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Geoinformatics education in different disciplines - Challenges, approaches and experiences Wolfgang Reinhardt AGIS / Institut für Angewandte Informatik Universität der Bundeswehr München [email protected] www.agis.unibw.de LeGIO workshop – Leuven, 18.11.2011

Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Page 1: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

Geoinformatics education in different disciplines -

Challenges, approaches and experiences

Wolfgang Reinhardt

AGIS / Institut für Angewandte Informatik

Universität der Bundeswehr München

[email protected]

www.agis.unibw.de

LeGIO workshop – Leuven, 18.11.2011

Page 2: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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UniBwM • UniBwM = University of the Bundeswehr (German Federal

Armed Forces) Munich

• Degrees approved by the state of Bavaria, courses equivalent to

other state universities

(Bachelor, Master, PhD)

• 15 study programs (Master level)

• Around 3400 Students

• Most students are soldiers for 12/13 years,

but also non-soldier students

• Most students live on the campus

• Trimester system

• Staff is civil

• AGIS: Research group of the Chair of Geoinformatics at the University of the

Bundeswehr Munich, Comp. Science faculty, around 10 scientists

Page 3: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Examples of Research - Teaching

Interoperability/Services

GI-Interoperability based on services/ Testbed for services

Concepts for meta data/Quality Management

Data visualization on the internet via portrayal services

(BGIO funded)

Projects with utilities

Quality management

• Q-assurance /Process orientation

• Quantitative investigation (Industry funded)

Engineering

Measurement and documentation of sewer systems (INS/GI) (Industry funded)

GI and Early Warning

EW in land slide applications (BMBF/DFG funded)

TranSafe-Alp

Monitoring of alpine transit routes (EU Interreg “Alpine Space”)

http://www.unibw.de/inf4/professuren/geoinformatik

Teaching of GI / programs

Geodesy and Geoinformatics (ends in 2012)

Computer Science (Specialisation in Master program)

Civil Engineering (Basics in Master program)

Information Management (specific topics)

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Overview

• Introduction of content and goals of our GI related modules

• Discussion of the usage of BoK for curricula design / comparision in different disciplines

• Related to relevant content

• Related to core units

• Some suggestions

• Conclusion

Suggestions are thought to be a contribution for further discussions

Page 5: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Background

• Geographic Information education is manifold, there are:

• Courses with GI as the main subject (Master in GI …)

• Courses with GI as one main subject (Master in GI & …)

• Courses with GI as a side subject (with different weighting)

• The required competence profiles of graduates are also manifold, examples

• GI Software development

• GI Application development

• GI Data Management

• GI Data Analysis

• Usage of GI methodology in a certain domain

• Training

• Sales / Marketing

• …

Page 6: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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GI in Computer Science and Civil Engineering

CS: Spezialisation “Geoinformatics and Computer Vision” (30 ECTS).

GI related modules:

• Geoinformatics Basics (3 ECTS)

• Geoinformatics I (Reference Systems, datum, map projections .., 3 ECTS)

• Geoinformatics II (Spatial data bases and data types, analyses, quality …, 3 ECTS)

• Geoinformatics III (Basics of services, geo web Services, security …, 3 ECTS)

• Geoinformation programming, project based (3 ECTS)

CE: Basics in GI and Surveying, related to their further studies in planning and Water Management

• Geodesy, Surveying and GIS (which includes GI Basics and DTM) (6 ECTS)

• Geographic Information Systems (Data bases, analysis, visualization) (3 ECTS)

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GI in Computer Science and Civil Engineering

Aspired Competences:

• CS: they should be able to design and implement SW / applications which

also include (among others) any handling of Geographic Information (->

according to market)

• CE: they should acquire the necessary basic knowledge / competence to

use GI methodology in water management and planning

Questions:

• What is the core of GI topics which should be taught in every program with

GI content?

• How can the “overlap” of content be maximised?

• Is the BoK suitable to describe the content of GI modules in other disciplines

than Geography?

• Can the differences in the learning goals and the content be expressed with

the BoK?

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GI S & T Body of Knowledge (BoK)

Well known work from UCGIS

• Benefits / deficits discussed in several papers,

• Includes 10 knowledge areas (KA), which include 72 Units and these

include around 1330 topics [Rip et al, 2010], :

Analytical Methods (AM) Data Manipulation (DN)

Conceptual Foundations (CF) Geo Computation (GC)

Cartography and Visualization (CV) Geospatial Data (GD)

Design Aspects (DA) GI S&T and Society (GS)

Data Modelling (DM) Organizational and Institutional Aspects

(OI)

BoK – knowledge areas, from [DiBiase et al]

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The European view

BoK is representing primarily a view from Geography (Reinhardt and Toppen, 2008)

BoK is not sufficiently considering SDI aspects like Geo Web Services, meta data etc.

