabus
2. Instructional Design review completed for each of 5 courses with CD / SME and notations inserted re o/s
Instructional Design elements (required to co-ordinated with Module Structure Plan)
3. Content Module docs for each Module of each of 5 courses - split into Topics with appropriate headings and
notations re o/s content (required to co-ordinate with Mod-Topic Plan and Course Outline)
4. Each Content Module/Topic doc for each of 5 courses - text chunked with bullets and notations inserted re
writing for the web- tone/style/voice
5. Notes inserted in each of 5 courses re: ideas/examples of media/illustrations required to support content;
learning activities for practical application to practice skills / apply knowledge - pedagogical implementation;
supplemental resources for links to sites/ on-line databases/articles/journals; design of self-assessments to
check for understanding, recommended CMC, and location and type of graded assessment(s) - placeholders
inserted for o/s on-line course components
Deliverable Milestone 3
Next 5 Courses - Content fully developed / re-written
Fri Aug. 24/07
1. Remaining 5 Courses - Content fully re-written / updated by Content Developers (CD's) / Subject-Matter
Experts (SME's) as per Course Outline / Syllabus
2. Instructional Design review completed for each of 5 courses with CD / SME and notations inserted re o/s
Instructional Design elements (required to co-ordinated with Module Structure Plan)
3. Content Module docs for each Module of each of 5 courses - split into Topics with appropriate headings and
notations re o/s content (required to co-ordinate with Mod-Topic Plan and Course Outline)
4. Each Content Module/Topic doc for each of 5 courses - text chunked and paced with bullets and notations
inserted re writing for the web- tone/style/voice
5. Notes inserted in each of 5 courses re: ideas/examples of media/illustrations required to support content;
learning activities for practical application to practice skills / apply knowledge - pedagogical implementation;
supplemental resources for links to sites/ on-line databases/articles/journals; design of self-assessments to
check for understanding, recommended CMC, and location and type of graded assessment(s) - placeholders
inserted for o/s on-line course components
Deliverable Milestone 4
First 5 Courses - Produced in CMS for On-Line Teaching & Learning
Fri Nov. 02/07
1. First 5 Courses - Produced in CMS for On-Line Teaching & Learning
2. Each Content Module/Topic doc, per 5 courses - split into Content Screen docs with appropriate
headings/sub-heads
3. Each Screen per Content Module/Topic, per 5 courses - converted to individual html files
4. Individual Screen files in each Module/Topic, per 5 courses, - formatted in Dreamweaver using Style Guide Template for web delivery
5. Media / Interactive Illustrations and Learning Activities produced and integrated, in each Module/Topic, per 5
courses
6. Self-Assessments and Graded Assessments coded and integrated, in each Module/Topic, per 5 courses
7. Individual Screen files uploaded to a separate Contribute On-Line Course Development Site for each of 5
courses - in a Course/Module/Topic structure - for CD / SME to review and/or edit
8. ALL 10 courses on-line course structures developed in Moodle with a common GUI implemented
9. Each of 5 courses assembled and fully integrated in Moodle and Ready-for-Implementation
10. A private Moodle Instance implemented to co-ordinate first 5 courses and an overall project - level On-Line
Learning Community
11. Discussion topics/threads/seeded messages set up in overall project - level On-Line Learning Community for
first delivery
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Deliverable Milestone 5
Remaining 5 Courses - Produced in CMS for On-Line Teaching & Learning
Fri Jan. 25/08
Next 5 Courses - Produced in CMS for On-Line Teaching & Learning
1. Each Content Module/Topic doc, per 5 courses - split into Content Screen docs with appropriate
headings/sub-heads
2. Each Screen per Content Module/Topic, per 5 courses - converted to individual html files
3. Individual Screen files in each Module/Topic, per 5 courses - formatted in Dreamweaver using Style Guide Template for web delivery
4. Media / Interactive Illustrations and Learning Activities produced and integrated, in each Module/Topic, per 5
courses
5. Self-Assessments and Graded Assessments coded and integrated, in each Module/Topic, per 5 courses
6. Individual Screen files uploaded to a separate Contribute On-Line Course Development Site for each of 5
courses - in a Course/Module/Topic structure - for CD / SME to review and/or edit
7. Each of 5 courses assembled and fully integrated in Moodle and Ready-for-Implementation
8. Co-Ordinating Program Site - updated with scheduling information, contacts, and links all CMS remaining 10
on-line courses in Diploma Program
9. Discussion topics/threads/seeded messages set up in overall project - level On-Line Learning Community for
first delivery
Deliverable End of Pilot Delivery
Evaluation Feedback and Support Materials - all 10 Courses
1. Student Support Materials - all 10 Courses
2. Curriculum Guides - all 10 Courses
3. Feedback from External Reviews
4. Feedback from Pilot Delivery
5. Report of Recommended and Required Modifications
End-of-Pilot
5. FUNDING (show funding breakdown by activities – such as instructional design, release time, media development …)
a) Online Program Development
Fund
$
$158,040.00
b) Other Funding Source(s) (InKind)
$
118,300.00
TOTAL FUNDING:
$
11 Course Sites including Program Coordinating Site
$14,367.00 per CMS Course/Site Package
Please specify:
Malaspina University-CollegeNote: Additional in-kind of current GIS software license for
each developer
$276,340.00
c) Funding Breakdown by Activity
Project Funding will cover the following critical curriculum and online development task:
 Subject matter expertise.
 Course/Program Planning and Curriculum analysis
 Instructional Design for online teaching and learning
 Re-purposing of instructional content and course materials for online delivery
 File conversion and content formatting including accessibility considerations
 Addition of online course components.
 Design, development and integration of interactivities, CMC communication and assessments.
 Integration of interactive media and illustrations and images to support content presentations.
 Assembly of online course within a CMS (code OL course components) and integrate in CMS and test.
 Editorial review and usability assessment, final integration preparation for uploading to host server.
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In-Kind will cover:
Market Research & Program Design
Existing Courses & Materials to be re-purposed
Infrastructure (facilities, offices, workstations, etc.)
Hardware and Software licences for 18 months (3 stations)
Contribute Collaborative S/W licenses 18M
Internal and External Reviewers
Project Management - Faculty / Consortium
PM - CMS Design/Developers / Media Production
Addn'l ID for On-Line Teaching & Learning / Screen Choreography
10,000
35,000
15,800
6,000
1,500
10,000
10,000
15,000
15,000
$118,300
d) For Reuse Development proposals estimate dollar value of online learning resource being reused prior to further development.
N/A
SUBMIT COMPLETED FORMS ELECTRONICALLY TO:
Paul Stacey
Director of Development
BCcampus
604-412-7736
pstacey@bccampus.ca
The deadline for the submission of proposal is April 28, 2006.
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Appendix A
Malaspina’s Commitment to Quality Online Teaching & Learning
To Help Reduce the Anxiety Often Experienced by New Online Learners
Each Malaspina online course contains a Getting Started and How To module that provides an orientation
to WebCT's online teaching and learning environment as well as an introduction to the instructor, course
outline, course objectives, format and instructional strategy, grading and assignment criteria, and
instructor/learner expectations.
Getting Started provides general tips on how to be successful in an online course, how to get technical
support, and tutorials in course specific software skills supplemented by links to many online resources to
enhance our learner support. To assist learners with time management we provide a Schedule-at-aGlance which includes the recommended path through the content, a week-by-week or topic-by-topic
schedule of course-related events, due dates for readings, assignments and assessments with suggested
time-on-task.
How To provides step-by-step instructions on how to use all of the tools that are integrated in the learning
environment including; Navigation, Communication, Assessment, Study Tools and Guidelines. Also
provided are a series of “viewlets” that take the student through a virtual tour of the most commonly used
WebCT tools such as; Mail, Discussion, Chat, Quizzes, Glossary and Assignment Drop Box.
Demonstration Course:
To view our “Instructional Design in Action”, please review a prototype of one of our online courses
URL: http://maui.mala.bc.ca:8900
Login: biol151_Innov
Password: biol151_Innov
A Sample Content Module


