DISTANCE LEARNING POSTGRADUATE GIS NETWORK (UNIGIS)€¦ · 1 Overarching Programme Title Distance Learning Postgraduate GIS Network (UNIGIS) ... Geography and Environmental Management

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Faculty of Science & Engineering School of Science & The Environment

DISTANCE LEARNING POSTGRADUATE GIS NETWORK (UNIGIS)

Programme Specification 2016 - 2017

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

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Versioning of this Programme Specification This Programme Specification is valid for the period of approval confirmed at the time of the last review event and relates to provision approved at that point. Programme Specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in Section 3 of the following table.

1 Date of last review: 12 January 2011

2 Effective date of Reviewed Programme Specification:

1 September 2011 – 31 August 2017

3 This Version effective from: 1 September 2016

4 Version number: 2011/Version 6

Students who commenced their study on awards within this Programme Specification prior to 1 September 2016 should refer to the previous version of the programme specification published on the CASQE website at: http://www.mmu.ac.uk/academic/casqe/specs/index.php .

Modifications to Programme Specification Modifications to the programme specification since last review, and the cohort of students affected by the change, are listed in Appendix II (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications The following elements of provision included in this document are also included in the following Programme Specification

Award Programme Specification

MSc/PgDip/PgCert Geographical Information Systems

UNIGIS at University of Salford Manchester

Amendments made to provision listed in this table, must also be reflected in the relevant Programme Specification listed above

0 Brief descriptive summary

The Distance Learning Postgraduate Geographical Information Systems (GIS) Network (UNIGIS) is run jointly by Manchester Metropolitan University and the University of Salford Manchester. The Network is a long running and highly regarded postgraduate provision in GIS designed to meet the needs of professionals working in the GI industry (or wishing to enter the sector) who want to acquire education through distance learning (DL). UNIGIS is highly structured and based around active learning. It is designed to provide a deeper and more balanced education in GIS than would be provided by vendor training in GIS software. The Network is part of an international association of HEIs delivering high quality GIS courses. The Network offers three separate routes up to masters level: Geographical Information Systems (GIS), Applied Geographical Information Systems (Applied GIS) and Geographical Information Technologies (GI Technologies).

Basic Programme and Course Details

1 Overarching Programme Title Distance Learning Postgraduate GIS Network (UNIGIS) (11222A)

2 Final award titles and AOS Codes

PgC in Geographical Information Systems (GIS): 692W

PgD in Geographical Information Systems (GIS): 692Y

MSc in Geographical Information Systems (GIS): 692L/692V

PgD in Applied Geographical Information Systems (Applied GIS): TBA

MSc in Applied Geographical Information Systems (Applied GIS): 692U

PgD in Geographical Information Technologies (GI Technologies): TBA

MSc in Geographical Information Technologies (GI Technologies): 692T

3 Combined Honours Subjects Subject(s): N/A Final Awards: N/A

4 Interim exit award titles

PgC in Geographical Information Systems (GIS)

PgD in Geographical Information Systems (GIS)

PgD in Applied Geographical Information Systems (Applied GIS)

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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PgD in Geographical Information Technologies (GI Technologies)

5 Modes and duration

PgC Part-Time by Distance Learning: normally 1 year

PgD Part-Time by Distance Learning: normally 2 years

MSc Part-Time by Distance Learning: normally 3 years

6 FHEQ position of final awards Masters (Level 7)

7 Awarding institutions

Manchester Metropolitan University

University of Salford Manchester

8 Teaching institutions

Manchester Metropolitan University – lead institution

University of Salford Manchester

9 Relationship with Fndn Year N/A

Administrative Details

10 Home Department/ School

School of Science & The Environment (MMU) - Division of Geography and Environmental Management

University of Salford Manchester (UoSM) - School of Environment and Life Sciences

11 Home Faculty

Faculty of Science and Engineering (MMU)

College of Science and Technology (UoSM)

12 UCAS code(s) N/A

Collaborative Arrangements

13 Collaborative partner University of Salford Manchester

14 Description of type of academic partnership

Joint Programme provision – students are registered at either MMU or UoSM

Approval Status

15 Date and period of approval of most recent MMU review

(i) Latest review: 12 January 2011

(ii) Length & Dates of Period of Approval Given as a Result of Review:

Years: Six years From: 1 September 2011 To: 31 August 2017

(iii) Major Modifications to Programme Specification since Review: None

16 Next Scheduled Review Date: 2016/17

17 PS/1 effective date: September 2016

External References/Relationships

18 QAA Benchmark Statement(s) Postgraduate provision – no QAA benchmark available

19 PSRB(s) associated with final award of course

None

20 Date, outcome and period of approval of last PSRB approval(s)

N/A

Course Information

21 University and Course Educational Aims

University Educational Aims:

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

To provide a supportive and inclusive learning environment which will enable success for all learners.

To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

To provide a learning experience that is informed by research, scholarship, reflective practice and

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engagement with industry and the professions. Network Educational Aims: Geographical information systems (GIS) are ubiquitous within contemporary society and find myriad applications in a wide range of organisations including utilities, local government, government agencies, retail, business and environmental agencies and consultancies. There is a continuing demand for career professionals who have no background in GIS to develop skills in and take responsibility for GIS-related projects. There is also a demand for knowledge updating and the gaining of new skills for those who have some previous experience in the use of GIS. For many mid-career professionals a career break to obtain a qualification in GIS is not desirable or possible. This Network therefore aims to respond to the need for an accessible route to vocational GIS education and training at postgraduate level for those already in the workplace. The Network aims to provide students with a conceptual and technical framework within which students can understand and implement GIS solutions in a breadth of different applications and contexts. Students will be provided with sufficient knowledge of spatial cognition, technology and organisational contexts to allow them to play a leading role in the effective design and implementation of GIS. The Network aims to provide a learning experience that is informed by academic developments in GIS and allied disciplines. Graduates from this Network will have a systematic understanding of GIS and will be able to apply their knowledge in a critical and appropriately professional manner. In summary, the overall purpose of the three routes presented here is to facilitate opportunities for lifelong learning in the field of GIS for those already in work. There are a number of generic aims which relate to all routes and also some additional, specific aims relating to individual routes. The generic aims are listed first, followed by the aims relating specifically to individual routes: The generic Network aims are to:

Respond to the need for an accessible route to vocational-based postgraduate education and qualifications in GIS, practitioners already in the workplace and those people wishing to enter the GI industry.

Provide the conceptual and technical framework within which students can understand the breadth, application and contexts of GIS use.

Provide appropriate technical knowledge, geographic understanding and appreciation of organisational and societal contexts and the interactions between these, in order to produce postgraduates equipped to play a leading role in the effective design, implementation and review of GIS in both academic and professional settings.

Provide a learning experience which is informed by engagement with the academic literature, with the GI industry and internationalised through membership of the UNIGIS International Association.

Produce postgraduates with a systematic understanding of GIS informed by the forefront of the academic GIS field; with a practical understanding of how to apply established techniques of research and enquiry; a critical approach to evaluating information and an appropriate approach to professional practice.

The award-specific aims for the Geographical Information Systems (GIS) are to:

Provide a broadly based postgraduate qualification in the field of GIS permitting some choice in selection of application area.

Develop an in-depth knowledge of the issues involved in applying GIS to solving spatial problems with an understanding of the constraints imposed by application area and the interactions between data, methods, people and technology.

The award-specific aims for the Applied Geographical Information Systems (Applied GIS) are to:

Develop an in-depth knowledge of GIS-based methods for monitoring the social/human and natural environments.

Develop an effective understanding of the spatial interaction of social/human and environmental factors.

Develop within students the capability to extract social/human and/or environmental information from a variety of sources, such as remotely-sensed data, and to undertake analysis and assessment using appropriate methods within a GIS framework.

The award-specific aims for the Geographical Information Technologies (GI Technologies) are to:

Develop a critical understanding of the software engineering practices and standards that underpin database and web application development and the methodologies for implementing those practices

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in a GIS context.

Develop a critical understanding of the issues involved in designing the storage and use of geographical data in databases and web-based applications.

Develop within students the capability to design, implement and evaluate small-scale database and web-application projects.

22 Course Learning Outcomes

MMU Educational Outcomes: On successful completion of their course of study MMU graduates will be able to:

Apply skills of critical analysis to real-world situations within a defined range of contexts.

Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management.

Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT.

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives.

Manage their professional development reflecting on progress and taking appropriate action;

Find, evaluate, synthesise and use information from a variety of sources.

Articulate an awareness of the social and community contexts within their disciplinary field. Network Learning Outcomes Generic Network learning outcomes (GLOs): Successful students will be able to develop and demonstrate subject knowledge and understanding, in particular their ability to:

GLO1. Develop a systematic and critical understanding of the components that comprise the fields of Geographical Information Systems and Science, and use that knowledge to critique different approaches to the application of contemporary GIS.

GLO2._ Demonstrate their critical awareness and comprehensive understanding of the appropriate use and implementation of spatial data models and advanced spatial data operations to implement analysis strategies for different applications.

GLO3. Employ a comprehensive and critical understanding of how to design and implement database models using appropriate relational database software and be able to critically assess the limitations of conventional database technologies for spatial data storage.

GLO4. Demonstrate a systematic understanding of what comprise Spatial Data Infrastructures, how this impacts on spatial data and metadata capture and the importance of national and international standards for Geographical Information.

GLO5. Develop a critical awareness of the current range and appropriateness of research methods used in GIS based projects.

Successful students will be able to develop and demonstrate intellectual skills, in particular their ability to:

GLO6. Critically assess the breadth of spatially referenced scientific and social science knowledge and synthesise and communicate the results of such assessments using effective visual and written skills.

GLO7. Exercise a comprehensive and systematic knowledge of spatial data model design, database technology, data quality and spatial operations to critically evaluate the decision-making outcomes of a GIS.

Successful students will be able to develop and demonstrate practical skills, in particular their ability to:

GLO8. Critically apply current industry standard GIS and database software to effectively solve spatial decision-making problems.

On completion the student will have had the opportunity to demonstrate key transferable skills (TS) in:

TS1. Learning and working autonomously in planning and implementing tasks. TS2. Exercising self-direction and originality in tackling and solving problems. TS3. Exercising initiative and personal responsibility. TS4. Communicating at an appropriately professional level. TS5. Working as part of a team. TS6. Using IT competently. TS7.__ Planning and managing work programmes including decision making in complex situations. TS8. Making independent judgements concerning learning needs for continuing professional

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development. The route-specific learning outcomes (SLOs) for the Geographical Information Systems (GIS) are: Successful students will be able to develop and demonstrate subject knowledge and understanding, in particular their ability to:

SLO1. To develop an effective understanding of the principles and methods that underpin the development of a GIS solution from a spatial analysis and/or technological perspective.

SLO2. To develop an in-depth knowledge of the interactions between data, methods and technology and the impact and constraints they place on applications of GIS.


