Incorporating New Technologies and
Methods Into a
Curriculum for Surveying
Ann Johnson
ESRI
Higher Education Solutions Manager
Overview
• Maps, surveying and education reform
– Past, present and future perspectives
• Examples of Initiatives relating to:
– Curriculum Design and Program development
– Workforce needs
• Designing curriculum to meet different needs
My View Point
• As a field-based scientist – a geologist
• As an academic teaching a “traditional” Earth Science
program
• As an educator wanting to introduce new technologies
and teaching methods into my courses
– Developing A GIS Certificate Progam
• As a participant in many curriculum design projects
• As a member of the geospatial industry with increase
needs for an educated and trained workforce
Maps, Surveying, and Education
• An accelerating pace of
new tools, techniques, and
workflows
– From a stick in the sand, a
cave wall, to inventions and
innovations in the profession
and in education
http://www.fig.net
Map Makers Wife,
Need workforce to Think Spatially
• USA National Research
Council report:
– Learning to Think Spatially: GIS
as a Support System in the K12 Curriculum
– Essential to every person and to
the workforce
– Needs to be taught across
subjects
– Problem solving
integrator/facilitator
– GIS can be significant
www.nap.edu/catalog/11019.html
Learn by “doing” to Institutions with Focused
Degrees
• Life skills - Outcomes Based - Survival
– Watch the elders, copy their actions, practice/repetition
• Apprentice to a Master – Outcomes Based – living
standard
– Watch, copy, practice with specific guidance for specialized
competencies for a task/occupation
• Formal Education
– “Schooling” – very old
– University
• Religious to Discipline focused degree
• Separation of “competencies” into discrete
entities – programs or courses
Univeristy of Bologna, Italy:
http://en.wikipedia.org/wiki/Education#Ed
ucation_history
FIG - Surveyor - A Definition
• A surveyor is a professional person with the academic
qualifications and technical expertise to conduct one, or
more, of the following activities;
– to determine, measure and represent land, three-dimensional
objects, point-fields and trajectories;
– to assemble and interpret land and geographically related
information,
– to use that information for the planning and efficient administration
of the land, the sea and any structures thereon; and,
– to conduct research into the above practices and to develop them.
(http://www.fig.net)
Surveyor Technician – An example
(www.geojobs.com)
• Primary Responsibilities
–
–
–
–
–
–
–
–
Set up and operate ground-based GPS receivers during airborne acquisition
Locate appropriate ground control site
Post processing static GPS data
Reporting and archiving survey results
Support the constant logistic effort by shipping and tracking survey equipment
Safe transport of GeoDigital’s equipment to our survey locations
This position may include other field duties
This work often involves long, strenuous hours necessary to complete the assigned
tasks.
• Job Requirements
–
–
–
–
–
–
–
–
–
Experience in setting up and operating GPS receivers
Strong knowledge and practical experience with survey processes
Land survey experience is preferred
Knowledge of industry standard GPS processing software
Knowledge of Windows and MS Office
Excellent problem-solving and practical skills
Clean driving record and ability to rent vehicles in the US
Able to work independently without direct supervision
Exposure to mapping, navigation, GPS processing, data analysis or the ability to learn
quickly in these areas would be an asset
– Ability to travel to remote areas
– Successful candidates will the have the opportunity to train in a variety of skill set areas.
Competencies
Scientist
Engineer
Specialist
Technician
Geospatial User
“Virtual User of survey data”
Number of Practitioners
?
What is competence?
“the characteristics that lead to
success on a job or a task”
Tubbs, S. L. & Schulz, E. (2006). Leadership competencies: Can they be learned? Professional
Education Center, Eastern Michigan University College of Business.
Knowledge is the understanding needed
for a particular subject or process
Skills include both the technical and nontechnical requirements to accomplish a task
Abilities are behaviors needed to bring
both knowledge and skills to bear on the job
Gaudet, C., Annulis, H., & Carr, J. (2003). Building the geospatial workforce. URISA
Journal 15(1): 21-30. (as presented by David DiBiase)
Academic programs - Rapid Advances in
Technology and new policies (Bologna
Declaration)
• How does it affect educational programs?
– Pedagogy, curriculum, degree programs and institutional structures
• How does it affect current educators?
– Updating and realignment of materials
• How do we meet the needs of a diverse student (all
types) population?