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
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
Introduction – Introduces learners to overall goal of module; helps connect content to be learned
with previous content; ensures learners realize importance of concepts to which they will be
introduced and how these are applicable for them, immediately and in the future.
Teaching Objectives & Anticipated Learning Outcomes – Clearly stated to provide learners with
realistic expectations about requirements of the module and what they ought to know and be able to
do upon completion of this module.
Making the Connection – Advanced Organizer – High-level overview of material to be covered, for
the purpose of activating prior learning; provides a quick review of key points from prior modules and
shows how new concepts ladder and build on previous concepts already presented.
How to Successfully Complete This Module – Tips with a list of activities required and
recommended time-on-task to assist learners to manage their time and course priorities.
Introduction to Reading Materials – Identify background reading required for the module, optional
readings, and key points to which students should direct their attention.
Discussion of Readings – Debrief and provide a transition into the next course component.
Content Presentation – Expand on main concepts presented in background reading; provide
additional information with a variety of examples; and/or present alternate views, illustration,
diagrams, or other appropriate media to support the content.
Integrated Interactivity – Multimedia with links to cases, scenarios, labs, interactive glossary, group
projects, etc. These allow learners to further connect new knowledge/skills with existing knowledge
and experiences.
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

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Self-Assessment With Immediate Feedback – Opportunities for learners to check their
understanding and to receive immediate feedback that is formative and/or remedial.
Summary/Review of Key Points – Show how main concepts and key points relate to stated
objectives/outcomes provide a checklist so learners can verify they have grasped the most significant
concepts. Learners can use to guide their review and study.
Class Discussion – Learners will be encouraged to consider questions, register their impression,
and check responses against those reported by others in the class; this will help activate prior
knowledge, review implications of concepts just learned, and pique interest as a lead-in to a new
concept. Guest speakers will be invited to moderate specific topics.
Guided Practice & Group Work – Provide multiple opportunities for learners to further connect new
concepts with prior learning as they practice applying new knowledge and skills in problem-based
learning scenarios and collaborative group projects.
Module Wrap-Up – Questions and issues raised throughout the module will be posted as a FAQ,
along with a checklist of the required and optional activities with due dates. A dedicated Module
Questions & Answers topic will be set up in the discussion forum or the instructor may hold a
synchronous Q&A class session.
Assignment and/or Module Quiz – These will be graded and provide targeted feedback with
recommendations to learners about their progress in the course prior to learners proceeding to the
next module.
Our Online Design and Development Process
The Online Development Team follows an Instructional Systems Design approach to the development of
online courses. P.A. D. D. I. E: Planning, Analysis, Design, Development, Implementation and
Evaluation (for continuous improvement).
Please review more details at: http://oahu.mala.bc.ca/online/
Accessibility of Online Learning Materials
The online learning materials created at Malaspina University-College will be made accessible for all
students. We will ensure this universal accessibility by providing the following:








Provide text equivalents for all images including graphs and charts.
Provide text equivalents for multimedia incorporating animations, audio, and video.
Ensure materials are clear, simple and usable.
Ensure that all information conveyed with colour is also available to those with colour deficient
vision.
Ensure tables make sense. Identify headers for data tables and make line-by-line reading
sensible for layout tables.
Identify document language and any changes of the language.
Provide alternatives for features such as applets or plug-ins that may not be supported on a
student's home computer system.
Adopt a systematic approach to check for usability and accessibility.
Modularity of Course Materials for Re-Use, Modification and Customization
Malaspina's online courses are modularized to facilitate use, re-use, re-engineering and long-term
maintenance. We support the instructional use of learning objects – reusable, self-contained chunks
of educational content that can be used alone or combined to create curricula that will allow distributed
learning environments and content from multiple authors to work together. This will facilitate the delivery
of online courses in multiple contexts to increase flexibility of teaching and learning and will also make the
updating of courses much easier to manage.
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Facilitating Interoperability and Sustainability
Malaspina's Online Development Team will assemble course materials in an online interactive course
using the tools and features provided by the Learning Management System, WebCT. Our online course
structure and format will facilitate the use of diverse platforms and ease sustainability concerns – the file
structure provided will allow web-ready content to be published to stand-alone web-sites or uploaded into
an alternate LMS. Individual files will be formatted for web delivery, and source files and documentation
will be provided.
Standards and Specifications
Malaspina's Online Development Team understands the need to design and build all of our online
learning materials to industry standards. Compliance to these standards and specifications will ensure
that course content will be widely available and effective. At the present time we are working within
WebCT, and we are adhering to IMS standards. The IMS Global Learning Consortium develops and
promotes the adoption of open technical specifications for interoperable learning technology. Several
IMS specifications have become worldwide de facto standards for delivering learning products and
services.
Migration to Open Source
Using a variety of design and development tools we will ensure that all the content created will have the
ability to be exported and imported from WebCT to other Open Source Learning Management Systems.
This ability to migrate from system to system will allow us to share, re-use and customize content for a
variety of learning styles and methodologies.
Modularity of Course Materials
This modular format will allow course content to be deployed through multiple online teaching and
learning management environments, and it will provide for interoperability and ease of continuous
improvement for content updating and maintaining the currency and accuracy of course materials.
Modularization of individual course components will encompass presentation screens, media elements,
assessment instruments with grading scheme and criteria, glossary, discussion topics with primer
messages and Facilitator's Guide, and individual Content Modules. A Curriculum Guide will include
Lesson Plans and instructions on how online course content could be used in a hybrid and/or mixed
mode delivery format or to supplement face-to-face instruction.
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Appendix B
BIOS of Online Development Team Members who will work on this
project:
(in alphabetical order by first name)
April Somogyvari: April has worked with the Online Development Team since May 2004, developing
Flash objects for online courses. April's background is in Flash, design, and programming. She holds an
Information Technology and Applied Systems Diploma with a specialty in Digital Media Technology (DMT)
from Malaspina and is completing the Wide Area Technology (WAT) Diploma in May 2005.
Brent Lee: Over the last two years, Brent has worked with Malaspina’s Online Development Team in
areas of web-based design, development and technical support. Brent has a strong technical background
and works closely with collaborative institutions. Brent has expertise in online course development,
programming, version control, server management, database design/management, developing databasedriven websites, and ensuring web security. For over eight years, Brent has worked with open source
systems in educational and corporate environments and is currently involved in several projects to
enhance the open source community. Brent is actively involved with the Owl Intranet Knowledgebase
Owl is a multi-user document repository (knowledgebase). He is an alpha/beta tester for the BCcampus
Apollo learning object repository as he has several years of experience in repository configuration control.
Brent is completing his Provincial Instructor’s Diploma. He holds a diploma in Information Technology
and Applied Systems, and a number of industry certifications such as Certified Linux Administrator,
Network+, Security+, Hardware+, Microsoft Certified Systems Administrator and Apple Certification.
Eric Bigrigg: Eric’s background is in the design, development, implementation and assessment of Adult
Distance Education courses. He holds an Honours Bachelor of Arts in English Literature (McMaster
University), a Bachelor of Education (Brock University) in TESL and a Masters in Education (Brock
University) in Curriculum Design and Instruction. Since 1996, Eric has actively engaged in the design,
development and delivery of online teaching and learning and building online communities for postsecondary institutions in both North and South America. Eric is familiar with the use of a variety of
learning management systems including WebCT, Blackboard, Prometheus, First Class and Moodle. He
is currently involved as an online instructor in a Bachelor of Education in Adult Education degree program
and as a curriculum designer in Malaspina University-College’s Online Development Team. Eric
continues to explore ways in which technology enhances online teaching and learning.
Eric Schewe: Eric has worked with the Malaspina’s Online Development Team since April 2004, in
areas of web-based design, development and technical support. Eric has a strong technical background
in programming, developing database-driven websites, ensuring web security and programming Learning
Objects. Eric holds a Diploma in Information Technology and Applied Systems, and a number of industry
certifications. Eric’s database and php programming skills have allowed the Online Development Team to
remain on the leading edge in creating new solutions for educational technology. He is actively involved
with the open source community and is a strong supporter in the move toward collaborative software
development. Eric provided technical support for Microsoft clients at RMH in Nanaimo for over two years,
where he completed two certificate programs: LEAD and IMPACT.
Frank Fucile: Frank has a background in instructional design, online teaching, e-learning/course
development, web-based training and website design/development. Throughout his career, he has
developed and delivered courses in technology through certification programs, seminars, and web-based
training. Since 1997, Frank has provided technical support, curriculum development, and software
services to various educational institutions in Canada and the US. Frank teaches online courses and is
proficient in the following e-learning platforms: WebCT, Blackboard, Intralearn, ecollege, FirstClass,
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Prometheus, CyberLearning Labs and Moodle. For the past two years, Frank has worked with the Online
Development Team at Malaspina as an Educational Technologist specializing in course design and
development for online teaching and learning, building online communities and course web sites. Frank
holds a Diploma in Education (Technological Studies), Electronics Engineering Technician Diploma, and
an Ontario Teacher's Certificate. As Frank puts theory into practice, he is pursuing a Bachelor’s of Adult
Education and a Digital Media Technology Diploma.
Sheila Cooper: Sheila’s background is in Adult Education and she holds a Masters in Education (SFU)
in Curriculum Design and Instruction. Sheila has worked in Continuing Education at Malaspina
University-College as an Administrative Coordinator since 1990. Sheila is responsible for managing
activities that provide flexible educational options to accommodate the changing needs of learners and to
reach new audiences including Summer Session and Online Teaching and Learning. Sheila shares
responsibilities with Sue Morrison for the BCcampus and other online initiatives at Malaspina as the
administrative lead, which involves working closely with Deans, Directors, Faculty, Service Departments,
Administration and Malaspina’s Online Development Team. Sheila has a strong background in project
management having developed, taught and coordinated numerous federally and provincially funded
programs with direct responsibilities for multiple concurrent program implementations, scheduling,
budgets, resourcing and evaluations.
Susan V. Morrison: Sue’s background is in instruction, course/program development, and project
management of technology-based education. Sue has taught in a variety of contexts including: postsecondary, private vocational, workplace-based/corporate, and for various levels of government. From