SLO3. Evaluate the benefits and challenges presented by the implementation of modern GIS. SLO4. Appraise the technical issues in the development of GIS applications. SLO5. Plan, design, implement and evaluate appropriate methodologies for GIS applications.

Successful students will be able to develop and demonstrate practical skills, in particular their ability to: SLO6. Implement a small-scale GIS application using Desktop and/or distributed (web-based) GIS.

The route-specific learning outcomes (SLOs) for the Applied Geographical Information Systems (Applied GIS) are: Successful students will be able to develop and demonstrate subject knowledge and understanding, in particular their ability to:

SLO7. To develop an in-depth knowledge of GIS based methods for monitoring the human and natural environments.

SLO8. To develop an effective understanding of the spatial interaction of social/human and environmental factors.


SLO9. Evaluate the benefits and challenges of using GIS for a variety of social/human and/or environmental applications. SL10._ Discuss, critically, the principles of information extraction from social/human, environmental and/or remotely sensed data sources. SL11._ Plan, design, implement and evaluate appropriate methodologies to analyse social/human and/or environmental problems using GIS.

Successful students will be able to develop and demonstrate practical skills, in particular their ability to:

SL12. Generate social/human and/or environmental information from appropriate sources, such as census and remotely sensed data, and evaluate methods for integrating this into GIS. SL13.__Design spatial data models, well formed databases, data acquisition strategies and spatial data analysis strategies in order to implement a GIS application effectively.

The route-specific learning outcomes (SLOs) for the Geographical Information Technologies (GI Technologies) are: Successful students will be able to develop and demonstrate subject knowledge and understanding, in particular their ability to:

SL14. _ Identify and detail the software engineering practices underlying GIS software development and programme small-scale, GIS-based applications.

SL15. To develop an effective understanding of the principles and methods that underpin the development of distributed GIS (web-based) applications.


SL16. Evaluate the benefits and challenges of modern geo-database technologies and their implementation in a distributed environment (e.g. web or enterprise); SL17. Appraise the technical issues in the development of distributed GIS applications; and SL18. Plan, design, implement and evaluate appropriate methodologies to create geospatial

applications in a distributed environment (e.g. web or enterprise). Successful students will be able to develop and demonstrate practical skills, in particular their ability to:

SL19. Implement a small-scale distributed GIS (web-based) application.

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23 Interim Award Learning Outcomes

The generic learning outcomes (GLOs) for the Geographical Information Systems (GIS) route at Postgraduate Certificate (PgC) level are: Successful students will have covered the following general learning outcomes (GLOs):

GLO1. Developing a systematic and critical understanding of the components that comprise the fields of Geographical Information Systems and Science, and using that knowledge to critique different approaches to the application of contemporary GIS;

GLO2. Demonstrating their critical awareness and comprehensive understanding of the appropriate use and implementation of spatial data models and advanced spatial data operations to implement analysis strategies for different applications;

GLO3. Employing a comprehensive and critical understanding of how to design and implement database models using appropriate relational database software and be able to critically assess the limitations of conventional database technologies for spatial data storage;

GLO4. Demonstrating a systematic understanding of what comprise spatial data infrastructures, how this impacts on spatial data and metadata capture and the importance of national and international standards for geographical information;

GLO5. Critically assessing the breadth of spatially-referenced scientific and social science knowledge and synthesising and communicating the results of such assessments using effective visual and written skills;

GLO6. Exercising a comprehensive and systematic knowledge of spatial data model design, database technology, data quality and spatial operations to critically evaluate the decision making outcomes of a GIS; and

GLO7. Critically applying current industry standard GIS and database software to effectively solve spatial decision-making problems.

Award-specific learning outcomes for the Geographical Information Systems (GIS) at Postgraduate Diploma (PgD) level are: Successful students will have covered all of the specific learning outcomes listed above with the exception of SLO6 (Implement a small-scale GIS application using Desktop and/or distributed (web-based) GIS). In addition students will:

Develop a critical awareness of the current range and appropriateness of research methods used in GIS based project.

Award-specific learning outcomes for the Applied Geographical Information Systems (Applied GIS) at Postgraduate Diploma (PgD) level are: Successful students will have covered all of the specific learning outcomes listed above with the exception of SLO13 (Design spatial data models, well formed databases, data acquisition strategies and spatial data analysis strategies in order to implement a GIS application effectively). In addition students will:

Develop a critical awareness of the current range and appropriateness of research methods used in GIS-based projects.

Award-specific learning outcomes for the Geographical Information Technologies (GI Technologies) at Postgraduate Diploma (PgD) level are: Successful students will have covered all of the specific learning outcomes listed above with the exception of SLO19 (Implement a small-scale distributed GIS (web-based) application). In addition students will:

Develop a critical awareness of the current range and appropriateness of research methods used in GIS based projects.

24 Teaching/Learning and Assessment Strategy

Transition and Induction All pre-entry communication is made through the UNIGIS Office and, in accordance with The MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment, students are informed of all necessary Network information including joining instructions and details of the induction event (which takes place in September). On request, or where otherwise appropriate, students are directed to appropriate primer materials, including supporting and introductory texts, to purchase/read prior to the official start of the programme. All students are encouraged to attend the induction workshop and normally around 50% of the cohort makes it to the event in Manchester. A significant number of the induction participants are also non-UK-based students. At the event (which is also recorded and all presentations and materials made available on-line for students not able to come to Manchester), students are presented with comprehensive information on the

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Network including a starter pack which contains textbooks, software and the UNIGIS student handbook. The induction pack is sent by post to students not in attendance. During the induction event, students are provided with a Network calendar for the year including all assignment submission dates – the first unit assignments are also introduced and set by the tutor during the induction event itself. As part of The MMU Commitment, students are informed of the range of support and library services available within the universities, including facilities for students with particular learning support needs – this information is made available on-line via the UNIGIS website, as well as in the student handbook and verbally during the induction event. Curriculum Design and Programme Delivery The teaching, learning and assessment strategies for this Network have been developed in accordance with the principles of Constructive Alignment, in line with QAA recommendations. The Network learning outcomes are linked to the individual learning outcomes of the units (modules) making up each award. Unit learning outcomes relate to elements of the unit syllabus and are tested via the unit assessments. Where relevant, reference has been made to the QAA guidance (Section 2: Collaborative provision and flexible and distributed learning) and to the British Standards relating to e-learning (BS8246:2003). Curriculum Development The curriculum has been developed over the last 20+ years and continues to evolve. The Network teaching staff are either research active or are active in other scholarly activities. Members of the teaching staff regularly publish journal papers and books; present at conferences and are involved in continuing professional development (CPD). Current members of staff are in Research Council peer-review panels (e.g. NERC); sit on national committees of learned societies (e.g. RSPSoc); are involved in industry-related working parties (e.g. Education Working Group of the AGI); and attend workshops and training events. In 2008 the UK’s major GIS research conference – GISRUK was organised and hosted at MMU and UoSM by UNIGIS. All this activity ensures that the curriculum remains current and relevant to the types of students who study on the Network. The Network uses a student-centred approach as the students are learning at a distance. The teaching and learning activities used are based on encouraging the students to develop a deep learning approach by reflecting on their learning and using self-evaluation. Students take responsibility for the pace of their learning within an overall calendar set for the Network. For each taught unit the student is provided with a Directed Reader (see details below on e-learning materials), which outlines the framework of study for the unit and provides the essential background knowledge. Each reader is split into sections, which align with the unit syllabus and their associated learning outcomes. The reader and additional materials (both electronic and paper-based) are intended to provide the students with the required level of subject knowledge. In accordance with The MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment, the Network provides students with numerous opportunities for formative assessment. Understanding of the subject knowledge is tested using self-assessment exercise and questions. These self-assessment exercises and questions are low stake assessments as they are not summative and do not count towards the final unit/module mark. In addition to providing the requisite knowledge and understanding, the directed readers (for units where the learning outcomes require the development of practical skills) also contain practical exercises using GIS software, databases and programming languages. These exercises develop students’ practical skills. The learning outcomes relating to transferable skills are developed through the assessment strategies adopted. Students are encouraged to think critically in essay-based assessments. Skills in the application of knowledge and practical skills are developed through problem-solving assessments, which require students to implement spatial analysis using GIS and create databases. The final dissertation develops students’ skills in the planning and execution of a piece of research. Self-evaluation is encouraged by asking students to reflect on their learning, at both a unit/module level and also at the individual assessment level.

Network Delivery The Network is to be delivered entirely on-line using a virtual learning environment (VLE), Moodle™, on an externally hosted web server (this is to ensure “uptime”, ease of maintenance and access for staff at both institutions). The VLE is accessible via the front or home web page, which offers access at two levels: (i) a public level, which is accessible to anyone; and (ii) a password-protected level only accessible to registered students, which provides entry to the Moodle™ platform. The home page contains links to information on

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the Network Teaching Team, a range of learning resources and web pages for each of the units/modules. Units/modules are activated on the website according to an annual programme. Students see the version of the unit learning material that is active in the current academic year, and so therefore always see the most up-to-date version. Units are released sequentially according to a pre-determined timetable, so that students are only studying and being assessed in one unit at any one time. Within each unit web page or area in Moodle™, there are links to tutor-authored documents on each element of the syllabus, together with links to additional materials. Unit documents are available as PDF® or MSWord® documents to allow the use of specialist software by the visually impaired and/or dyslexic. To facilitate flexibility, all the documents relating to a particular unit can be downloaded and used off-line. Moodle™ also offers opportunities for podcasting and screen capture recordings which will be used where appropriate (e.g. software training). An asynchronous communication system to facilitate student-to-student and student-to-tutor interaction is provided for each unit via the Moodle™ discussion forum. Students are provided with GIS and open-source software for the practical elements of the course. The public and password protected sections of the UNIGIS website/VLE currently meet “AAA” (Priority 1, 2 and 3) of the World Wide Web (W3C) Web Accessibility. Accessibility to both the public and restricted pages of the site is continually monitored. Supporting Student Progress In line with the implementation of The MMU Commitment and the MMU Strategy for Learning, Teaching and Assessment requirements, all students will be contacted by the Network Leader on a (approximately) termly basis offering the opportunity for students to discuss any aspect of the Network with a member of the academic team. This tutorial will focus on general student progress and identify any specific aspects, which may require follow up either on the part of the student and/or tutor. Due to the distance learning nature of the UNIGIS Network, all tutorials will take place via Skype™ or equivalent. Students can also contact unit tutors at any time during the academic year (and indeed are actively encouraged to do so). Student Support Full contact details, e-mail and telephone, for all teaching staff on the Network are provided on the website/Moodle™ VLE. Students can also contact the UNIGIS Office, based at MMU during normal office hours. Students are encouraged to use the unit/module-based discussion forum for communication, helping to foster the development of a learning community. Student progress on the Network is formally considered at the monthly Network teaching team meetings. Where there is concern regarding an individual student’s progress, contact is made initially by the UNIGIS Office and then followed up by the relevant unit/module coordinator or Network Leader.