– Traditional, across disciplines, educators, distance (online)
– Lifelong learning and workforce
• Who are these populations
– defining needs and providing options to meet those needs
Bologna Declaration (Erasmus and Socrates)
• European Credit Transfer and
Accumulation System (ECTS)
• Aligning workload and credits
to learning outcomes and
competencies
– 60 Credits for full academic
year
– ECTS Grading on a statistical
basis – does NOT replace
institution grade
– Learning Outcomes competency based system
– 180 Credits for 3 year program
for “first cycle degree”
(Bachelor’s Degree)
http://www.newdur.ac.uk/international/pages/ects_grading_scale.htm
• In USA – new Policy to limit 4
year degrees to 120 units –
what gets “cut out”
http://gama.fsv.cvut.cz/
Surveyors – academic qualification and
expertise (FIG)
• Academic Disciplines:
– mathematics, astronomy, geography, physics, mechanics,
metrology, statistics, geophysics and other scientific disciplines.
• Technology and Tools:
– verniers, micrometers and circles; standard units of measurement;
temperature devices and scales; tables for trigonometric and
logarithms; angle and distance measuring devices; calculating
devices; barometric devices and use of their readings; the
determination of gravity values; tools to determine and depiction of
elevation.
• Now and future:
– Computer science, database creation and management, GIS,
Remote Sensing and GPS, satellite systems and ground based
sensors and sensor webs, and . . . . . . .
Integration and sharing of all types of data
Location Accuracy - Geography is a “Key”
Social Factors
Roads/Infrastructure
Water
Geospatial technology
Land Use/Land Cover
• Positional accuracy
Imagery
• GIS, Remote Sensing
Environment
• Spatial Analysis
Base Maps
• Visualization
Survey
Surveying Is essential
...
Control
Integrating Disciplines and Programs
Cadastre, Roads, Orthophoto
Parcels
Subdiv 1
Orthophoto
Subdiv 2
Transportation
Prj 1
Prj 2
Survey A
Survey B
Etc. Etc.
Survey 1
Survey 2
A framework onto which other layers can be positioned
accurately
Sensor Networks
- Autonomous and interactive need positional accuracy
More Data, More Often, More comprehensive
•
•
•
•
•
•
•
•
•
•
•
•
Traffic
Weather
Monitors
Satellites
Aircraft
Mobile
Census
Demographic
Business
Infrastructure
Surveying
Design
•
•
•
•
•
Streams
Seismic
Tsunami
Crime
Disease
Surveillance
• RFID
• Etc.
Creating Curriculum, Models and
Competencies
• Examples from GIS and Geospatial
–NCGIA GIS Core Curriculum
• 3 course with notes
–University of Southern Mississippi Geospatial
Workforce Model
–UCGIS Model Curriculum and Body of Knowledge
–DACUMS at the workforce level
High Growth Industry - USA
Department of Labor Grant
define the Geospatial Industry and its workforce
needs (AAG and GITA)
Includes GIS,
Remote Sensing,
GPS, Surveying,
Cartography and
other fields
http://www.aag.org/giwis/phase-one/phase-one-report-v3-5-31-06.pdf
University of Southern Mississippi Geospatial
Workforce Competence Study – 4
Compentency Areas
http://www.urisa.org/files/Gaudetvol15no1.pdf Gaudet, C., Annulis, H., & Carr, J. (2003). Building the
geospatial workforce. URISA Journal 15(1): 21-30.
University Consortium for Geographic
Information Science
• UCGIS founded in 1994
• Now more then 70 member institutions and
affiliate members including AGILE
• Focused on GIScience Research and support
for programs
• Challenges defined in 1997
–One Educational challenge lead to the proposal for
a Model Curriculum
“GI S&T” Model Curricula
• Focus on undergraduate (4 year) education
–Addressed Marble’s “Rebuilding the Top of the Pyramid”
–Attempt to recognize GI S&T within a broader academic
context
• Domain of Model Curricula - GI S&T
–Geographic Information Science
–Geospatial Technologies
–Applications of GI S&T
• Strawman document completed in June 2003
under Dr. Duane Marble by the UCGIS in
–Work stalled due to lack of funding
Second Phase of UCGIS Model Curriculum
Project
• Decision in 2004 to reinitiate effort under
leadership of David DiBiase
– Pennsylvania State University
–Chair of Education Committee of UCGIS
• Formed a much smaller working group with
a 3 year project proposal
• Limited Funding so redefined as a One
Year effort to
–Create a Body of Knowledge for GIS
How is the BoK different?