1990 to 1999 Sue led an R&D Team to design and develop technology-based Teaching and Learning
tools, processes and training solutions to address the unique needs of adult learners. Since 1995, Sue
has been involved with course websites, web-based training and online courses and continues to explore
ways to improve pedagogy and define “best practices” that will enhance the learning experiences of
students involved with educational technology and provide learners with access to educational
opportunities that would not otherwise be available. She holds a B.A. in Adult Education (UCFV); a
Provincial Instructor’s Diploma (VCC), a Post-Graduate Certificate in Technology-Based Distributed
Learning (UBC) and is completing a Master of Educational Technology (UBC).
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Appendix C
Excerpts from BC Work Futures
(Information specific to Mapping and Related Technologists and Technicians)
Technical Occupations in Architecture, Drafting, Surveying and Mapping (NOC 225)
Nature of the Work
People in this occupational group work in government, architectural and construction companies,
utility, resource and manufacturing industries, private sector design, surveying, mapping and
computer software firms and other organizations.
Main Duties
Mapping and related technologists and technicians prepare maps, interpret aerial photographs and
operate airborne remote and in-house sensing and interpretive equipment, as well as geographic
information systems.
Example Titles
 architectural technologists and technicians
 industrial designers
 drafting technologists and technicians
 survey technologists and technicians
 mapping and related technologists and technicians
Working Conditions
Mapping technologists and technicians all work indoors. People in this occupational group typically
work regular hours. However, they may work longer hours on occasion to meet project deadlines.
Survey and mapping technologists and technicians use computers to perform computations and
draw maps.
In 2000, the average annual earnings for all B.C. workers in this occupational group were $36,400.
About three in five workers in this group worked full-time for the whole year and earned an average
of $44,600, which is the same as the average for all occupations. There was not much variation in
average full-time, full-year earnings among the occupations in this group. According to a survey of
recent college graduates, those who found work as mapping technologists and technicians reported
annual earnings of $40,000 for full-time work.
Few mapping technologists and technicians are self-employed. For the most part, unemployment is
lower than the average for all occupations.
Drafting technologists and technicians make up the largest (58%) occupation within this group. Eight
percent are architectural technologists and technicians, 13% are industrial designers, 13% are
mapping and related technologists and technicians, and 9% are land survey technologists and
technicians.
Workers in this occupational group are mainly employed in professional, scientific and technical
services (57%), manufacturing (15%), public administration (12%), and construction (5%). Most of
these workers are located in the Lower Mainland (63%) and on Vancouver Island (16%). The
Southern Interior is somewhat underrepresented at 12%, compared to 16% for the all-occupation
average. The final 9% of these workers are located in Northern B.C.
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Employment Prospects
This is a large occupational group, made up of about 6,690 workers in B.C. in 2001. The Canadian
Occupational Projection System (COPS) projects employment in this group will grow at an annual
rate of 2.0%, which is faster than the average for all occupations. According to this projection, 2,830
positions will become available between 2001 and 2011. A little more than half of these openings will
come from growth in the number of new positions and the remainder will come from the need to
replace workers who retire.
More than half of this group works in professional business services, where some employment
growth is expected. A strong contribution to employment growth is also expected from electrical and
electronic products manufacturing. Openings will also result from expansion in the construction
industry.
Employment of mapping and related technologists and technicians is projected to grow
much faster than the all-occupation average and faster than any other occupation in this
group. A total of 480 openings are projected to become available for these workers.
Growth and advancements in technology are taking place at an astonishingly rapid rate. For this
reason, it is necessary for technologists and technicians in these fields to keep abreast of
developments within their area of expertise. Periods of retraining and professional development are
common and those who have updated skills and knowledge have an advantage over others when
competing for employment opportunities in these fields.
B.C. Employment Trends and Projected Demand
* Data Definitions
Number Employed
Estimated Openings
2001-2011
Annual Growth
2001-2011
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2001
2011
6,693
8,192
Growth (Net)
Attrition
Total
1,498
1,329
2,827
This occupation
All occupations
2.0%
1.4%
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Employment by Region
Lower Mainland
Vancouver Island
Northern B.C.
Okanagan/Kootenay
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This occupation
All occupations
64%
17%
8%
13%
60%
17%
8%
16%
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Information presented in Work Futures B.C. Occupational Outlooks for NOC 225 was last updated May 2005.
http://www.workfutures.bc.ca/profiles/profile.cfm?noc=225&lang=en&site=graphic April 6, 2006
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Appendix D
Current or Recent Sample Job Postings
Position:
Location
Contact
Contact Info
Salary:
Job Category:
Target:
Description:
Junior GIS Technician
Kamloops, BC
Theresa Foley
careers@urban-systems.com
TBD / Yearly
Geographical Information Systems (GIS)
Entry Level (less than 2 years of experience)
Due to continuing demand for the kinds of services that we provide, our Kamloops
branch has an immediate opening for a capable and enthusiastic GIS Technician. The
opportunity will involve varied and extensive project work in all of our areas of practice
working alongside seasoned veterans and recent graduates alike.
ABOUT THE OPPORTUNITY
The primary role of the GIS Technician will be to support the GIS team in providing
innovative and high quality GIS services to our Municipal Engineering staff. There will
be a wide variety of projects ranging from water system flushing planning, utility
system compilation, infrastructure analysis, municipal asset management and terrain
analysis for a variety of our clients. Normal tasks will include: data collection,
compilation, database management, analysis and mapping for these projects.
As a secondary role, the GIS Technician will support our GIS team in providing high
quality GIS services to other consulting professionals.
This position is best suited to an individual that excels at thinking through technical
problems and enjoys leveraging technologies to provide effective solutions.
ABOUT YOU
The GIS Technician will work closely with several members of our Kamloops branch. As
this is an entry-level position, training and technical support will be provided. Our
preferred candidate will possess the following skills, strengths and interests:
- Recent graduate of a GIS technology program;
- High level proficiency with ESRI ArcGIS products;
-Strong database design and maintenance skills;
-Efficient in data compilation, creation and maintenance;
-General knowledge of municipal engineering;
-Strong cartographic and metadata skills;
-General knowledge of geomatics;
-Proficiency with AutoCAD map;
-Ability to work well under short timelines;
-Excellent communication skills;
-Ability to work independently and collaborate effectively on diverse, multidisciplinary
teams.
Please visit our website for more information and send your resume and covering letter
along with a completed Candidate Questionnaire (available for download on our
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website under “Join Our Team”) to careers@urban-systems.com
Deadline for applications is Friday, April 21st, 2006.
Job Available in:
Kamloops, BC
Employer’s Country: Canada
Job Viewed:
244 times.
This job offer will expire in 23 day(s).
http://gisjobs.ca/jobseekers/job-info.php?job_id=171 April 5 2006
Position Vacancy: GIS Coordinator
A completed application form or resume will be welcomed
in the Human Resources & Corporate Services Department between
2006 March 24 and 2006 April 08. Please quote Job Vacancy Number 06-22.
DEPARTMENT:
NO. OF POSITIONS:
HOURS OF WORK:
Finance & IT
One
8:30 am – 4:30 pm
STATUS:
UNION:
SALARY:
Full-Time
C.U.P.E.
$57,745 - $68,227 Annually
DUTIES:
As a key member of a dynamic IT team, you will be responsible for performing complex analytical and technical work
involving coordination, development, implementation, and management of corporate GIS applications. Your
responsibilities will include evaluating and preparing recommendations regarding the development, acquisition and
implementation of GIS applications; assessing and advising on system capabilities, defining and developing
applications to meet user needs and ensuring that standards and procedures are adopted and followed. You will also
provide technical support to users including developing and conducting training, demonstrating software capabilities,
and resolving user problems. The position acts as a project coordinator and liaises with various internal committees
and external contacts.
REQUIREMENTS:










Completion of a two year diploma in Computer Systems Technology from a recognized Institute of Technology,
supplemented by completion of an advanced diploma program in GIS and considerable related experience; or an
equivalent combination of training and experience.
Thorough knowledge of spatial information system standards, requirements and techniques and of the
requirements and applications of the departments using the graphic and non-graphic data.
Thorough knowledge of problem definition and solution techniques applicable to the work performed.
Considerable knowledge of software programs and hardware components of a GIS.
Considerable knowledge of relational database structure and analytical tools.
Considerable knowledge of Information Technology components processes and development and how it relates
to the work performed.
Considerable knowledge of the principles and practices of project management and systems implementation.
Considerable knowledge of departmental policies, procedures, practices, rules and regulations related to the
work.
Ability to coordinate the development and implementation of municipal GIS and related applications.
Ability to research, evaluate and prepare recommendations regarding the development, acquisition and
implementation of software and hardware related to GIS applications.
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





Ability to provide technical support and assistance to GIS users and to develop and conduct training and system
orientation.
Ability to prepare and maintain a variety of reports, records, manuals, files and other materials related to the work.
Ability to communicate effectively orally and in writing and to present proposals in non-technical language.
Ability to establish and maintain effective working relationships with internal and external contacts.
Driver’s License for the Province of British Columbia.
This position is open to both male and female applicants.
We thank all applicants in advance; however, only those selected for an interview will be contacted.
Contact Information
Company:
City of New Westminster
Binn Johal
511 Royal Ave.
Address:
New Westminster, BC V3L 1H9
Phone: 604-527-4605
Fax: 604-527-4619
Reference Code: #06-22
Contact:
http://jobsearch.monster.ca/getjob.asp?JobID=41556430&AVSDM=2006%2D04%2D03+16%3A58%3A43&Logo
=1&pg=16&cy=CA&lid=228&sort=rv&vw=b
April 5 2006
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CA-BC-Victoria-GIS Analyst
ENKON Information Systems is a leader in providing web-enabled Environmental Information
Management Systems to clients across North America and Australia. ENKON is currently looking
for a highly motivated, detail-oriented, enthusiastic geographic information specialist to join its
dynamic team and assist in the growth of the company.
Enkon’s flagship product, EnviroLIS, includes a web-based mapping module used to provide
custom maps for industrial facilities and properties, rail corridors and stations, and a host of other
thematic maps. The system, hosted in our on-site Data Centre, offers a complete North American
road network with full geocoding capabilities, and hundreds of gigabytes of raster imagery. Our
GIS department offers full spatial data conversion and import services to our clients, who often
provide raw CAD with the intent of using it in their web mapping services. In addition, we license
vector and raster data from 3rd party providers throughout the world.
The GIS analyst’s primary responsibilities include:

Building and maintaining web mapping services

Processing and documenting the underlying data and metadata

Researching data sources, evaluating licenses and acquiring datasets

Organizing and configuring the data warehouse (commonly ArcSDE on MS SQL Server
2000)
Secondary responsibilities include:

Non-spatial data management

Quality control: test plan design and execution

EnviroLIS system documentation and specifications
You will have a diploma in GIS or a degree in Geography or a related discipline and at least two
years of professional experience in the geomatics industry using GIS software. You will have
strong computer skills and previous experience with ESRI GIS products; ArcGIS desktop, ArcIMS
and ArcSDE are required. Preference will be given to applicants with the following skills: SQL,
Regular Expressions, MS Access, MS Excel advanced functionality, CAD, and GPS technology.
A general understanding of networking concepts will be essential to success in this position.
Familiarity with graphics programs such as Macromedia Fireworks or Adobe Illustrator will be
considered an asset.
This position requires a very broad skill set and will suit the fast-learning, technically-oriented GIS
professional.
If you are interested in applying please send an email, in confidence, with your resume and cover
letter attached to:
Human Resources
ENKON Information Systems
jobs@enkon.com
NO TELEPHONE CALLS OR AGENCY SOLICITATION PLEASE.
Only successful applicants will be contacted for an interview.
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Additional Information
Position Type: Full Time
Starting Date: ASAP
Location: Victoria, BC
Contact Information
Company:
Enkon Information Systems
Email: jobs@enkon.com
http://jobsearch.monster.ca/getjob.asp?JobID=40298054&AVSDM=2006%2D03%2D01+15%3A01%3A01&Logo
=1&pg=5&cy=CA&lid=905&sort=rv&vw=b
April 5 2006
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GIS Technician
Our Business:
DMTI Spatial is a software and data company specializing in address and geospatial related applications and data.
DMTI Spatial creates and publishes the market-leading street map, rail and routing data in Canada (CanMap®) and
the market-leading geocoding software for Canada (GeoPinpoint™) and has a growing business in the address
management field. The company also publishes an extensive portfolio of other spatial data products.
DMTI Spatial is primarily a B2B and B2B2C business, with a blue-chip customer base composed of Fortune 500 and
government accounts. The company also has a good channel business through resellers and OEM accounts, and a
growing web-services business. Custom solutions, training and support are provided through the company's
professional services department. Please visit our website at www.dmtispatial.com for information on our company.
Position Summary



Under general supervision, participate in database compilation, data cleansing, data entry, data conversion
and quality control of DMTI Spatial Products
Accountable for providing work estimates and on-time delivery of quality products
Directly report to team lead or department manager and be part of an established and progressive
production team
Duties:






Database compilation, data entry, data conversion, and quality control of DMTI Spatial Products using GIS
based software
Provide technical and production support
Maintain records and files regarding work processed
Provide timely written reports to team lead regarding project related
Documentation and project tracking
Co-develop methodologies, reports and production proposals with colleagues
Qualifications:




Provide technical and production support
Maintain records and files regarding work processed
Provide timely written reports to team lead regarding project related tasks
Co-develop methodologies, reports and production proposals with colleagues
Skills







Excellent interpersonal, written, oral communication skills
Good problem solving ability and organizational skills
Team player comfortable working within a project based team environment
Flexible, enjoys working on a variety of tasks
Ability to input data quickly and accurately
Strong commitment to quality
Commitment to continuous learning and professional development
Experience


Windows 2000/XP operating systems
GIS Software Products e.g. ArcGIS Suite, MapInfo Professional and FME
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