The MMU Learner Support Service provides support for students who have disabilities and/or health conditions. Where appropriate, Learner Support will produce a personal learning plan (PLP) establishing a student’s particular support needs. The PLP is sent to the UNIGIS Office so that the members of staff teaching the student will be aware of their learning and assessment-related needs and be prepared to accommodate them. University of Salford Manchester has a wide range of student support services, including a Health Service, Chaplaincy, Student Advice Centre, ISites, study skills support and Careers Service. Library and computing support is provided by Information & Learning Services (ILS). Services include ICT and information literacy skills training and the management of the University’s VLE, Blackboard™. In line with the University's Code of Practice on Personal Tutoring all students have access to a member of staff who can provide personal guidance and suggest other sources of help. Where appropriate, students can contact Student Life – the Disability Service to obtain a Student Support Plan. This information will then be made available to the UNIGIS Office. Evaluation of Student Opinion Due to the distance learning nature of the UNIGIS Network, with many students based across the UK and overseas, feedback and evaluation from students is sought via electronic questionnaires. Students are surveyed at the Network, award, unit and individual assessment levels, as well as for specific events such as induction and MSc/unit-based workshops. All student reviews are confidential (unless the student wishes to be known in order to address a particular problem or issue) and the data is gathered by the UNIGIS Office. All student feedback is transmitted to the Programme Team (and universities) through the Programme Committee/Joint Board of Study meetings which take place twice annually. The outcomes of

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these meetings are published in the form of minutes on the UNIGIS website for students to access and see what actions have been taken in response to their comments and feedback. Network-Specific Assessment Criteria Assessment is 100% coursework based. It is predominately in the form of written communication. A range of written assessment types are used which include, inter alia: essays, reports on practical work, programming code, reports including visualisation, posters and a research dissertation. In each 20-credit unit/module students are set two assignments, typically one assessing knowledge and understanding and the other typically assessing the application of knowledge. Essay style assignments are normally used to assess knowledge and understanding. Application of knowledge and practical skills are assessed using written reports where appropriate, with suitable additional elements such as programme codes, database designs, visualisations etc. For each assignment, students are asked to fill out a short questionnaire in order to reflect on their learning.

Mark (%) Outcome Descriptor

90 – 100 (High Upper)

Distinction

All learning outcomes achieved at an outstanding level. Work is potentially publishable providing clear evidence of advanced knowledge, understanding and skills required. Clear evidence of originality and perceptive insight in the application of knowledge. Work demonstrates considerable skills in the critical evaluation of current research/advanced scholarship.

80 – 89 (Upper) Distinction

All learning outcomes achieved at an exceptional level. Work is evidence of advanced knowledge, understanding and skills required. Clear evidence of originality in the application of knowledge. Commendable skills in the critical evaluation of current research/advanced scholarship.

70 – 79 Distinction All learning outcomes achieved at an excellent level. Work is evidence of comprehensive knowledge, understanding and skills required. Clear evidence of originality in the application of knowledge. Good critical evaluation of current research/advanced scholarship.

60 – 69 Merit All learning outcomes satisfied and some at a high level. Work is evidence of the knowledge, understanding and skills required. Work provides evidence of originality in the application of knowledge. Work is evidence of use and some evaluation of current research/advanced scholarship.

50 – 59 Pass All learning outcomes satisfied and some more than satisfied. Work provides evidence of the knowledge, understanding and skills required. Work provides evidence of some originality in the application of knowledge. Work provides evidence of partial use and evaluation of current research/advanced scholarship.

45 – 49 Marginal Fail

Some learning outcomes achieved. Work is evidence of a lack of sufficient knowledge, understanding and skills but is indicative that these may be acquired. Work is evidence of lack of originality in the application of knowledge. Work is evidence of little use and evaluation of current research/advanced scholarship but is indicative that this may be achieved.

40 – 44 Fail Learning outcomes not achieved. Clear evidence of limited knowledge, understanding or skills. No evidence of originality in the application of knowledge. No use or evaluation of current research/advanced scholarship.

30 – 39 Fail Unsatisfactory work – learning outcomes not achieved. Clear evidence of insufficient knowledge, understanding or skills. Limited focus on the assessment task and assessment guidelines not followed. Material poorly organised and presented and/or partially irrelevant. No evidence of originality in the application of knowledge. No use or evaluation of current research/advanced scholarship.

20 – 29 Fail Unsatisfactory work – learning outcomes not achieved. A very basic understanding of the topic. Limited focus on the assessment task and assessment guidelines not followed. Clear evidence of lack of preparation, evaluation or reflective skills.

10 – 19 Fail Wholly unsatisfactory work – learning outcomes not achieved. Very little understanding of the topic and/or significant misinterpretations or omissions. Does not meet the requirements of the assessment task. Material poorly organised and presented and/or irrelevant. No evidence of reading around the subject or reflectance/evaluation at an appropriate level.

0 – 9 Fail Completely unacceptable work – learning outcomes not achieved. Very limited understanding of the topic. Follows none or few of the tasks set. Very limited

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material and/or irrelevant or incomprehensible. No evidence of reading around the subject or reflectance/evaluation at an appropriate level.

25 Course structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Optional units listed in the following curriculum structures are all approved for delivery, but may not all run/be available in any one academic session. PgC/PgD/MSc in Geographical Information Systems (GIS)

Year 1 – Core Units

Code Status (if applicable)ie

- Pre/Co-requisites - Excluded units

Unit Title No of credits

69EG7601 None Foundations of GIS 20

69EG7602 None Spatial Data Infrastructures 20

69EG7603 None Databases 20


69EG7604 None Methods in GIS 20

Year 2 – Option Units (40 credits from)

69EG7605 None Distributed GIS 20

69EG7606 None Environmental Applications of GIS 20

69EG7607 None Remote Sensing 20

69EG7608 None Social Applications of GIS 20

69EG7609 None Spatial Databases and Programming 20

Year 3 – MSc Research

69EG7610 None MSc Project and Dissertation 60 On successful completion of the following Level 7 credits:

60 credits: interim/final exit award – PgC Geographical Information Systems (GIS) 120 credits: interim/final exit award – PgD Geographical Information Systems (GIS) 180 credits: Final exit award – MSc Geographical Information Systems (GIS)

PgC/PgD/MSc in Applied Geographical Information Systems (Applied GIS)










Year 2 – Option Units (40 credits from)

69EG7606 None Environmental Applications of GIS 20

69EG7607 None Remote Sensing 20

69EG7608 None Social Applications of GIS 20



60 credits: interim/final exit award – PgC Applied Geographical Information Systems 120 credits: interim/final exit award – PgD Applied Geographical Information Systems 180 credits: Final exit award – MSc Applied Geographical Information Systems (Applied GIS)

PgC/PgD/MSc in Geographical Information Technologies (GI Technologies)







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Year 2 – Compulsory Units

69EG7605 None Distributed GIS 20

69EG7609 None Spatial Databases and Programming 20



60 credits: interim/final exit award – PgC Geographical Information Technologies 120 credits: interim/final exit award – PgD Geographical Information Technologies 180 credits: Final exit award – MSc Geographical Information Technologies (GI Technologies)

The following table presents a network diagram for the UNIGIS Network. Where students on the GIS route select a diet of units which exactly matches another route, they will be required to change their degree title to the alternative route.

26 Personal Development Planning

Students will be actively encouraged to use the personal blog facility available within the VLE system (e.g. Moodle™) employed by the UNIGIS Network.

27 Placement and Work-Based Learning Activities

The majority of UNIGIS students are already in the workplace (with many already working in the GIS sector) undertaking their studies in conjunction with their existing commitments – no placement opportunities are provided. Students are allowed to submit evidence of work-based learning, however, as prior experiential learning to be considered for exemptions from study (up to a maximum of 60 credits).

28 Network-Specific Admission Requirements

The normal admission requirement for the UNIGIS Network is a first degree (honours level) and/or equivalent prior experiential work-based learning. As a vocational network, UNIGIS has a small percentage of students entering without a first degree – in such circumstances students would only be accepted on provision of GIS-related work experience.

GIS Applied GIS GI Technologies

Pg

C in

GIS

Foundations of GIS 20 credits



Spatial Data Infrastructures 20 credits



Databases 20 credits



Pg

Dip

Methods in GIS 20 credits



Option (Distributed GIS / Environmental Applications of GIS / Remote Sensing / Social Applications of GIS / Spatial Databases & Programming) 20 credits

Option (Environmental Applications of GIS / Remote Sensing / Social Applications of GIS) 20 credits

Distributed GIS 20 credits

Option (Distributed GIS / Environmental Applications of GIS / Remote Sensing / Social Applications of GIS / Spatial Databases & Programming) 20 credits

Option (Environmental Applications of GIS / Remote Sensing / Social Applications of GIS 20 credits

Spatial Databases and Programming 20 credits

MS

c Project and

Dissertation 60 credits

Project and Dissertation 60 credits

Project and Dissertation 60 credits

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29 Approved Variations/Exemptions from University Regulations

None

30 Programme Management (including Director/Leader Responsibilities)

UNIGIS Management Board – the UNIGIS Management Board is a joint body of MMU/UoSM. It directs the Network and determines its policy. This includes budgets, admission, structure, content, monitoring and evaluation, and assessment; subject to the policy frameworks of the Academic Boards/Senate of the two institutions. It normally meets twice a year and is responsible for the Network Accounts. Composition of UNIGIS Management Board – The UNIGIS Management Board will consist of the following members:

The Dean of the Faculty/College (or their nominee) associated with the DL Postgraduate GIS Network (UNIGIS) at both MMU and the University of Salford Manchester (ex officio).

The Heads of the Divisions/Schools (or their nominee) associated with the DL Postgraduate GIS Network (UNIGIS) at both MMU and the University of Salford Manchester (ex officio).

The Programme Director of UNIGIS UK.

The Network Leader from both awarding universities.

A representative from MMU’s Finance Division responsible for the Network accounts. The UNIGIS Management Board will elect a Chair from its members for a period of three years. The quorum for this Board shall normally be the attendance of at least one member from each institution plus the finance representative. The UNIGIS Management Board will be serviced by the UNIGIS Administrator. Programme Committee/Joint Board of Study – A single, joint committee will meet as Network Committee (for MMU) and as Joint Board of Study (for UoSM) to formally oversee academic and quality assurance issues of the Network. It will also provide an opportunity for students to give formal feedback on their experience of the Network. Membership of Network Committee/Joint Board of Study – The Network Committee/Joint Board of Study will consist of the following members:

Deans of Faculty/College (from both the awarding universities) associated with the Network (ex officio).

