Lam & ChanFIG Com 2, Prague, June 20071 Sustainable Curriculum for Geomatics Higher Education Steve Lam Lecturer, MSc, MPhil, CLS, FICE, FInstCES, MRICS.

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Lam & ChanFIG Com 2, Prague, June Sustainable Curriculum for Geomatics Higher Education Steve Lam Lecturer, MSc, MPhil, CLS, FICE, FInstCES, MRICS Department of Land Surveying & Geo-Informatics Ir. Prof. Albert Chan Associate Head, PhD, RPE, FHKIE, FCIOB, MRICS Department of Building & Real Estate The Hong Kong Polytechnic University Faculty of Construction & Land Use

Lam & ChanFIG Com 2, Prague, June Topics: 1.Sustainable geomatics education defined 2.Educational framework 3.Core geomatics subjects 4.Minor subjects 5.Pedagogy and assessment 6.Sustainable development 7.Curriculum research model 8.Q & A

Lam & ChanFIG Com 2, Prague, June Sustainable geomatics education Horizontal & Cross-sectional Expansion  Expand knowledge base/applications into multi-disciplines, multi-professions and new business/employment  Promote social status and inclusion  Promote lifewide learning Vertical & Longitudinal Expansion  Advance knowledge level through Applied/Basic Research  Promote lifelong learning Geomatics Knowledge Base ‘ Sustainable ’ means knowledge expansion Security/Defense Business Disaster/Emergency Management Business

Lam & ChanFIG Com 2, Prague, June Sustainable geomatics education To provide educational services to practitioners, geomatics industry, professional associations, communities, and nations for a sustainable future. Programs: BSc/BEng, PgC, PgD, MSc, MPhil, EngD, PhD Double/multiple professional accreditations: Licensed Land Surveyor (e.g., RPS, RICS), Licensed Information Engineer (e.g., RPE, CEng, HKIE)

Lam & ChanFIG Com 2, Prague, June Educational frameworks 4 Educational Frameworks of Higher Education: 1.Supporting Lifelong Learning & Education 2.Educational Leadership & Management 3.Curriculum, Pedagogy & Assessment 4.Educational Research Sustainable curriculum is the focus here

Lam & ChanFIG Com 2, Prague, June Core geomatics subjects/modules 1.Geodesy & GNSS 2.Photogrammetry 3.Remote Sensing & Image Analysis 4.Engineering/Construction Surveying 5.Cadastre, Land Management & LRIS 6.Spatial Information Management & Geo-IT 7.GIS Applications 8.Cartography & Map Production 9.Hydrographic Surveying & HIS 10.Statistical & Adjustment Analyses for Geomatics 11.Geomatics Business Management 12.Geomatics Research Methodology & Dissertation/Projects

Lam & ChanFIG Com 2, Prague, June Minor (foundation-year) subjects 1.Advanced Engineering Mathematics 2.Computer Programming & Data Structures 3.Information Systems & Internet Technology 4.Construction Technology & Management 5.Environmental Engineering Systems 6.Property Appraisal, Development & Finance 7.Urban Economics 8.Real Estate & Facilities Management 9.Second International Language 10.Subjects of Humanities and introductory knowledge of other professions/disciplines

Lam & ChanFIG Com 2, Prague, June Pedagogy & assessment Steps: 1.Establish curriculum contents, teaching schedule/ materials, criterion-referenced assessments. 2.Topics experienced by students in instructional process 3.Evaluate student learning by formative assessment (e.g., oral or written presentation, tests) 4.Assessment feedback to students 5.Repeat steps 2 to 4, if necessary for revision/ compliance until end of session Final Step: - Evaluate student learning at the end of session by summative assessment (e.g., final written exam) - Evaluate teacher’s performance - Improve curriculum for next session

Lam & ChanFIG Com 2, Prague, June Sustainable development Sustainable development or just match-fitting? Globalization, commodification, market-driven. Widening and advancing geomatics knowledge. Value-added programs, professional recognitions, career prospects broadened. Research-informed curriculum; multidisciplinary and integrated curriculum; high-tech for subject contents and educational technology. Educational research, research-informed teaching for up-to-date (applicable) knowledge. Fig. Teacher education; staff development.

Lam & ChanFIG Com 2, Prague, June Curriculum research model Modified from (McKernan, 1996) Cycle 1 Action requires improvement Cycle 2 Problem situation (1) Define problem (6) Evaluate action (2) Needs assessment (3) Hypotheses ideas (4) Develop action plan (1) Redefine problem (2) Needs assessment (3) New hypotheses (5) Implement revised plan (4) Revise action plan Time T1 Time T2 Time (6) Evaluate action (7) Decisions (reflect, explain, understand action) (5) Implement plan (observation, data collection & analysis) (7) Decisions (reflect, explain, understand action)

Lam & ChanFIG Com 2, Prague, June Thank you. 8. Questions & Answers