Microsoft Office 2000 (Access, Excel, Word, MapInfo)
MS-Access and SQL writing abilities
Other PC based software
Experience with GPS Handheld Technologies is an asset
Please visit our website at www.dmtispatial.com for information on our company.
Located in Markham, Ontario (Hwy 404 & #7), we offer a competitive compensation program, a fast paced
professional environment and the opportunity to participate in the growth of an exciting, high tech company.
We thank you for your interest, however; only those candidates selected for an interview will be contacted.
PLEASE, NO TELEPHONE CALLS OR AGENCY SOLICITATION
Qualified candidates are invited to forward a covering letter and a current resume to the Human Resources
Department at: jobs@dmtispatial.com. Candidates should state clearly in their cover letter what position they are
applying for.
We are an Equal Opportunity Employer
http://www.dmtispatial.com/job_post_1.htm April 6 2006
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Big Pine Heritage
GIS Technician
Job Posting
Archaeological Consulting company in Fort St. John, BC is hiring a full-time GIS Technician to carry out day-today GIS and database operations.
Job Description
Primary Responsibility – production and maintenance of all day-to-day and special contract based GIS needs and
activities within the organization.
- including but not limited to:
- Report graphics/map production
- Digital file ordering and storage
- Orthophoto interpretation, ordering & inventory
- BC and Alberta archaeological site database maintenance
- Expand, store and maintain all relevant geo-spatial data
- Maintain all in-house GIS hardware, software and supplies
Preference given to those with the following skills/experience:
- General PC, network and printer maintenance
- Knowledge of ArcGIS
- Knowledge of Microsoft Office Professional suite
- Knowledge of Adobe Illustrator, Photoshop and Acrobat
Forward all resumes with references to: Sean Moffatt at s.moffatt@bphwest.ca or by fax to 250- 261-5474
http://72.14.203.104/search?q=cache:y2waouBbWkQJ:easweb.eas.ualberta.ca/careers/postings/student/gistechnician
bigpineheritage.pdf+GIS+Technician&hl=en&gl=ca&ct=clnk&cd=7 April 6 2006
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Job Advertisement
Advertisement number: 1952760
Title: Software technical support analyst (Applications Specialist Civil Engineering) (NOC: 2282)
Terms of Employment: Permanent, Full Time, Day
Salary: To be negotiated, Bonus, Other Benefits
Anticipated Start Date: As soon as possible
Location: Vancouver Sinclair Centre, British Columbia (1 vacancy)
Skill Requirements:
Education: Completion of high school, Some college/CEGEP/vocational or technical training
Credentials (certificates, licences, memberships, courses, etc.): Not required
Experience: 7 - 11 months
Languages: Speak English, Read English, Write English
Specific Skills: Communicate electronically and in person with computer users experiencing difficulties
to determine and document problems experienced, Consult user guides, technical manuals and other
documents to research and implement solutions, Provide advice and training to users in response to
identified difficulties, Collect, organize and maintain a problems and solutions log for use by other
technical support analysts
Work Setting: Computer hardware or software retailer/wholesaler
Computer and Technology Knowledge: Internet, CAD software, Mapping and data visualization
software (GIS)
Work Conditions and Physical Capabilities: Fast-paced environment, Work under pressure, Attention
to detail, Combination of sitting, standing, walking
Essential Skills: Oral communication, Working with others, Problem solving, Critical thinking, Job task
planning and organizing, Computer use
Other Information: Due to growth & expansion we have an opportunity in our Civil Engineering & GIS
Division for an Applications Specialist If you want a career with a growing company in a position that has
opportunities for advancement & professional growth please visit our web site for a complete job
description.
Employer: Global Cadd Systems
Please apply for this job only in the manner specified by the employer. Failure to do so may result in your
application not being properly considered for the position.
How to Apply:
By E-mail: hr@gcscorp.ca
Online: http://www.gcscorp.ca
Web Site: http://www.gcscorp.ca
Advertised until: 2006/04/12
http://jb-ge.hrdc-drhc.gc.ca/ShowJob_en.asp?OrderNum=1952760&Source=JobPosting
HRDC Job Bank April 6 2006
Title: Social researcher
(Project Coordinator,
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Community Dialogue)
(NOC: 4164)
Terms of Employment: Temporary, Part Time
Salary: To be negotiated
Anticipated Start Date: 2006/05/01
Location: Kelowna, British Columbia (1 vacancy)
Skill Requirements:
Education: Completion of university
Credentials (certificates, licences, memberships, courses, etc.): Not
applicable
Experience: 1 - 2 years
Languages: Speak English, Read English, Write English
Work Setting: Community organization, Self-employed
Specific Skills: Conduct demographic, social and economic analyses,
Conduct research, Develop questionnaires for social survey research,
Prepare research papers, educational texts or articles
Additional Skills: Use computer applications
Essential Skills: Reading text, Document use, Writing, Oral communication,
Working with others, Critical thinking, Job task planning and organizing,
Finding information, Computer use
Other Information: Successful candidate has worked with participatory
research approaches and GIS software.Must be proficient in Excel, Word,
Access, Power Point. This is a part-time (up to 30 hours per week) contract
position until 03/31/2007. Send resume, description of previous research,
cover letter & 2 references
Employer: CATCH
Please apply for this job only in the manner specified by the employer. Failure to
do so may result in your application not being properly considered for the position.
How to Apply:
By Mail:
1546 Bernard Avenue
Kelowna, British Columbia
V1Y 6R9
By E-mail: msalverda@catch.silk.net
Business Profile: CATCH is grassroots movement in the Central Okanagan
dedicated to working together for the healthy development of young children
(conception to school entry) in our community.
Advertised until: 2006/04/07
http://jb-ge.hrdc-drhc.gc.ca/ShowJob_en.asp?OrderNum=1950274&Source=JobPosting
HRDC job bank April 6 2006
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Job Title:
Management &
Professions
Employer: Confidential
Source:
Location:
Date:
Description:
CanWest - Vancouver
Liner Ads
Vancouver, BC Canada
04-05-2006
PROJECT GEOLOGIST,
dynamic P.Geo for exploration geological field
work in B.C., 5-10 years experience, excellent
communication skills.
GEOLOGICAL TECH ASSISTANT,
P/T leading to F/T, excellent report writing and communication
skills, proficient with MS Office, CorelDraw. GIS an asset.
GIS SPECIALIST
min. 5 yrs. experience, ArcView, MS Access, MS
Office, and CorelDraw to work with technical team and
generate geological models.
Fax resume: 604-688-5926
All positions must be able to travel to the U.S.
http://workingvancouverjobs.canada.com/texis/jobsearch/details.html?id=4433a01d49b450&q=GIS&qMiles=100&
qCity=Vancouver&qState=BC&pp=25&view=1&page=1
Vancouver Sun April 5 2006
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Careers at AXYS Environmental Consulting Ltd.
Job Openings
Application Process
Applicants should submit their resumes in confidence via email to hr@axys.net or by fax to 403269-5245. Be sure to specify the position for which you are applying.
Geomatics Technician Calgary Alberta
AXYS has an immediate position available for a Geomatics Technician. The right candidate will
have a university degree and technical training in GIS and supporting technologies. Preferred
candidates will have 2 or more years in applied work experience with proven cartographic skills.
A solid technical foundation with data creation abilities and data management techniques will be
required. Applicants should possess a multi-disciplinary background which will allow them to