Heads of Division/School (Division of Geography and Environmental Management, School of Science and The Environment at MMU) and Head of School (School of Environment and Life Sciences at UoSM) associated with the Network (ex officio).

Network Leaders from each awarding university (one of whom shall be Chair).

Postgraduate Admissions Tutor.

Members of the Network Teaching Team.

Representations from students*.

*This may be in person, but normally will be by written submission (and possibly by audio or video conferencing). The views of students will be sought prior to each Network Committee/Joint Board of Study meeting by the Chair. Responsibilities of Network Committee/Joint Board of Study – The Committee will meet at least twice a year or more frequently if necessary. It will be responsible to MMU for:

i. The maintenance and enhancement of the academic standards of the Network. ii. The monitoring and evaluation of the Network and in particular evaluating its operation, its delivery

and standard, its teaching methods, its curriculum aims and students’ needs. iii. Ensuring the Network operates in accordance with the approved scheme. iv. Agreeing recommendations for changes to the Network (content and structure) and on any matter

affecting the operation of the Network. v. Considering and implementing at Network level such policies as may be determined by the

Academic and Faculty/College Boards (or equivalent in each institution) in relation to:

Routes, learning and teaching, the content of the curriculum

The assessment and examination of students (in conjunction with the Board of Examiners)

Criteria for the admission of students

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Research, scholarship and Network -related staff development

The appointment of internal and External Examiners. vi. Advising the Academic Board (or equivalent) on such matters as (v) above. vii. Ensuring the academic development of the Network. viii. Advising the relevant Heads of Division/Schools/Deans through the Network Leaders on the

resources needed to support the Network. ix. Contributing to the formulation of institutional academic policy and considering such other matters as

may be appropriate to the operation of the Network or as may be referred to the Committee by Faculty/College or Academic Board (or equivalent).

The terms of reference for the Joint Board of Study at UoSM will be:

a) To consider and report as appropriate to the relevant Board(s) of School and College Board(s) on all academic matters concerning the Network.

b) Under authority delegated by the University, to oversee the operation and organisation of the Network, including admissions requirements.

c) To confirm the appointment of a Network Leader for the Network. d) To confirm the appointment of Admissions Officers for the Network. e) To recommend to the relevant College Executive the appointment of External Examiners and the

constitution of the Board of Examiners. f) To consider the Annual Network Review report prior to its submission to the relevant School/College

Council(s). g) To consider the results of student evaluative questionnaires. h) To consider and report on any matter referred to the Board concerning the Network.

Network Team Meetings – As a collaborative and distance learning Network with staff at two different universities/locations, it is necessary to ensure good communication amongst the team delivering the Network at the day-to-day level. Delivery of on-line provisions requires more frequent and slightly less formal coordination than the Network Committee/Joint Board of Study normally provide. Network Team Meetings are designed to provide that opportunity. The role is to monitor day-to-day provision of the Network, including:

Regular monitoring of student progression.

Coordination and communication between MMU and UoSM.

The design and delivery of teaching materials.

Provision of software resources to students.

The design and function of the website.

Consideration of developments within e-learning/distance learning.

Consideration of developments arising from the UNIGIS International Association. The Network Team Meetings will refer all relevant issues to the Network Committee/Joint Board of Study for formal consideration and inclusion into the Universities’ formal processes. It will also refer any relevant concerns to the UNIGIS Management Board. Membership of the Network Team will include:

Heads of Division/School (or equivalent) collaborating in the Network (ex officio).

All tutors and Network Leaders teaching/working on the Network (preparing materials, assessing work, supervising MSc projects, undertaking admissions).

All administrative staff working on the Network.

Invited members with specialist expertise (for example staff from other UNIGIS sites worldwide) able to contribute to the development of the Network.

Meetings are normally held once a month during term-time. Although not a formal part of the Universities’ usual structures, meetings will be minuted and the minutes made available to the UNIGIS Management Board and Heads of Division/School (or equivalent) if required. The Programme Director of UNIGIS UK – the appointment and duration of office of the Programme Director of UNIGIS UK will be determined by the UNIGIS Management Board. The Programme Director of UNIGIS UK shall be responsible for the overall management and organisation of the UNIGIS UK collaboration. The Director of UNIGIS UK shall, inter alia:

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Develop strategy for the development of the UNIGIS UK collaboration and report this to the Joint Management Board.

Direct the relationship of UNIGIS UK with the UNIGIS International Association including licensing arrangements.

Coordinate the management of the collaboration to ensure that it conforms to the requirements of the Joint Management Board.

Prepare, and oversee the implementation of, the budgets for the Joint Management Board.

Direct the management of the UNIGIS UK office.

Chair and be responsible for convening Network Team Meetings.

Coordinate the management of the Network Leaders. The Network Leaders – both MMU and UoSM will appoint a Network Leader. The appointment and duration of office of a Network Leader shall be determined by the relevant Head of Division/School in consultation with the appropriate Dean of Faculty/College. Network Committee/Joint Board of Study recommendations shall be addressed through the relevant Network Leader to the relevant Head of Division/School who, in turn, shall report to the relevant Dean of Faculty. As the lead institution, the MMU Network Leader will take the role of Principal Network Leader. The Principal Network Leader shall be responsible for the overall academic management and organisation of the Network. The Principal Network Leader shall, inter alia:

Normally chair the Network Committee and be responsible for convening its meetings.

Coordinate the management of the Network to ensure that it conforms to the definition as detailed within this document.

Report on matters of concern to the Network Committee/Joint Board of Study, to the Head of Division/School and to other Network Officers.

Ensure that a system is in place to provide a means for administering the Network.

Supervise the preparation of assessment materials for inspection by External Examiners.

Liaise with External Examiners in consultation with the Chair of the Board of Examiners.

Ensure that adequate guidance and counselling processes are in place for students. Compile on an annual basis any requirements for quality assurance set by the universities for the

Network.

31 Other Staff Responsibilities

Staff from both MMU and UoSM may undertake any of these roles. Roles will be assigned by agreement via the Network Leaders and confirmed by the relevant Head of Division/School. Postgraduate Admissions Tutor – the Postgraduate Admissions Tutor will scrutinise and return applications to administrative staff promptly, usually within two working days. The role will include familiarity with international qualifications (for example, by use of the NARIC1 system) for entry to postgraduate programmes. Unit Tutor – Unit/module tutors are responsible for the coordination of the teaching and assessment of a unit. They will liaise, in particular, with the Network Leaders and other teaching staff and will ensure that teaching materials are made available on schedule. Effective record keeping through a unit box file – located within the UNIGIS Office – provides important support to Network Leaders. Unit tutors will play a major role in the monitoring and evaluation of each unit and in providing specific guidance and feedback to students. MSc Coordinator – The MSc Coordinator will be responsible for ensuring that students are assigned to a project, for communicating with students whilst projects are being undertaken, for ensuring that all elements of the MSc Project and Dissertation are undertaken, and marks collated and returned to the UNIGIS Office. The MSc Coordinator will liaise with the Divisional Health and Safety Coordinator to ensure that projects meet the universities’ safety requirements. The MSc Coordinator will ensure that application for ethical approval for research projects will be made according to Faculty/University procedures.

1 UK NARIC is the National Agency responsible for providing information, advice and expert opinion

on qualifications worldwide. For more information, please visit: http://ecctis.co.uk/naric/ .

http://ecctis.co.uk/naric/

Page 16 of 46

32 Student Support Strategy

This Programme Specification will be made available to all students undertaking the Network to ensure that they are aware of the structure, learning outcomes and learning methods of the Network. A detailed Network schedule (calendar) will be presented on the UNIGIS website giving unit/module delivery times, guideline dates for assessment submission and the dates of Boards of Examiners meetings. A concise description, including full unit descriptions, will be included in the Student Handbook. The Network is largely delivered through its secure website (which is backed up regularly). The UNIGIS Office maintains regular contact with students and if necessary learning materials could be made available by e-mail, on-line synchronisation and back up services, or hardcopy. A key element in the provision of pastoral support to distance learning students is the UNIGIS Office. A telephone (and Skype™) helpline, staffed by the administration team in the UNIGIS Office is available to students during normal working hours. The Office staff may also be contacted by facsimile and e-mail. Students also have the daytime telephone numbers, Skype™ contacts and e-mail addresses for all Network tutors. The Programme Director, Network Leader (UoSM) and the Administrator are identified contacts who can give students constructive and authoritative feedback on their performance and progression. All students will be issued with a Student Handbook (or equivalent on-line) which will cover the aims of their award and:

The structure of the Network.

Management of the Network including protocols for contacting staff.

The learning outcomes.

The skills development within the Network.

Support mechanisms (academic support, IT support, Library support, and support from fellow students).

Assessment and submission of assignments, and details of the MSc Project and Dissertation. The Student Handbook will include contact details for the student support services offered at both MMU and the UoSM. Additional study skills information is also provided within the handbook. An induction workshop is held at the beginning of the Network, available to all students, providing clear and up to date information on the learning support available for the Network and the commitments of the awarding institutions. It will also: introduce students to their award’s aims and learning outcomes; introduce students to the learning and teaching strategies and the learning resources of the Network; introduce the university systems in place for electronic journal/e-book access; explain any computer resource requirements and will examine how to succeed in distance learning. The workshop will also explain assessment strategies and the submission system and assist in formation of self-help learner groups amongst students. The use of, and etiquette for, the UNIGIS on-line discussion forum, which provides regular opportunities for inter-learner discussions will also be presented. The workshop will outline in detail the first unit on the Network. For those students unable to attend, all the materials from the workshop will be made available for download from the UNIGIS website. Formative assessment is built into the learning materials with, in most cases, “solutions” to enable students to self-assess their performance as they progress through the unit. The UNIGIS Office is responsible for ensuring receipt of summative assessment, issuing receipts to students and secure transmission to tutors for marking. The UNIGIS Office will also ensure anonymity of marking where necessary. Academic support will be provided by a number of staff:

Unit Tutor – responsible for matters relating to the specific unit/module being studied at the time but will also actively communicate with all students to monitor progress. During the first year of each cohort’s route this will be a “relay system” whereby one unit tutor is always responsible for monitoring the distance learning cohort. The on-line discussion forum will be used as a primary means of communicating with the cohort as a whole.

Network Leaders – will act as personal tutors providing pastoral support to students registered at their institution, as well as guidance on general academic matters, general problems with studying or accessing learning resources.

Network Director – will act to guide students on matters relating to their award as a whole and for any issues unresolved by the unit tutor.

UNIGIS Administrator – will be responsible matters relating to enrolment, payment of fees, and will act as a point of contact for students.

The students will be encouraged to seek advice and help from the Student Hub, the Careers Service and

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The Union, MMU when appropriate. The Library provides information literacy (IL) training via face-to-face session, on-line tutorials within Moodle™, the provision of IL content within the university-wide Skills Online Moodle™ resource and through help sheets and podcast content. The relevant subject librarian provides additional one-to-one support on demand helping students locate information for their research areas. This support is also available to students by phone or e-mail.

