UNIVERSITY COLLEGE QGIS IN THE UNIVERSITY COLLEGE TWENTE BAREND KÖBBEN

University College Twente Bachelor in Technology & Liberal Arts & Sciences Project-driven learning Semester 4: Complex spatio-temporal systems Ticks & Lyme disease Mapping, Modeling & Mitigation Geo Information Systems module QGIS in Labs & Assignment QGIS in the project Experiences & Conclusions 18 May 2015Barend Köbben -- QGIS in the University College Twente 2 OUTLINE

Advanced Technology and Liberal Arts & Sciences (ATLAS) only Honours Bachelor’s programme in the Netherlands that combines Technology with Liberal education aspires to educate the “new engineers”: global citizens who are capable of addressing global challenges and designing solutions in a wide range of social, cultural and political contexts 18 May 2015Barend Köbben -- QGIS in the University College Twente 3 UNIVERSITY COLLEGE TWENTE

Highly motivated students, learning community, self-directed learning, career perspectives and engaged team of teachers… 18 May 2015Barend Köbben -- QGIS in the University College Twente 4 UNIVERSITY COLLEGE TWENTE

focus on issues incorporating both technological and social aspects work in teams on large, semester-long projects on real-world problems projects form the core of the programme and drive learning project outcomes are not known (not to students, and also not to teachers!) 18 May 2015Barend Köbben -- QGIS in the University College Twente 5 PROJECT-DRIVEN LEARNING

18 May 2015Barend Köbben -- QGIS in the University College Twente 6 SEMESTER 4 SCHEDULE

In 2010, over a million people in the Netherlands were bitten by a Tick Some got infected with the Borellia bacteria (carried by many of the ticks) A proportion of those later develop Lyme disease, which can lead to problems with the joints, heart, and central nervous system 18 May 2015Barend Köbben -- QGIS in the University College Twente 7 THE REAL WORLD PROBLEM TICKS & LYME DISEASE

a complex spatio-temporal system Tick Bites = Tick Activity x Human Activity All parts are (inter)dependent from each other and e.g.: Climate (temperature & moisture) Vegetation Host animals (different in different stages) Human recreation patterns …etc… 18 May 2015Barend Köbben -- QGIS in the University College Twente 8 THE REAL WORLD PROBLEM TICKS & LYME DISEASE

Map all constituent parts, as precisely and completely as possible Model How all parts fit together Mitigate Reduce severity & seriousness In many forms and at many parts of model 18 May 2015Barend Köbben -- QGIS in the University College Twente 9 DEALING WITH THE PROBLEM MAP, MODEL AND MITIGATE

For studying a spatio-temporal problem, you need GIS knowledge and tools… Geo-Information Core module (3 EC): Theory: ITC GIS core book Skills: QGIS FOSS4G Academy Labs Assessment: QGIS Assignment 18 May 2015Barend Köbben -- QGIS in the University College Twente 10 MAP, MODEL AND MITIGATE GI SCIENCE

Content (from ITC book): Geographic data (data models, input, remote sensing, storage) From data to information (spatial analysis, modelling) Data Visualisation: communication through (info)graphics & maps “flipped classroom” method: students first study (books, online lectures, movies) then discuss/work-out/explain with teacher and each other in interactive sessions 18 May 2015Barend Köbben -- QGIS in the University College Twente 11 GIS THEORY

FOSS4G Academy (now GeoAcademy Courses - fossgeo.org) based on the US Geospatial Technology Competency Model (GTCM) represents the essential curriculum needed to teach entry-level GIS Technician education courses provide both the background theory of geospatial science as well as the hands-on application (labs) labs using QGIS 18 May 2015Barend Köbben -- QGIS in the University College Twente 12 GIS SKILLS

QGIS FOSS4G Academy Labs GST 101 Introduction GIS GST 102 Spatial Analysis GST 103 Data Management GST 104 Cartography GST 105 Remote Sensing “Pick your own”: source of selfstudy materials to master GIS software skills needed for assignments and the project where appropriate specific parts recommended 18 May 2015Barend Köbben -- QGIS in the University College Twente 13 GIS SKILLS

each student chooses one of the assignments: “Green City”: landuse change detection “Fireworks disaster”: damage modelling “Waste dump site”: multi-criteria analysis assessment based on deliverables: GIS analysis qualities (methodology, accuracy) Visualisation qualities (cartography, graphs, etc.) Learning goals (critical self-assessment) 18 May 2015Barend Köbben -- QGIS in the University College Twente 14 GIS ASSESSMENT QGIS ASSIGNMENT

Estimating damages through theoretical model Compare model with real-world data 18 May 2015Barend Köbben -- QGIS in the University College Twente 15 FIREWORKS DISASTER MODELLING

Project phase 1 deliverable is a website that maps & models the problem 18 May 2015Barend Köbben -- QGIS in the University College Twente 16 GIS IN THE PROJECT

Many parts (but not all) use GIS analysis and maps 18 May 2015Barend Köbben -- QGIS in the University College Twente 17 GIS IN THE PROJECT

Many parts use GIS analysis and maps using GIS knowledge and QGIS skills…! 18 May 2015Barend Köbben -- QGIS in the University College Twente 18 GIS IN THE PROJECT

Some observations on the use of QGIS in a learning environment 18 May 2015Barend Köbben -- QGIS in the University College Twente 19

Good: Multi-platform “Open”: Source, Standards, Data “open”: extensible (python), community Powerful and complete (in combination with processing libraries and other plugins) 18 May 2015Barend Köbben -- QGIS in the University College Twente 20 QGIS IN A LEARNING ENVIRONMENT IN GENERAL

Not so good: Stability general (especially on Windows) over versions (eg. HeatMap problem in 2.8) Complexity confusion because of processing and other plugins Missing functionality e.g. in network analysis and modeler quickly catching up! 18 May 2015Barend Köbben -- QGIS in the University College Twente 21 QGIS IN A LEARNING ENVIRONMENT IN GENERAL

QGIS labs for self-learning skills (= misuse ;-) Open! rich source for learning GIS skills well-written, complete, up-to-date (almost always) works out-of-the-box 18 May 2015Barend Köbben -- QGIS in the University College Twente 22 FOSS4G ACADEMY LABS SPECIFICALLY FOR THIS PROJECT

QGIS labs for self-learning skills (= misuse ;-) very step-by-step and not problem-oriented (solutions are “given away”) not made for “pick-and-choose”: overlap between labs missing catalog/overview/search 18 May 2015Barend Köbben -- QGIS in the University College Twente 23 FOSS4G ACADEMY LABS SPECIFICALLY FOR THIS PROJECT

UNIVERSITY COLLEGE QGIS IN THE UNIVERSITY COLLEGE TWENTE BAREND KÖBBEN