interpret client requirements and identify solution strategies using GIS and supporting
technologies.
Sidney, British Columbia
Senior/Intermediate Geomatics Analyst
This position provides an incredible opportunity to work with our clients, both internal and
external, in designing solutions for spatial and tabular analyses. The work environment is fastpaced, demanding and client focused. You will have a proven analytical and technical background
working in the environmental industry in western Canada. For the senior position, an expert level
knowledge of database design, programming and GIS modeling and analysis is a pre-requisite.
Candidates will have, at minimum, a bachelor's degree in geography, earth sciences, biology or
computer science with an emphasis on the application of GIS technology in environmental
applications and three to six years of practical experience working in a fast-paced evolving
environment.
Geomatics Technician
The right candidate will have a university degree and technical training in GIS and supporting
technologies. You will have two or more years of applied work experience with proven
cartographic skills. A solid technical foundation with data creation abilities and data management
techniques will be required. You should possess a multi-disciplinary background, and the ability
to understand and solve client needs using GIS and supporting technologies.
Human Resources
Brian Ball,HR Manager
Fax: 403-269-5245
hr@axys.net
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Job Title:
Employer:
Careers
City of Richmond
Source:
Location:
Date:
CanWest - Vancouver Liner Ads
Vancouver, BC Canada
03-18-2006
Job Description
Description:
you're going to like it here...
As host city for the longtrack speed skating events for the 2010 Olympic
and Paralympic Winter Games and with the construction of the Canada
Line rapid transit system, the City of Richmond is a diverse and dynamic
community, undergoing transformation in pursuit of our vision to be the
most appealing, livable and well managed community in Canada.
Engineering Technician
(Competition # 2006-1-10)
$49,340.20 - $58,240.00
Bring your expertise in infrastructure planning and engineer a career for yourself. You'll
assist in developing hydraulic models for master drainage plans and capital works. Your
experience in municipal or civil consulting engineering will complement a diverse and
forward directed team.
Planner Analyst
(Competition #2006-1-25)
$51,379.00 - $60,733.40
The Planning Analyst will provide professional research, data management, GIS and
analytical services to the Policy Planning Department community planners and other City
departments, and assist in the preparation of community planning studies and policies.
Committee Clerk
(Competition: #2006-1-26)
$38,636.00 - $45,445.00
Working in the City Clerk's Office, this position requires a seasoned and efficient
administrative professional to coordinate and attend meetings, take minutes, prepare
agendas as well as perform a variety of administrative duties. Use your excellent written
and verbal communication skills in this challenging role.
For more complete details, please check the listings on our website at
www.richmond.ca
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Tell us about yourself and how as a top candidate, you will bring a strong sense of
community and a desire to help further our vision. Please forward a detailed resume
quoting the appropriate competition number, no later than 5:00 p.m., March 31, 2006,
to: Human Resources Division, City of Richmond, 6911 No. 3 Road, Richmond, BC
V6Y 2C1. Fax: 604-276-4169; E-mail: (Word format only): resume@richmond.ca
We thank all applicants in advance for their interest. However, only those under
consideration will be contacted. The City of Richmond is an Equal Opportunity Employer.
www.richmond.ca
http://workingvancouverjobs.canada.com/texis/jobsearch/details.html?id=441c16db49b290&q=
GIS&qMiles=100&qCity=Vancouver&qState=BC&pp=25&view=1&page=1
April 5 2006
Posted on March 24, 2006 - GC363
Company: North West Geomatics Ltd.
Position: GIS Support
Location: Calgary
Salary: $45,000+
Contact Name: Tim Crago
Deadline: March 31, 2006
Job Description
North West Geomatics is one the leading aerial imagery providers in North America. Utilizing
its own fleet of aircraft and state of the art digital sensors, North West’s operations have
significantly expanded and we are looking for specific individuals to join in our success.
North West is currently accepting applications for the following GIS position commencing
immediately: This position is to provide ground support for a Geo-Spatial digital imagery
and LiDAR acquisition teams. The successful candidate will work with state of the art
equipment while contributing to the successful outcome of some of the world’s largest aerial
survey and LiDAR projects undertaken to date. This position requires solid computer skills
and specifically, a sound working knowledge of ARC, Microstation and AutoCAD. Experience
with survey datums and projection systems and the ability to work under pressure with tight
deadlines is essential.
North West Geomatics Ltd.
#212, 5438 11th St NE
Calgary, AB
T2E 7E9
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Homepage E-Mail - tim.crago@nwgeo.com
http://www.geomaticscanada.com/ April 6 2006
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Appendix E
Except from GISjobs.com Survey
Canada--British Columbia
377
Total Responses:
4.9
Average Years of Experience:
44,512
Average Salary:
73%
Total Males:
27%
Total Females:
Total AD Degrees:
Total BA Degrees:
Total BS Degrees:
Total MA Degrees:
Total MS Degrees:
Total PhD Degrees:
Total Other Degrees:
Total No Degree:
9%
18%
44%
3%
7%
1%
9%
6%
Average Salary
1 year of experience:
2 years of experience:
3 years of experience:
4 years of experience:
5 years of experience:
6 years of experience:
7 years of experience:
8 years of experience:
9 years of experience:
10 years of experience:
35,560
36,447
40,412
49,812
45,297
47,993
47,308
56,333
58,047
53,026
11 years of experience:
12 years of experience:
13 years of experience:
14 years of experience:
15 years of experience:
16 years of experience:
17 years of experience:
18 years of experience:
19 years of experience:
20 years of experience:
66,416
56,020
70,000
61,633
70,750
45,166
50,000
70,000
0
61,500
Canada--British Columbia respondents who are:
Information Services Administrator
Sales and Marketing
Technician
Data Entry
Urban Planner
Hydrologist
Geologist
Programmer/Analyst
Business Real Estate
CAD Analyst
Intern/Student Assistant
Cartographer
Technical Writer
Systems Administrator
Resource Management
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7
4
75
4
4
1
10
19
1
15
5
28
2
4
7
Forester
Transportation Planner
Manager
Researcher
Volunteer
Other Educator
Analyst/Engineer
Geographer
Educator
Photogrammetry
Remote Sensing
Technical Support
Software Developer
Applications Developer
OPDF April 2006 (GIS)
8
2
24
6
1
1
28
30
3
4
20
9
11
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Software/Vendors:
Autodesk (AutoCAD)
Bentley (Microstation)
Caliper (Maptitude, TransCAD)
CARIS
Envi
ER Mapper
ERDAS
ESRI (ArcInfo, ArcView, AtlasGIS, ArcCAD)
Genasys (Genamap)
GRASS
27%
24%
0%
1%
3%
14%
7%
75%
1%
3%
Idrisi
InfoCAD
Intergraph (MGE, GeoMedia, FRAMME)
Leica
MapFactory
MapInfo
Smallworld (Magik)
Spans
Terrasoft
11%
3%
8%
3%
1%
23%
5%
1%
3%
Operating Systems:
28%
5%
7%
Unix (Mips)
Novell
Macintosh
57%
81%
NT
Windows
Programming Tools:
AML
C
C++
Java
31%
9%
14%
11%
Delphi
Vision
Visual Basic
3%
1%
49%
Database Management Systems:
Access
dBASE
DB2
FoxPro
Informix
74%
25%
3%
10%
3%
Ingres
MS SQL
ODBC
Oracle
Sybase
1%
21%
14%
30%
1%
Other:
Avenue
EPPL7
GeoNet
GPS
GWIS
ILWIS
25%
0%
1%
23%
0%
1%
Kork
PCI
ScanUS
Softplotter
Terra Model
Wings
0%
10%
0%
1%
3%
0%
http://www.gisjobs.com/survey/responses.jsp?countryLoc=North+America&subregion=Canada-British+Columbia&total=28889&categoryTotal=23601 April 5 2006
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Appendix F – Letters of Support
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