33 Student Evaluation

As the Network is taught in Distance Learning mode, with many students overseas, feedback and evaluation from students is sought via e-mail based questionnaires. Students are surveyed at the award, unit/module and individual assessment levels, specific events such as induction, MSc (and unit-based/module-based) workshops where appropriate are also surveyed.

34 Engagement with Employers

Most UNIGIS students are already in employment (either within the GI industry or have demonstrated a desire to move into this sector).

35 Points of Reference

Internal

University Policy Documents:

University Mission and Strategic Aims

Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Postgraduate

University Curriculum Framework (Postgraduate)

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University guidance on collaborative provision

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

ICP for Collaborative Provision

Recruitment and Admissions Policy

The MMU Commitment Programme-Specific Information:

Previous PARM Reports (12 January 2011)

Professional/Industrial Advisory Committees

Staff/Student Liaison Committees and Programme Committees

Staff Research

External QAA Subject Benchmark statements

QAA Quality Code

QAA Framework for HE Qualifications

External Examiner Annual Reports

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/index.php

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/collab_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

http://www2.mmu.ac.uk/commitment/

Page 18 of 46

Page 19 of 46

Appendix 1: Unit Specifications

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1 UNIT TITLE UNIGIS Primer

2 BRIEF SUMMARY This unit offers students without the normal entry requirements to the UNIGIS programme the opportunity to undertake a pre-entry course which provides the appropriate preparatory skills and knowledge base for successful study on the postgraduate programme. The unit includes a background to GIS, a discussion of the role of GI in society and introduced students to key concepts and theories associated with the application of GIS. All students will receive software instruction to develop basic GIS practical skills.

3 UNIT CODE NUMBER 69EG6601

4 HOME PROGRAMME OPP (Open Professional Programme) Distance Learning GIS Postgraduate Network (UNIGIS)

5 HOME DEPARTMENT School of Science & The Environment - MMU School of Environmental & Management - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Mr. Graham R. Smith

8 CREDIT VALUE 20 Credits CREDITS AT LEVEL: 6

9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

200 hours comprising: Unit reader and supporting literature – 75 hours Assessed portfolio of reports, practical and software skills activities – 125 hours

10 UNIT STATUS

11 PRE-REQUISITES

12 CO-REQUISITES

13 UNIT LEARNING OUTCOMES

This unit aims to provide students with an overview of the fundamentals of GIS both conceptually and practically. The unit will (i) introduce students to basic concepts, models and theories of GIS and (ii) provide software training in basic GIS operation and analysis using freely available open source software. On successful completion of this unit students will be able to have attained or demonstrated:

L01. Awareness and critical review of the basic concepts of GIS,

L02. Good software skills in the use of GIS including data import, processing and analysis,

L03. Ability to progress on to the UNIGIS postgraduate programme.

Transferable Skills:

T01. Application of numbers – calculations relating to the analysis of spatial data

T02. Communication skills – report writing T03. Information Technology – software skills development T04. Managing own learning – nature of distance learning

encourages time management and develops independent learning, which is supported by course structure

T05. Problem solving – self assessment questions and assignments require application of knowledge

14 CURRICULUM OUTLINE Fundamentals of GIS – The unit will outline the timeline of GIS since its inception in the 1960s to present day and evaluate the different attempts to define GIS. The components of GIS will also be introduced. Available GIS software and data (including sources) will be described. Key Concepts and Techniques – Basic GIS operations and some of the theories and methods used in GIS will be introduced. Visualisation and map presentation will also be covered. Practical GIS Analysis – Students will learn how to collect, collate

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and import spatial data into GIS. They will also employ open source GIS software to develop their GIS data processing and analysis skills.

15 LEARNING & TEACHING ACTIVITIES

The learning and teaching strategies are student centred. They aim to encourage a deep-learning approach by using reflection and self-evaluation. A written Directed Reader will be provided on-line, which will provide the essential background, the framework for study and essential detail. It will include self-assessment exercises. Each section of this Reader will be framed with a context setting introduction, clearly identified learning outcomes and additional reading within the academic and professional literature. Students will be required to reflect on their learning as part of the self-assessment exercises and the summative assignments. Opportunities for students to discuss issues with staff and fellow students will be provided via an online bulletin board.

16 ASSESSMENT STRATEGIES A single summative assignment worth 100% of the unit mark. Assignment 1 – Report and Practical Portfolio This assignment will examine all of the learning outcomes and transferable skills. In addition students will carry out a series of formative assessments.

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Programme Level assessment criteria are presented in the Programme Specification Document

18 INDICATIVE STUDENT LEARNING RESOURCES

The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references. Core Texts: Albrecht, J. (2007) Key Concepts and Techniques in GIS. Thousand Oaks: Sage. Chang, K-T. (2009) Introduction to Geographic Information Systems. 5th edition. New York: McGraw-Hill. Schuurman, N. (2004) GIS: A Short Introduction. Oxford: Blackwell. eJournals (available via university access): International Journal of Geographical Information Science Transactions in GIS Electronic resources: CASWEB UKBORDERS Digimap Landmap

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL 2011

21 DATE OF MOST RECENT CONSIDERATION:

2011

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1 UNIT TITLE Foundations of GIS

2 BRIEF SUMMARY This unit will provide an introduction to Geographical Information Systems (GIS) from conceptual, theoretical and practical perspectives. Students will learn about the different methods used in geographic encoding and spatial data modelling before employing such datasets in a software environment. The unit concludes with a review of contemporary issues in GIS.


4 HOME PROGRAMME Distance Learning GIS Postgraduate Network (UNIGIS)

5 HOME DEPARTMENT School of Science & The Environment – MMU School of Environment and Life Sciences - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Mr. Graham R. Smith



200 hours comprising: Unit reader and supporting literature – 60 hours Practical and software skills activities – 40 hours Assessment – 100 hours

10 UNIT STATUS Mandatory core

11 PRE-REQUISITES

12 CO-REQUISITES


This unit aims to provide students with an understanding of the core concepts of GIS, relating to the representation, analysis and visualisation of geographical information. It will explore the origins of GIS as well as define its emerging role and place in contemporary society. Key to this unit will be the development of core software skills in the use and implementation of GIS. On successful completion of this unit students will be able to have attained or demonstrated:

L01. How GIS technology has transformed from an automated map making technology in the 1960s to a ubiquitous, highly significant spatial decision making tool in the 21st century,

L02. How spatial data models are used in the representation of geographical phenomena and evaluate the appropriateness of such models in particular applications,

L03. Understanding of the purpose, techniques and algorithms of basic spatial operations used in GIS,

L04. Effective skills in the use of GIS software and be able to implement GIS tools where appropriate,

L05. Evaluate the role of GIS in its contemporary public and academic settings.


T01. Application of numbers – calculations relating to the analysis of spatial data

T02. Communication skills – written essays T03. Information Technology – software skills development T04. Managing own learning – nature of distance learning


T05. Problem solving – self assessment questions and assignments require application of knowledge

T06. Working with others – students encouraged to interact and share experiences via online forum and bulletin board

14 CURRICULUM OUTLINE Origins of GIS – A brief history of GIS and its antecedents will be provided. Different ideas, concepts and viewpoints associated with GIS will be discussed and a suitable framework or model of components of GIS identified. Representation, Modelling and Geovisualisation – Students will

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be introduced to the concept of scientific modelling. Basic forms of geographical encoding will be presented, including the raster, vector and object-oriented models. Rudimentary elements of visualisation and cartographic practice will be introduced. Software Skills – Students will be provided with a series of supported exercises to develop their software skills using selected GIS software. Special focus will be placed on learning about the methods and algorithms associated with basic spatial operations as well as their implementation in GIS software. GIS: Today and Tomorrow – Contemporary themes in GIS will be explored, including organisational and end user issues, the emergence of neo-geography and volunteered geographic information as significant drivers of GIS, and free and open source systems and software (FOSS).



16 ASSESSMENT STRATEGIES

Two Summative Assignments each worth 50% of the unit mark. Assignment 1 – Essay (2500 word limit) Typically this assignment will examine LO1, L02, and L03 and Transferable Skills T02-T05.

Assignment 2 – GIS Practical Portfolio Typically this assignment will examine LO4 and L05 and Transferable Skills T01, T03-T05.

In addition students will carry out a series of formative assessments.


Programme Level assessment criteria are presented in the Programme Specification Document.


The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references. Core Texts: De Smith, M.J., Goodchild, M.F. & Longley, P.A. (2009) Geospatial Analysis: A Comprehensive Guide to Principles, Techniques and Software Tools, 3rd Edition. Leicester: Troubador. Longley, P.A., Goodchild, M.F., Maguire, D.J. & Rhind, D.W. (2010) Geographic Information Systems and Science, 3rd Edition. Chichester: Wiley. eJournals (available via university access): International Journal of Geographical Information Science Transactions in GIS Electronic resources: CASWEB; UKBORDERS Digimap; Landmap

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2011

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1 UNIT TITLE Spatial Data Infrastructures

2 BRIEF SUMMARY Spatial data is key to any GIS project. This unit investigates how spatial data is sourced and assessed against recognised standards.



5 HOME SCHOOL School of Science & The Environment – MMU School of Environment and Life Sciences - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Mr. Simon Armitage




10 UNIT STATUS

11 PRE-REQUISITES

12 CO-REQUISITES


This unit aims to provide students with the requisite knowledge and practical skills to identify and evaluate, against recognised national and international quality standards, spatial data for use in Geographical Information-based projects. On successful completion of this unit students will be able to have attained or demonstrated:

L01. a knowledge and understanding of the key characteristics of different types of spatial data,

L02. the ability to assess the impact of national and international data infrastructures and standards on the sourcing and availability of spatial data,

L03. the practical skills to design and implement an informed strategy for capturing or sourcing spatial data and associated metadata,

L04. the ability critically evaluate the potential impacts of errors on spatial data quality,

L05. the knowledge to specify fitness for purpose criteria and apply them to the critical evaluation of spatial data for specific applications.


T01. Application of numbers – calculations relating to spatial data

T02. Communication skills – written reports T03. Information Technology – skills developed in spatial data

capture and software evaluation T04. Managing own learning - nature of distance learning


T05. Problem solving - self assessment questions and assignments require application of knowledge

14 CURRICULUM OUTLINE Spatial data - the different types of digital spatial data that might be used in a GIS will be introduced. The concepts of how the three dimensional world can be represented using map projections will be evaluated and implemented practically. Data standards and infrastructures – identify the range of national and international spatial data standards, introduce case studies on specific standards, assessment the impact standards have on the development of Spatial Data Infrastructures at national and international levels. Sourcing spatial data – focussing on how to identify sources of spatial data using discovery metadata, how to capture spatial data into a GIS and how to design and implement a data capture strategy.