Geo

grap

hy /

Pla

nnin

g

Geo

desy

/ S

urve

ying

Com

pute

r S

cien

ce

GI S&T BoK

Other disciplines

From

(Reinhardt and Toppen, 2008):

Page 11: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Suggestions to extend knowledge areas

Background:

• Only minimal changes of BoK (max. compatibility)

• Deficits related to SDI should be eliminated

• Competences in implementation / application programming should be visible (as competencies in Data Management, Analysis …..!)

Analytical methods (AM) Data Manipulation (DN)

Conceptual foundations (CF) Geo Computation (GC)

Cartography and Visualization (CV) Geospatial Data (GD)

Design aspects (DA) GI S & T and society (GS)

Data Modelling (DM) Organizational and Institutional aspects (OI)

Spatial Data Infrastructure (SI) Application Programming (AP)

Page 12: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Units of suggested knowledge areas

Spatial data infrastructures (SI)

SI1 General purpose and background, initiatives,

non-technical aspects, laws etc.

SI2 Metadata (purpose, models, challenges)

SI3 Introduction to Interoperability (syntactic,

semantic)

SI4 Basics of Services (HTTP, REST, SOAP)

SI5 Services I (basics, WMS, WFS)

SI6 Services II (advanced, WCS, WTS …)

SI7 Security of Services (authentication, access

control ..)

SI8 Relevant Standards (GML, Spatial Schema …)

Application Programing (AP)

AP1 General approaches

AP2 Open Source API´s

AP3 Proprietary APIs

First ideas

Page 13: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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GI S & T Body of Knowledge (BoK) – Core Units

BoK – Core Units, from [DiBiase et al]

Knowledge Area

Core Unit Knowledge Area Core Unit

Analytical Methods Geometric measures Data Manipulation Representation transformation

Basic analytical operations Generalization and

aggregation

Basic analytical methods Geospatial Data Earth geometry

Conceptual Foundations Domains of GI Georeferencing systems

Elements of GI Datum’s

Cartography and

Visualisation

Data considerations Map projections

Principles of map design Data quality

Map use and evaluation Land Surveying and GPS

Design Aspects Data base design Aerial imaging and

photogrammetry

Data Modelling Database management

systems

Satellite and shipboard remote

sensing

Tessellation data models Metadata standards and

infrastructure

Vector and object data

models

GI S&T and Society Ethic aspects of geospatial

information and technology

Organizational and

Institutional Aspects

Institutional and inter-

institutional aspects

Coordinating organisations

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Discussion of Core Units, some examples • core topics within AM, CF, CV, DA, DM, DN and GD should be addressed in any

case. Extent has to be adapted to the total number of credit points available for GI

and other subjects taught.

• The AM core units as well as the CF ones can be accepted as core also in Computer

Science and Civil Engineering. CF can be treated shorter than in Geography.

• Related to Computer Science the main focus in this field is visualization of

geographic and thematic data, not map making.

• Design aspects is interesting in these conjunction:

• In CS of course students are familiar with all aspects of data bases as well as

with modelling languages and so on

• In Civil Engineering it is the opposite, they have an introduction into object

oriented programming, but no DB knowledge at all…

• GD includes the highest number of core units but topics like SDI, Services,

Metadata, ISO and OGC Standards, Geo Web Services not represented adequately.

(in one single unit!) -> SI core topics to be added

• OI core units are for sure important for almost all subjects.

• See paper

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Deepness

Suggestion of an easy to use model:

• Students Know about it

• Students can apply it in their domain

• Students are able to use the concepts for the design and

implementation of any GI related application

Added as attribute to a unit!

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Considering Deepness in teaching

Scalable structure of the teaching material (as the concept of

GITTA / CH has foreseen it)

Core:

Addional:

Deepening:

Concept can be implemented on different levels, from modules

even down to slides

Also allows “scalability”

Page 17: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Mapping of own study programs

• In „original“ BoK in both cases GD would be 55! The principle difference in the goals of the study program would not be expressable

• The structure also expresses whether a focus is given on applying or programming

Knowledge Area Content (%)

GD 45

AM 15

SI 10

DA 15

CV 6

CF 5

OI 4

Civil Engineering

Knowledge Area Content (%)

SI 30

AP 25

GD 25

DA 8

AM 6

CF 3

CV 3

Computer Science

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Conclusion

Questions asked above:

• What is the core of GI topics which should be taught in every course

with GI content?

To answer this, the BoK can be used, but it is influenced by factors like

extent (ECTS) and background / other subjects taught

• Is the BoK suitable to describe the content of GI modules in other

disciplines than Geography?

2 additional knowledge areas suggested

• Can the differences in the learning goals and the content be expressed

with the BoK?

Own examples and literature show it

Hope that further development of BoK is considering such aspects!

Page 19: Geoinformatics education in different disciplines - Challenges, approaches and experiences · 2011-11-24 · Geoinformatics education in different disciplines - Challenges, approaches

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Thank you!

Questions?

[email protected]