Multiple ways of Learning about Antarctica with Cybercartography Sebastien Caquard, Peter Pulsifer and D.R. Fraser Taylor

Overview of the presentation What is cybercartography? Alternative ways of learning with cybercartography The cybercartographic atlas of Antarctica

What is cybercartography?

A large research project: “Cybercartography & the New Economy” - Directed by Prof. D.R.F. Taylor M$ funded by Social Sciences and Humanities Research Council of Canada (SSRHC) - 4 years (started 01/2003) - About 50 people from different disciplines

What is cybercartography? Cybercartography is multiple: - Multidisciplinary (Geo / Psycho / Sciences cog / Literature) - Multi partners (e.g. Atlas of Canada, Industry Canada, SCAR) - Multimedia - Multisensory - Multi users (general public, policy makers, scientists) - Multi topic (beyond geographical topics)

What is cybercartography? => Combination production/research for education Outcomes expected - 2 Cybercartographic Atlases (Antarctica & Trade) - Research (proofs of concept) (e.g. Internet Cartography / Open Standards Cartography / Interoperability / Formal Ontologies / Multimedia Cartography / Archiving digital data / Understanding the User (UNA) / Usability / Multisensory / Sound maps / Art and Cybermaps / Technologies for the Blind / Situational Awareness in Virtual Spaces / Navigation in Informational Spaces / Cognitive Theories / Learning Theories / Multidisciplinary / Gaming and engagement / Hypertext and live hypernarrative)

Multiple ways of learning The Cybercartographic Atlas of Antarctica

A comprehensive atlas of Antarctica - Designed for High school students - To communicate scientific information - In an engaging manner - Using elements of cybercartographic - As well as to develop critical perspectives

The Cybercartographic Atlas of Antarctica A multidisciplinary approach - Human factor psychology: User Interface design - Geography (+ sciences): Content development - Computer science: Computer model development - English literature / Art : Critical perspective - Cognitive sciences / Psychology: Evaluation

The Cybercartographic Atlas of Antarctica Analyze the needs (Education and Psychology) Image by A. Parush - HOTLab Designed based on the UNA - The user/student is central - Iterative process: analysis, development, evaluation

The Cybercartographic Atlas of Antarctica Develop the content (Geography / Scientists) - Following UNA and curriculum - Compiling scientific information (modules: e.g. exploration) - Using some elements of cybercartography (e.g. multimedia) - Multi-authors

The Cybercartographic Atlas of Antarctica Develop the technology (Computer sciences / Geomatics) - Interoperability - Module interconnected - Open source technology - Follow the UNA - Highly interactive - Easily usable - Easy to update => Developing an atlas framework

The Cybercartographic Atlas of Antarctica A first prototype:

The Cybercartographic Atlas of Antarctica Evaluation: usability testing - Assess navigation, terminology, features and functionality - 7 undergraduate students - Rapid learning curve - Problem with Key UI (e.g. terminology, association map/text, web page model) - Not very engaging => Overall recommendations to improve the EFFECTIVENESS

Alternative ways of learning with cybercartography

- Modification and repurpose of an existing game - Teach about (1) Antarctica environment; (2) global warming ; (3) scientific process - Different perspectives - Engaging manner Improving the engagement: Developing a mod game Game developed by J-P Fiset - GCRC Alternative ways of learning

- Narrative + Hypertext + Live elements - Content and structure determined by live information - Standard Java Server Pages - Engaging story to learn about Antarctica Live hypernarrative Alternative ways of learning

Prototype developed by R. Biddle - HOTlab Alternative ways of learning

- Engaging way to access information - High level of interaction - Providing changing/multiple perspectives - Different ways of learning (Affective/Incidental) Mod game / Live hypernarrative: => Complementary to the effectiveness of the atlas Alternative ways of learning

Conclusion

Multiplicity of cybercartography: - Different ways to present info beyond traditional cartography - Different ways to access info (e.g. maps, game) - Different ways of learning (Effective / Affective / Incidental) - Better adapted to the diversity of the students (MI theory) - Better adapted to the Internet environment - Better adapted to develop critical thinking

Conclusion Remaining challenges - Integrate proofs of concept in the atlas design (e.g. live hypernarrative as the introduction of the atlas) - Evaluation: How do we evaluate affective learning? - Reconsider the way of teaching with cybermaps: how can we capture users attention in the Internet environment?