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Data quality - define the different measures of spatial data quality and how to assess them, introduce the concepts of spatial uncertainty and identify the potential sources of error in spatial data. Evaluating fitness for purpose – the process by which the suitability of data for a specific application can be determined, the management of data quality within an organisation.




Two Summative Assignments each worth 50% of the Unit Mark Assignment 1 - Data Sourcing Analysis (2500 words) Typically this assignment will examine LO1, L02, and L03 and Transferable Skills T02-T05. Assignment 2 – Data Quality Evaluation (2500 words) Typically this assignment will examine LO4 and L05 and Transferable Skills T01, T03-T05.





The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references. Core Texts: Longley P.A., Goodchild M.F., Maguire D.J. & Rhind D.W. (2010) Geographic Information Systems and Science, 3rd Edition, John Wiley: Chichester. Other texts: Heywood, I., Cornelius, S. & Carver, S. (2008) An Introduction to Geographical Information Systems, Prentice Hall. eJournals Computers, Environment and Urban Systems Computers and Geosciences International Journal of Geographical Information Science Electronic Resources Digimap; Landmap




2011

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1 UNIT TITLE Databases

2 BRIEF SUMMARY GIS are fundamentally information systems which provide specialist facilities for the creation, storage and manipulation spatial and attribute data. Much of the functionality offered by GIS software is shared with conventional database software. Indeed, most GIS systems at their core have a conventional database management system (DBMS) around which spatial functionality has been wrapped. It is essential that GIS specialists have a thorough understanding of database theory, design and implementation. This unit will provide



5 HOME DIVISION/SCHOOL School of Science & The Environment – MMU School of Environment and Life Sciences - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Dr. Ilias Symeonakis

8 CREDIT VALUE 20 credits CREDITS AT LEVEL: 7


200 hours comprising: Unit reader and supporting literature – 60 hours Practical activities and software application – 40 hours Assessment – 100 hours

10 UNIT STATUS Mandatory core: GIS, Applied GIS, GI Technologies

11 PRE-REQUISITES

12 CO-REQUISITES


This unit aims to provide students with a thorough understanding of database design and implementation and also highlight their importance (and limitations) in the context of GIS. On successful completion of this unit students will be able to have attained or demonstrated:

LO1. Explain in depth the need for database management systems and critically assess the limitations of conventional data structures as a means of storing data

LO2. An appraisal of the advantages and limitations of different database management systems

LO3. Design, implement a database using relational database model and software

LO4. use SQL to establish and interrogate a database Transferable skills:

TO1. Information Technology – skills developed in the creation, management and interrogation of databases

TO2. Problem Solving – application of databases in simulated and real-world scenarios

14 CURRICULUM OUTLINE Why Databases? Need of databases. Different levels of data modelling. Different types of databases (hierarchical, network, relational, object oriented) – their advantages and limitations Relational Databases Origins of relational model, EAR modelling, Normalisation, SQL Critiquing Relational Databases Limitations of relational databases and their extension Implementation and Interrogation Design and implement a database using SQL, PL/SQL, tutorial exercises


The learning and teaching strategy is student centred. They aim to encourage a deep learning approach by using reflection and self-evaluation. A written Directed Reader will be provided online, which will provide the essential background, the framework for study and

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essential detail. It will include self-assessments. Each section of the Reader will be framed with a context setting introduction, clearly identified learning outcomes and additional reading within the academic and professional literature. Students will be required to reflect on their learning as part of the self-assessment exercises and the submitted assignments. Opportunities for students to discuss issues with staff and fellow students will be provided via an on-line bulletin board.


The unit comprises two equally weighted summative assignments. The first assignment assesses student's understanding of limitations and advances in data modelling and database management systems and second assesses the practical skills of design and implementation of a relational database. Assessment 1: 2500 word report (50%) Students will write a report which examines different aspects of database management systems within the context of GIS using examples where appropriate. The assignment will require students to reflect upon what they have learnt about data modelling and databases (hierarchical, network, relational, object oriented, vector and raster data formats, spatial data uncertainty etc). Typically this assignment will examine LO1 – LO2. Assessment 2: Design, implement and interrogate a database (50%) This assignment will involve designing a database using EAR modelling, relational database design, normalisation etc techniques. Students will implement the database using SQL and interrogate the database for defined purposes. Typically this assignment will examine LO3 – LO4.


Programme level assessment criteria are presented in the Programme Specification Document. Specific grade descriptors will be provided for individual assignments where appropriate.


The primary resource will directed reader supplemented by a mixture of academic journals and professional references. Core texts: Worboys, M. & Duckham, M. (2004) GIS: A Computing Perspective. Second edition. London: CRC Press. Supplementary texts: Rigaux, P., Scholl, M. & Voisard, A. (2002) Spatial Databases: with Application to GIS. London: Morgan Kaufmann. eJournals (available via the university access system): International Journal of Geographical Information Science Transactions in GIS Computers, Environment and Urban Systems




2011

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1 UNIT TITLE Methods in GIS

2 BRIEF SUMMARY The concepts, theories and methods behind the application of GIS are examined in detail. The unit explores research design, data analysis and interpretation and presentation. Special focus is given to methods of spatial analysis and their implementation using GIS software.




6 SUBJECT AREA

7 UNIT LEADER(S) Graham R Smith



200 hours comprising: Unit reader and supporting literature – 60 hours Practical skills in spatial analysis methods – 40 hours Assessment – 100 hours

10 UNIT STATUS Mandatory core for GIS, Applied GIS and GI Technologies

11 PRE-REQUISITES

12 CO-REQUISITES


This unit aims to develop critical awareness of research design, data analysis and interpretation, and presentation. It aims to achieve this through an understanding of the unique spatial analysis methods used in GI-related research. On successful completion of this unit students will be able to have attained or demonstrated:

L01. Ability to construct, design, implement and analyse GIS- based research projects,

L02. Evaluate the comparative advantages and disadvantages of quantitative and qualitative approaches to spatially-based research,

L03. Ability to select, apply and critically interpret appropriate methods for the spatial analysis of geographical information,

L04. Ability to apply an integrating approach, including ethical and professional practice considerations, to designing GIS-based research projects.


T01. Application of numbers – computation and analysis of different types of geographical information

T02. Communication skills – written reports T03. Information Technology – skills developed in the

application of spatial analysis methods using specialist GIS software

T04. Managing own learning - nature of distance learning encourages time management and develops independent learning, which is supported by course structure

T05. Problem solving - self assessment questions and assignments require application of knowledge

14 CURRICULUM OUTLINE Research Design – problem statement, purposes and benefits. Theory, assumptions, validity and background literature. Variables and hypotheses. Data collection including ethical and professional practice considerations. Reporting results and outcomes: conclusions, interpretations and recommendations. Qualitative and Quantitative Techniques – Qualitative research, sampling, surveys, questionnaires, other methods, ethical issues. Critical appreciation of quantitative techniques such as univariate data analysis/statistics, bivariate statistics, tests for significance, correlation and regression. Data interpretation: natural/physical science data, social science data, secondary data, trend analysis,

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data mining, data quality and metadata. Fundamentals of Spatial Analysis – Theoretical concepts of spatial analysis will be examined. A range of spatial analysis methods will be introduced in detail from a list including measures of geographical distribution, spatial autocorrelation, network analysis, and geo-statistics. The suitability of GIS as a framework for spatial analysis will also be evaluated. Recent Advances in Spatial Analysis – New and emerging techniques will be examined including spatial regression techniques (e.g. GWR).


The learning and teaching strategies is student centred. They aim to encourage a deep-learning approach by using reflection and self-evaluation. A written Directed Reader will be provided on-line, which will provide the essential background, the framework for study and essential detail. It will include self-assessment exercises. Each section of this Reader will be framed with a context setting introduction, clearly identified learning outcomes and additional reading within the academic and professional literature. Students will be required to reflect on their learning as part of the self-assessment exercises and the summative assignments. Opportunities for students to discuss issues with staff and fellow students will be provided via an online bulletin board.


Two Summative Assignments each worth 50% of the Unit Mark Assignment 1 – Research Design Appraisal (2500 words) Typically this assignment will examine L01, L02 and L03 and Transferable Skills T01-T04. Assignment 2 – Spatial Analysis Portfolio Typically this assignment will examine L03 and L04 and Transferable Skills T01-T05.





The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references. Core Texts: De Smith, M.J., Goodchild, M.F. & Longley, P.A. (2009) Geospatial Analysis: A Comprehensive Guide to Principles, Techniques and Software Tools, 3rd Edition. Leicester: Troubador. Flowerdew, R. & Martin, D. (eds.) (2005) Methods in Human Geography: A Guide for Students Doing a Research Project. Harlow: Prentice Hall. Gomez, B. & Jones III, J.P. (eds.) (2010) Research Methods in Geography. Chichester: Wiley-Blackwell. Montello, D.R. & Sutton, P.C. (2006) An Introduction to Scientific Research Methods in Geography. Thousand Oaks: Sage. Rugg, G. & Petre, M. (2007) A Gentle Guide to Research Methods. Maidenhead: Open University Press. eJournals: International Journal of Geographical Information Science Transactions in GIS Electronic resources:

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CASWEB UKBORDERS Digimap; Landmap




2011

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1 UNIT TITLE Distributed GIS

2 BRIEF SUMMARY This unit discusses the most vibrant and rapidly developing area of Geospatial technology. Desktop GIS packages are increasingly looking like the specialist packages for serious users that, in truth, they always were. Now, for the very large majority of people who really only want to look at the location of things, we can offer WebGIS systems that deliver what they need directly into their web-browsers. This unit explains the concepts and methods of internet GIS, development and its applications.



5 HOME DIVISIONS/SCHOOL School of Science & The Environment – MMU School of Environment and Life Sciences - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Dr. Gina Cavan



200 for 20 credit units Unit reader and supporting literature – 60 hours Practical activities and software application – 40 hours Assessment – 100 hours

10 UNIT STATUS Mandatory: GI Technologies Core Option: GIS

11 PRE-REQUISITES None

12 CO-REQUISITES


On successful completion of this unit students will be able to: LO1. Critically assess the organisational benefits and challenges of

developing distributed GIS (e.g. web GIS) LO2. Critically evaluate the technologies that underpin internet GIS LO3. Explain the importance of interoperability, standards e.g.

OGC,and GMl LO4. Implement a WebGIS application

Transferable skills:

TO1. Information Technology – skills developed in the creation, management of internet GIS application.

TO2. Critical evaluation – skills for literature review and essay writing.