• GIS education must be addressed at more than
the undergraduate level (4 year Bachelor Degree)
• Cross-cutting themes reintegrated into KAs
• Original Model Curriculum Sections (Paths,
Mastery levels, pedagogy, implementation) moved
to a future time
• Body of Knowledge now divided in 10 KA’s
–Knowledge Areas
• Units
– Topics
» Learning Objectives (modified Boom’s Taxonomy)
Key Readings
Scope of BoK expanded to include:
Ten KA’s in the BoK – structured alphabetically
• AM. Analytical Methods (formerly Data Analysis)
• CF. Conceptual Foundations
• CV. Cartography and visualization
• DE. Design aspects
• DM. Data modeling
• DT. Data manipulation
• GC. Geocomputation
• GD. Geospatial data
• GS. GIS and Society
• OI. Organizational and institutional aspects
Taxonomy of learning objectives
Knowledge types
Subtype
A. Factual
Basic elements
Specific details
Terminology
Vocabulary
B. Conceptual
Categories
Classifications
Generalizations
Interrelationships among elements
Models
Principles
Structures
Theories
C. Procedural
How to do something
Criteria for using skills, techniques and
methods
Method of inquiry
Skills and algorithms
Techniques and methods
D.
Metacognitive
Awareness of cognition
Self-knowledge Strategic knowledge for
learning
Taxonomy of learning objectives
Cognitive processes
1. Remember
arrange
define
duplicate
identify
label
list
memorize
name
order
recall
recognize
relate
repeat
reproduce
retrieve
state
2. Understand
abstract
categorize
clarify
classify
compare
conclude
Construct_mod
el
contrast
describe
detect_a_
correspondenc
e
discuss
draw_
a_conclusion
exemplify
explain
express
extrapolate
find_an_
example
generalize
identify
illustrate
indicate
infer
instantiate
interpret
locate
match
paraphrase
predict
recognize
report
represent
restate
review
select
summarize
translate
3. Apply
4. Analyze
5. Evaluate
6. Create
apply
carry out
choose
demonstrate
dramatize
employ
execute
illustrate
implement
interpret
operate
practice
schedule
sketch
solve
use
analyze
appraise
attribute
calculate
categorize
compare
contrast
criticize
deconstruct
differentiate
discriminate
distinguish
examine
experiment
focus
integrate
organize
outline
parse
question
select
structure
test
appraise
argue
assess
attach
check
choose
compare
coordinate
critique
detect
estimate
evaluate
judge
monitor
predict
rate
score
select
support
test
arrange
assemble
collect
compose
construct
create
design
devise
formulate
generate
hypothesize
invent
manage
organize
plan
planning
prepare
produce
propose
write
Core Units are shaded
Knowledge
Area (10)
Example Unit, Topics, and Objectives
Unit AM4 Basic analytical operations (core unit)
This small set of analytical operations is so commonly applied to a broad range of problems
that their inclusion in software products is often used to determine if that product is a “true”
GIS. Concepts on which these operations are based are addressed in Unit CF3 Domains of
geographic information and Unit CF5 Relationships.
