1. GITTA: Building a Virtual Campus for Higher Education in Geographic Information Technology
Robert Weibel and Eric Lorup
Department of Geography
University of Zurich
Optical 3-D Measurement, 22 September 2003

2. Contents 1. Project Objectives and Characteristics
2. Design: Pedagogical and Technical
3. Demo
4. Conclusions and Outlook

3. 1
Project Objectives and Characteristics

4. Some Facts
One of 50 projects of the programme “Swiss Virtual Campus”, supported by Swiss federal funding agencies
Duration: 07/ /2004
7 universities, 11 departments throughout Switzerland
approx persons employed
> 1 Mio CHF grant money, 1.8 Mio CHF matching funds by universities

5. The Consortium and the Project
7 Universities, 11 Departments:
Unis: Zurich (Lead), Fribourg
ETH: Zurich, Lausanne
UAS: FHBB, HSR, SUPSI
 large consortium
Who are we?
Geographers
Forest engineers
Geodesists
 all 3 HE school types
 85% of HE slots in CH
 interdisciplinary
 trilingual
 several courses (12 ECTS)
© Atlas of Switzerland

6. Recap of Pedagogical Objectives
Truly nationwide Virtual Campus for HE in GIScience
Cover a full program in GIScience (not just a single course)
Integration into core curriculum
Blended teaching: Complement traditional teaching
Replace ex-cathedra teaching where possible
Use capacity of teachers for coaching rather than ex-cathedra teaching
Foster independent learning among students

7. 2
Design: Pedagogical and Technical

8. Design Elements
Full-fledged program in GIScience, covering several traditional courses
Modular structure, re-combination of units possible
Two types of ICT-based resources:
‚lectures‘ (Modules): web-based, complemented with face-to-face tutorials (blended teaching)
‚practicals‘ (Case Studies): practical work with GIS software (not necessarily web-based)

9. Overall Structure Modular structure Levels (Basic, Intermediate)
6 Modules per Level:
Data Capture
Spatial Modeling
Spatial Analysis
Data Management
Systems
Presentation
Case Studies: Focus on problem solving skills
INTERMEDIATE
Spatial
Analysis
Spatial
Modeling
Case Study
Data
Mgt.
Systems
BASIC
Data
Capture
Presentation
Case Study

10. Unit = smallest self-contained object
Pedagogical Design
Hierarchical, modular
structure
Level (e.g. Basic Level)
Module (e.g. Basic Spatial Analysis)
Unit = smallest self-contained object
Lesson (e.g. Terrain Analysis)
1x per Unit
Unit (e.g. Slope & Aspect)
- Entry - Clarify - Look - Act - Share - Self-assess
All partners use
same structure
for units
Learning Object:
1..n, mandatory
Exercise and self
test, optional

11. Content of Module “Basic Spatial Analysis”
L1 Spatial analysis concepts:
U1 Introduction
L2 Discrete spatial variables
U1 Nature of spatial variables and underlying models
U2 Regionalization
U3 Shape
U4 Point
L3 Continuous spatial variables
U1 Sampling distributions
U2 Spatial dependecy analysis
U3 Basics of spatial interpolation
L4 Terrain Analysis
U1 Extraction of topographic info
U2 Geomorphometry
U3 Viewshed analysis
L5 Spatial queries
U1 Introduction to spatial queries
U2 Attribute queries
U3 Geometrical queries
U4 Topological queries
L6 Accessibility analysis
U1 Distances and metrics
U2 Unconstrained proximity analysis
U3 Network characterization
L7 Suitabillity analysis
U1 Multi-criteria vs. multi-objective
U2 Boolean overlay
U3 Weighted overlay
U4 Assigment of weights
Level (Basic Level)
> Module (Basic Spatial Analysis)
> Lessons (7)
> Units (22)

12. Contents and languages
Basic Level:
6 modules / 29 lessons / 95 units
6 case studies
d/f/i and e
production in native language of responsible partner
translation ‘on demand’
Intermediate Level:
4 modules / 22 lessons / 69 units
3 case studies
English only

13. Technical Design
Implements pedagogical design 1:1 (ECLASS at Unit scale)
based on XML
DTDs for all objects
Separates content and form (XSLT)
Metadata for all units

14. Learning Objectives and Story Boards

15. Technical View of Authors (XMetaL)

16. What the Student Sees navigation aides glossary, refs and pdf
icons for
ECLASS items
texts
hierarchies
interactive
Flash animation

17. Implementation, Technologies
Web technologies: XML/DTD/XSLT, Flash, SVG
Authoring tools: Word forms, XMetaL, Flash, DTP applications
Groupware: BSCW for internal communication and file upload
Progress monitoring database: PHP/Oracle
E-Learning platform: WebCT (links only, plus student/course admin and quizzing)
Cocoon server for XML contents storage and conversion to XHTML and PDF (real-time, caching)

19. 3
Demo

20. Examples Basic Spatial Analysis
Terrain Analysis (motivating entry part)
Terrain Modelling (in/visible areas)
Suitabilityanalysis (interactive exercise)
Basic Cartographic Presentation
Map Scale (interactive example)
Readability (interactive exercise)
Organisation of Mapelements (interactive self-assessment)
Basic Data Capture
Qualitycontrols (interactive calculation)
Basic Database Systems
Databasequeries (slideshow)

21. 4
Conclusions and Outlook

22. Results of Field Tests
Field test with students conducted in ‘real’ courses
3 modules at 3 partner sites
2 case studies at 2 partner sites
Results positive to very positive
Acceptance of e-learning is high (incl. statements “better than traditional lectures”)
blended teaching appears to be the way to go --> independent e-learning complemented by face-to-face tutorials in small groups
“PDF button syndrom” (e-learning is a different form of learning)

23. Status Basic Level: 26 of 29 lessons completed
5 of 5 Case Studies completed
Intermediate Level:
Lesson design completed
2 lessons completed, 20 more to go (until March 2004)
3 additional Case Studies to be developed

24. Open Problems and Outlook
translation of Basic Level to d/f/I/ and e (before 06/2004?)
maintenance and updating beyond funded period ?
use in continuing education offerings ?
use by others ?
Outlook:
Will put in proposal for follow-on project to SVC (starting fall 2004).
Possible options for collaboration with others and/or extensions will have to be resolved before 06/2004.

25. Contact http://www.gitta.info/