14 CURRICULUM OUTLINE This unit aims to provide students with the knowledge and practical skills to design and implement distributed GIS services according to the latest technologies and standards. From Desktop to Distributed GI Services: The demand-pull and technology push behind the development of web GI services. Desktop to Geo Web. Technologies in Distributed GIS: The evolution of web and GeoWeb (Web 1.0, 1.5 and 2.0), technologies that underpin GeoWeb (Web services, Java Scripts, XML, APIs etc) Building the GeoWeb - development of webGIS; client and server solutions; the OpenGIS specification; ISO standards. Tutorials: Creating simple Geo Web 1.5/2.0 applications using WMS, WFS and APIs


The learning and teaching strategies are student centred. They aim to encourage a deep learning approach by using reflection and self-evaluation. A written Directed Reader will be provided online, which will provide the essential background, the framework for study and essential detail. It will include self-assessments. Each section of the Reader will be framed with a context setting introduction, clearly identified learning outcomes and additional reading within the

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academic and professional literature. Students will be required to reflect on their learning as part of the self-assessment exercises and the submitted assignments. Opportunities for students to discuss issues with staff and fellow students will be provided via an outline bulletin board.


Assessment is by coursework. There will be two assignments of equal weighting the first assesses the student’s evaluation of the organisational and technological challenges of the distributed GIS by construction of a workbook in responses to a series of targeted questions’ the second assesses via a practical demonstration their implementation of current standards for distributed GIS. Assessment 1 (practical portfolio) assignment (50%) An assignment will be set which will require students to complete several practical tasks and answer tutor-prepared questions related to distributed GIS. Typically this assignment will examine LO1 – LO3 and TO2. Assessment 2 (mini Web GIS project): Geo Web application(50%) Students will be required to create distributed GIS application using open GIS standards and technologies. Typically this assignment will examine LO4 and TO1.




The primary resource will be the Directed Reader supplemented by a mixture of academic journal and professional references. Brun, P. (2003) Primer on Wireless GIS. URISA. Kropla, B. (2005) Beginning MapServer: Open Source GIS Development. Apress: USA. Lake, R. (2004) GML: Geography Mark-up Language – Foundation for the GeoWeb. Wiley: Chichester. Mitchell, T. (2005) Web Mapping Illustrated: Using Open Source GIS toolkits. O’Reilly: USA.




2011

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1 UNIT TITLE Environmental Applications of GIS

2 BRIEF SUMMARY GIS and related technologies such as remote sensing have been widely employed in environmental applications for almost forty years. The advent of satellite remote sensing allowed reliable synoptic data to be available to scientists who have developed numerous models. This together with the decision-making tools and spatially-referenced framework of GIS offers significant support to researchers investigating different environmental phenomena. Data from remote sensing, GPS and other sources provide a valuable input into GIS models for environmental monitoring, modelling and prediction. This unit introduces case study examples of how GIS and related technologies can be used in environmental applications and seeks to critically evaluate their potential value.




6 SUBJECT AREA

7 UNIT LEADER(S) Dr. Mark P. Cresswell




10 UNIT STATUS Core Option for GIS and Applied GIS

11 PRE-REQUISITES

12 CO-REQUISITES


On successful completion of this unit students will be able to have attained or demonstrated:

LO1. Identify how GIS has previously been used for environmental applications,

LO2. Critically assess the value of GIS for a variety of environmental applications

LO3. Practically demonstrate how GIS can be used to solve problems in environmental applications

LO4. Communicate effectively methodological techniques and data analysis in a professional manner

Transferable skills:

TO1. Information Technology – skills developed in the creation, management and analysis of spatial data for environmental applications

TO2. Problem Solving – application of GIS and related technologies in different environmental settings

14 CURRICULUM OUTLINE This unit will introduce, by example, ways in which GIS and its associated technologies have been used effectively for dealing with environmental applications. It will cover relevant themes from examples such as vegetation, soils, water, ecology, landcover-landuse, climate change and geohazards. These examples will be explored to ascertain the applicability and benefits of GIS. Techniques used in these themes such as terrain analysis (of DEMs), multicriteria evaluation and spatial decision making, Landscape metrics, NDVI mapping, image processing and classification, cold cloud duration and temperature measurement, etc. will also be introduced and discussed. Examples of how these techniques can be used in practical problem solving applications will also be explored and critically evaluated.


Conceptual material will be delivered via unit reader documents and online resources. This material will be presented in discrete sections with student-centred reading and learning strategies. Formative exercises will be included where appropriate to help with student

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self-assessment.


In-course assessment 100%. The assessment for this unit will be comprised of two summative elements, each worth 50%. Assignment 1: Essay (2500 words) The assignment will be an essay allowing the student to demonstrate their understanding and critical awareness of GIS/remote sensing in the context of environmental applications. This will test the achievement of L01 and L02. Assignment 2: Practical Report (2500 words) The assignment will comprise a practical report, allowing the student to demonstrate their ability to tackle an environmental application problem, using GIS/RS methods, techniques and secondary data. This will be written as a report and will allow the student to present their workflow, analysis and critical appraisal in a professional manner. This will test the achievement of L03 and L04.




A variety of current electronic journal articles available through the eLibrary: Remote Sensing of Environment, International Journal of Remote Sensing and the International Journal of Geographical Information Science. Additional documents and information available from: Remote Sensing and Photogrammetry Society (http://www.rspsoc.org/) Useful supporting text books for this unit include: Campbell, J.B. (2007) Introduction to Remote Sensing. 4th Edition. Taylor & Francis, London. Jones, H.G. and Vaughan, R.A. (2010) Remote sensing of vegetation: Principles, Techniques and Applications. 1st Edition. Oxford University Press, Oxford. Heywood, I.D., Cornelius, S, and Carver, S. (2006) An Introduction to Geographical Information Systems. 3rd Edition. Prentice Hall. Lillesand, T.M., Kiefer, R.W. and Chipman, J.W. (2008) Remote Sensing and Image Interpretation. 6th Edition. John Wiley & Sons, London.




2011

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1 UNIT TITLE Remote Sensing for GIS Applications

2 BRIEF SUMMARY This unit provides students with an introduction to the principles of remote sensing and explores its role in data gathering/information extraction for GIS applications.



5 HOME DIVISION/SCHOOL School of Science & The Environment – MMU School of Environment and Life Sciences - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Professor Mark Danson



200 hours comprising: Unit reader and supporting literature – 60 hours Practical skills in image processing and analysis – 40 hours Assessment – 100 hours

10 UNIT STATUS Core Option for GIS and Applied GIS pathways

11 PRE-REQUISITES

12 CO-REQUISITES


This unit aims to provide students with a broad insight into the sources, applications and future potential of remote sensing data for GIS applications. On successful completion of this unit students will be able to have attained or demonstrated:

L01. Explain the principles of remote sensing and evaluate the strengths and weaknesses of data from different remote sensing systems,

L02. Discuss, critically, the principles of information extraction from remotely sensed data,

L03. Generate environmental information from remotely sensed data and appreciate the importance of selecting data appropriate for a given task,

L04. Use image processing software to carry out basic analysis of remotely sensed data.


T01. Information Technology – use of image processing software and web-based image databases

14 CURRICULUM OUTLINE Principles of remote sensing – highlighting the principles of remote sensing including interactions between electromagnetic radiation, atmosphere and surface, but with particular emphasis on land surface characteristics. Satellite systems – describing of a range of satellite systems, their spectral, spatial and temporal characteristics and range of applications. Quantitative data – examining the extraction of quantitative data from remotely sensed images including the development and application of image-based data extraction techniques, spectral indices, and application of canopy reflectance models. GIS Integration – highlighting the key issues in the integration of remotely sensed data in GIS, addressing issues of spatial scale, data availability and information content.


The learning and teaching strategies are student centred. They aim to encourage a deep-learning approach by using reflection and self-evaluation. A written Directed Reader will be provided online, which will provide the essential background, the framework for study and essential detail. It will include self-assessment exercises. Each section of this Reader will be framed with a context setting introduction, clearly identified learning outcomes and additional reading within the academic and professional literature. Students will be required to reflect on their learning as part of the self-assessment

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exercises and the summative assignments. Opportunities for students to discuss issues with staff and fellow students will be provided via an online bulletin board.

16 ASSESSMENT STRATEGIES Two Summative Assignments each worth 50% of the Unit Mark Assignment 1 – Practical Portfolio Typically this assignment will examine L01, L02 and L04 and Transferable Skill T01. Assignment 2 – Review Paper (2500 words) Typically this assignment will examine L01, L02 and L03 and Transferable Skill T01.





The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references.A variety of current electronic journal articles available through the University Library – for example those in Remote Sensing of Environment, International Journal of Remote Sensing, International Journal of Geographical Information Science. Core Texts: Campbell, J.B. (2006) Introduction to Remote Sensing. Fourth Edition. Guilford Press. Chuvieco, E. & Huete, A. (2010) Fundamentals of Satellite Remote Sensing. CRC Press: London. Jensen, J.R. (2007) Remote Sensing of the Environment: An Earth Resource Perspective. Second Edition. Pearson: New Jersey. Lillesand, T.M., Kiefer, R.W. & Chipman, J.W. (2008) Remote Sensing and Image Interpretation. Sixth Edition. John Wiley. Liu, J.G. & Mason, P.J. (2009) Essential Image Processing and GIS for Remote Sensing. Wiley-Blackwell: Chichester. Mather, P.M. (2004) Computer Processing of Remotely Sensed Images. Third Edition. John Wiley: Chichester. Mesev, V. (Ed.) (2003) Remotely Sensed Cities. Taylor & Francis: London.




2011

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1 UNIT TITLE Social Applications of GIS

2 BRIEF SUMMARY Where an investigation into social, economic, political and cultural characteristics and phenomena is required, Geographical Information Systems (GIS) provide a powerful tool. For social applications such as crime mapping and healthcare resource management, GIS can be used effectively to help model, monitor and enable (spatial) decision making based on existing criteria. Social systems are often highly organised and complex – GIS allows this complexity to be effectively distilled into an abstraction representing the most causally related behaviour. This unit introduces case study examples of how GIS can be used in social applications and seeks to critically evaluate their potential value.



5 HOME DIVISIONS/SCHOOL School of Science & The Environment – MMU School of Environment and Life Sciences - UoSM

6 SUBJECT AREA

7 UNIT LEADER(S) Dr. Mark Cresswell

8 CREDIT VALUE 20 CREDITS AT LEVEL: 7


200 hours Unit reader and supporting literature – 60 hours Practical and software skills activities – 40 hours Assessment – 100 hours

10 UNIT STATUS Core Option for GIS and Applied GIS pathways

11 PRE-REQUISITES

12 CO-REQUISITES

13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to have attained or demonstrated:

LO5. An explanation of how GIS has been used for social applications in the past,

LO6. Critically assess the value of GIS for a variety of social applications,

LO7. Practically demonstrate how GIS can be used to solve problems in social applications,

LO8. Communicate effectively methodological techniques and data analysis in a professional manner.