Topic AM4-3 Neighborhoods
• Discuss the role of Voronoi polygons as the dual graph of the Delaunay triangulation
• Explain how Voronoi polygons can be used to define neighborhoods around a set of points
• Outline methods that can be used to establish non-overlapping neighborhoods of similarity in raster
datasets
• Create proximity polygons (Thiessen/Voronoi polygons) in point datasets
• Write algorithms to calculate neighborhood statistics (minimum, maximum, focal flow) using a moving
window in raster datasets
Topic AM4-4 Map algebra
 Describe how map algebra performs mathematical functions on raster grids
 Describe a real modeling situation in which map algebra would be used (e.g., site selection, climate
classification, least-cost path)
 Explain the categories of map algebra operations (i.e., local, focal, zonal, and global functions)
 Explain why georegistration is a precondition to map algebra
 Perform a map algebra calculation using command line, form-based, and flow charting user interfaces
The GIS&T domain
Different Paths through a BoK for
Different “outcomes” (degree focus or
discipline area)
Visualization of Relationship
Brandon Plewe, Editor - BYU
Marco Painho
Director
Instituto Superior de
Estatística e Gestão de Informação
Universidade Nova de Lisboa
painho@isegi.unl.pt
Crosswalk of
BoK and MSc
In Alignment
With Bologna
Process
Giving ontological meaning using a Semantic
Network and a Visual Data Interaction Tool
Marco Painho
Director
Instituto Superior de
Estatística e Gestão de Informação
Universidade Nova de Lisboa
painho@isegi.unl.pt
EXPLORING GIS&T BoK USING
THE GISCIENCE CURRICULA
DEVELOPMENT MODEL
http://193.136.119.12:8080/examples/MESTRADO_spider_en/webapp/
Bodies of Knowledge in other domains
Second Edition of Body of Knowledge
• First edition needs expansion
• Some topics very lightly covered
• Some topics missing
–Technology and applications
• Needs Global Input for 2nd Edition
–Contact David DiBiase
• Need “Pathways” for different Disciplines and
Applications
Other Initiatives
• USGIF (United State Geospatial Intelligence Foundation)
– Need for more, better educated workforce GI Analysts
– Accreditation of programs and recognition of student progress
– Just now online
– http://www.usgif.org
• Computer Drivers License for GIS
– GIS, Cartography, Technology
– Pilot announced in Italy
Developing a Curriculum Process - DACUM
•
A commonly used process in USA for two year
colleges to asses worker duties and tasks and
design a curriculum
A group of workers (lead by a facilitator) spends one
to two days listing “what they do – a duty” and
suggest what tasks must be done to perform that
duty
Results are used to design a curriculum
•
•
–
•
•
A Systematic Curriculum & Instruction Develop (SCID)
process can be used
Focuses on a specific job title
Texas has adopted the results to define State
Standards for GIS Technician Curriculum based on
“performance outcomes”
DACUM – Developing A Curriculum for a GIS
Technician
A-2: Job Analysis
Competency
A Learning Outcome
Learning Unit
with methods
Technology
(disruptive)
Process
Law/Policy
Becomes a
Standard Practice
Innovation
Resistance
Not accepted or
“use new in old way”
Acceptance or
Teacher turn over
Average Age of Surveyors in USA is 57 –
Building Programs for Lifelong Learning
K-12
University
EMPLOYMENT
Awareness
of Field
Rehire
Internship to
College
Employment/
Build Skills
Choices
Graduate
Early
Stay in School Professional
Career
Major
Development
Choices
Choices –
Joseph S.Toole
Associate Administrator of Professional
Development
Federal Highway Administration
January 11, 2004
Lifelong
learning
How to Teach - Methods and Structure
• Traditional Academic Programs
– Lecture – theory and concept
– Lab – not necessarily directly tied to lecture
• Vocational (workforce) Programs
– Software or Tools Specific or defined
– May lack higher order knowledge or concept topics
– Focus on one use or application of the technology
• Distance Learning (online)
– Synchronous or asynchronous
– More difficult for “field based” programs
– Good for workforce related educational Credits
• Combined Approach - Project Based – Active Leaning
– Combined Lecture/Lab
• The three “R’s” - Real world, Relevant, Real Time
• Closely tying Projects in Learning Units to workforce practices
– Learning Outcomes tied to specific skills and competencies
– Case Studies
Marketing the Program and the Career
• Need to capture interest on young students
• Mentor or provide outreach to young students
• Provide information on careers with income and benefits
• Connect with Industry
– Curriculum design
– Internships
– Capstone Projects
• Connect with Professional Organizations
Pressures on Curriculum Redesign and
Development
• Funding - tools, resources, faculty training
• Time: educator
• Policy – conformance to international guidelines,
student and institutional needs
• Regional workforce needs
–Defining competencies, skills and format
–Licensing, Certification and other policy/laws
• Shift in Audience - students versus working
professionals
–Balance of concepts and technology
–Program delivery -- day, night, weekend, campus or
eLearning
Some Ideas and challenges
•Capture what has been done
•Use the best part of many
processes
–BoK, Four divisions, DACUM
(capture the soon to be retired), new
tools
•Share what is learned - FIG
Thank you
Ann Johnson
ajohnson@esri.com