Transferable skills: TO3. Problem Solving – application of GIS in simulated and real-

world scenarios

14 CURRICULUM OUTLINE This unit will introduce, by example, ways in which GIS have been used effectively for dealing with social applications. It will cover relevant themes such as health, crime and urban transport networks. These themes will be explored to ascertain the applicability and benefits of GIS. Techniques used in these themes such as pattern analysis, absolute risk assessment, transport network analysis, etc. will also be introduced and discussed. Examples of how these techniques can be used in practical problem solving applications will also be explored and critically evaluated.


Conceptual material will be delivered via unit reader documents and online resources. This material will be presented in discrete sections with student-centred reading and learning strategies. Formative exercises will be included where appropriate to help with student self-assessment.

16 ASSESSMENT STRATEGIES In-course assessment 100%. The assessment for this unit will be comprised of two summative elements, each worth 50%. Assignment 1: Essay (2500 words) The first assignment allow the student to demonstrate their understanding and critical awareness of GIS in the context of social applications. This will test the achievement of L01 and L02. Assignment 2: Practical Report (2000 words)

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The second assignment will allow the student to demonstrate their ability to tackle a social application problem, using GIS methods, techniques and secondary data. This will be written as a report and will allow the student to present their workflow, analysis and critical appraisal in a professional manner. This will test the achievement of L03 and L04.




The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references. Core Texts de Smith, M.J., Goodchild, M.F. & Longley, P.A. (2009) Geospatial Analysis: A Comprehensive Guide to Principles, Techniques and Software Tools. Third Edition. Matador: Leicester. Steinberg, S.J. & Steinberg, S.L. (2006) Geographic Information Systems for the Social Sciences: Investigating Space and Place. Sage: London. eJournals (available via university access): International Journal of Geographical Information Science Transactions in GIS Health and Place International Journal of Health Geographics Social Science and Medicine Computer, Environment and Urban Systems Professional Geographer Electronic resources: CASWEB UKBORDERS Digimap; Landmap




2011

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1 UNIT TITLE Spatial Databases and Programming

2 BRIEF SUMMARY The importance of programming and GIS as part of larger system, which involves spatial databases, software development and program coding, has been increasingly realised in GIS practice. This unit aims to develop your geospatial skills in building enterprise oriented databases (e.g. geo-database and server) and creating application-oriented GIS models through programming. This unit also helps you to critically evaluate the issues and trends in enterprise GIS and GIS application development from the perspective of software engineering and geo-spatial technology.




6 SUBJECT AREA

7 UNIT LEADER(S) Dr. James Cheng



200 hours comprising: Unit reader and supporting literature – 60 hours Practical activities and software application – 40 hours Assessment – 100 hours

10 UNIT STATUS Mandatory core for GI Technologies Core Option for GIS

11 PRE-REQUISITES

12 CO-REQUISITES

13 UNIT LEARNING OUTCOMES This unit aims to provide students thorough understanding of spatial database, software engineering and programming within GIS context. Following subject areas will be covered in this unit. On successful completion of this unit students will be able to have attained or demonstrated: LO1. understand how to design, implement and interrogate a

spatial database LO2. understanding of software engineering concepts and

principles for design and programming LO3. Programming of small scale GIS based applications using

Java or VB.net or Python

Transferable skills: TO4. Information Technology – skills developed in the creation,

management and interrogation of spatial databases. Software engineering skills for design and programming

TO5. Problem Solving – application of spatial database and spatial programming in simulated and real-world scenarios.

14 CURRICULUM OUTLINE Spatial Database: Understanding use of Object relational database management systems for spatial data management and interrogation also using Spatial SQL, visualisation of spatial databases Design and Quality: Software engineering principles – design, specification, planning, quality assurance. Object Oriented programming Programming: A practical unit in spatial data and programming using Java/VB/Python. Implementation of GIS functionality via tutorial exercises Tutorials: Creating simple GIS applications using a preferred programming language.


The learning and teaching strategies are student centred. They aim to encourage a deep-learning approach by using reflection and self-evaluation. A written Directed Reader will be provided on-line, which will provide the essential background, the framework for study and essential detail. It will include self-assessment exercises. Each

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section of this Reader will be framed with a context setting introduction, clearly identified learning outcomes and additional reading within the academic and professional literature. Students will be required to reflect on their learning as part of the self-assessment exercises and the summative assignments. Opportunities for students to discuss issues with staff and fellow students will be provided via an online bulletin board.

16 ASSESSMENT STRATEGIES Two Summative Assignments each worth 50% of the unit mark. Assessment 1: Design and Implement, interrogate and visualise a spatial database Students will be required to implement a spatial data using a object relational database management system and then interrogate it using spatial SQL functionality for defined purposes and produce visualisation of the results. Typically this assignment will examine LO1 and TO1. Assessment 2: Students will design, document and implement a spatial programme for a particular GIS application using one of the three programming languages. Typically this assignment will examine LO2 – LO3 and TO2.




The primary resource will be the Directed Reader supplemented by a mixture of academic journals and professional references. In addition the following texts are recommended Shekhar, S. & Chawla, S. (2003) Spatial Databases: A Tour. Prentice Hall: Harrow Wood, J. (2002) Java programming for spatial sciences. Taylor and Francis Maguire, D., Batty, M., & Goodchild, M.F. (2005) GIS, Spatial Analysis and Modelling. ESRI Press. Sommerville, I. (2001) Software Engineering. Sixth Edition. Addison-Wesley: Reading Mass. Schmuller, J. (2002) Sams Teach Yourself UML in 24 Hrs. Second Edition. Sams Publishing: Indianapolis




2011

http://www.casa.ucl.ac.uk/people/person.asp?ID=38

http://www.casa.ucl.ac.uk/people/person.asp?ID=2

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1 UNIT TITLE MSc Project and Dissertation

2 BRIEF SUMMARY In this unit the student will design and undertake a substantial and unique independent research project, to be presented as an academic dissertation.




6 SUBJECT AREA

7 UNIT LEADER(S) Dr. James Cheng



600 hours

10 UNIT STATUS

11 PRE-REQUISITES

12 CO-REQUISITES

13 UNIT LEARNING OUTCOMES The aim of the unit is to enable students to design, execute and report independent study in a field of GIS relevant to their award programme and in so doing develop an in-depth knowledge of relevant literature and contemporary research activity in that field. On successful completion of this unit students will be able to have attained or demonstrated:

L01. The ability to plan a substantial research project L02. The ability to undertake risk assessments and ethical

checks related to research projects L03. Proficiency in literature searching and reviewing L04. Competency in data gathering, presentation and analysis

skills L05. Ability to synthesis and interpret results in the context of

current understanding L06. The skill to communicate in the form of a coherently

argued and critically reflective dissertation Transferable Skills:

T01. Application of numbers – data analysis T02. Communication skills – project outline and dissertation

writing; communication with supervisor and organisations individuals as relevant to a project

T03. Information Technology – use of GIS related software and hardware in addition to production of thesis using standard software packages

T04. Managing own learning - the project represents extensive and extended independent study

T05. Problem solving - the unit involves both the identification and solving of problems

T06. Working with others – all students expected to interact with their supervisors, some students will also need to work co-operatively with other organisations or individuals

14 CURRICULUM OUTLINE The unit covers all aspects of undertaking an academic project which are likely to include:

Identification of a suitable topic area relevant to the student’s MSc programme and interests (professional or personal)

Literature searching and critical reviewing with associated citation & referencing

Development of research aims and objectives

Identification of suitable methodology and techniques

Risk assessment

Ethical considerations

Qualitative/quantitative data collection, presentation and

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analysis techniques as applicable to the project

Discussion of results

Reflective review

Identification of future research

Formulating conclusions and summarising research as an abstract


The learning and teaching strategy is student centred and delivered via distance learning. A preparative workshop (optional attendance) and associated on-line resources will introduce and support the entire project process from problem definition to dissertation writing. Initially the student will produce an outline of the project which will be approved or rejected for subsequent development into a project by the unit co-ordinator in conjunction with relevant UNIGIS staff from which a supervisor will be selected. Subsequently the supervisor will assist the student at all stages of the project; this would commonly involve e-mail/VoIP/video communication and the review of draft sections of the dissertation. A learning contract between the student and UNIGIS will be agreed as part of an extended project outline (EPO). For the EPO the project outline will be extended to fully cover all aspects of the project, including issues of project management, methodology and techniques, health, safety and risk assessment, ethical considerations. Once the project research is underway the supervisor will continue to be the student’s main point of contact with UNIGIS offering advice on literature, methods, results and analysis.

16 ASSESSMENT STRATEGIES Assessment is by two unequally weighted elements of coursework. Assessment 1: Extended project outline (Max 2000 words*) Value = 10% This is produced after the initial outline of the project has been accepted and sets out the students intended research programme. Typically this assignment will examine LO1 and LO2 and Transferable Skills T02-T06. The evaluation will be based on such elements as: the identification of a topic; the development of a research question and associated aims and objectives; identification of a literature base; identification of suitable methodologies and techniques; risk and ethical assessments. This will need to be submitted and graded before the student undertakes primary research for the project. Assessment 2: Dissertation (Max 15,000 words*) Value 90% (Last assessment) Typically this assignment will examine LO3 to LO6 and all transferable Skills T01-T06. Evaluation will be based on: the critical review of the research question and literature; implementation of methodology and techniques; analysis and discussion; dissertation presentation. *Penalties will be applied to over length work according to the following scheme: Dissertation exceeds word limit by more than 10% - mark reduced by 10%




The primary resource will be a Directed Reader covering the undertaking of MSc projects. This will be supplemented by a mixture of academic journals, on-line materials and texts, a selection of which are listed below.

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Biggam J. (2008) Succeeding with you Master's Dissertation: A Step-by-Step Handbook. Open University Press Dawson C. (2009) Projects in Computing and Information Systems: A Student's Guide (2nd Edition). Addison Wesley. Gomez B. & Jones III J.P. (2010) Research Methods in Geography. Wiley-Blackwell. Parson T. & Knight P.G. (2004) How to do your dissertation in Geography and related disciplines (2nd Edition). Routledge.




2011

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Appendix II: Log of Modifications

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Approved Modifications to Programme Specification since Last Review The following log provides a cumulative account of minor and major modifications made to the Programme Specification since its last review.

FAQSC Reference

Programme Specification Title

Brief Outline of Minor Modification/ Major Modification

Date of FAQSC Approval/PARM Event

Approval effective from:

Details of cohort of students who will be affected by the modification

Summer 2014: 22

Distance Learning Postgraduate GIS Network

To modify the assessments for the MSc Project and Dissertation (69EG7610) unit from Project Outline 15%/Dissertation 85% to Project Outline 10%/Dissertation 90% to match information provided via student handbooks.

25 July 14 1 September 2014

New intakes from 1 September 2014

FAQSC/15-16/42

Distance Learning Postgraduate GIS Network

To make all of the units within this Programme Specification additionally available in stand-alone mode for Continuous Professional Development (CPD) delivery.

29 February 2016 1 September 2016

New intakes from September 2016

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