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MU T A T E
Mauro Salvemini
http://www.uniroma1.it/DICEA/GIS_LAB.HTM
Universita’ di Roma La Sapienza
The consortium
Chiron, SME, Portugal (João Ribeiro da Costa, Rodrigo
Oliveira)
ESS, SME, Austria (Kurt Fedra)
University of Utrecht, NL (Peter Burrough, Cees Wesseling)
Universitá di Roma La Sapienza, Italy (Mauro Salvemini)
Universitá di Ferrara, Italy
Kungl Tekniska Hoegskolan, Sweden (Hans Hauska)
Université de Genève, Switzerland (Alain Haurie)
MU T A T E
• Society is demanding new types of training;
• Distance learning through the web is the
answer;
• Universities can provide these new services;
• The development of education material for
web delivery is extremely expensive and time
consuming
• There is a need of new tools, contents and
services.
Framework MU T A T E
An essential glossary
Doc Centre : global data base Back office : system for tutoring and managing Module :15 lessons , 50 hours Question : during the use Exercise: complex GIS exercise DTD : data type definitionXMLORACLE : as DBMS Bundle : global system
MU T A T E
Develop contents for 11 modules
Demonstrate the validity of the concept– Several short seminars (Fall 1999 / Spring 2000)
– Full Open GIS Programme (Fall 2000)
MUTATE goals
Development of the MUTATE Bundle
MU T A T E
Products in the bundle
DocCentre core server
DocCentre importing/editing tools
DocCentre browsing tool
Mutate portal
BackOffice tool
Interactive GIS via WWW
PCRaster
Dynamic environmental models
MU T A T E
Contents
Creating a geographical database (KTH)
Map Algebra and Environmental modelling with GIS (UU)
Interpolation and Geostatistics (UU)
Dynamic modelling of environmental processes (UU)
Visualisation (KTH)
Regional and Urban planning (URS)
Emergency management (URS)
Planning for tourism using GIS (URS)
Integration of multi criterion decision analysis with GIS tools (UG)
Integration of multi objective mathematical programming and network models with GIS tools (UG)
Integration of distributed parameter systems (UG)
MU T A T E
Services
Development of specific courses;Tailoring of courses developed ;Consultant activities for course development ;Educational system design;…….. More …….
MU T A T E
Contents Services Bundle
Universities
Consulters
Specialists
Training centres
Software development
Competition Analysis
Major breakthroughs
•Full Database based approach;
•XML approach;
•Highly interactive learning environment;
•Integration with dynamic models and
powerful computation tools;
•Automatic evaluation;
•Integration between front-office and back-
office;
MU T A T E
A cognitive apprenticeship model
Collins, Brown, and Newman (1989) have proposed a model of "cognitive apprenticeship” with four building blocks
Content
To operate effectively in any setting, learners need three types of content:
• "Tricks of the trade"--problem-solving strategies that experts pick up with experience.
• Cognitive management strategies--goal setting, strategic planning, monitoring, evaluation, and revision.
• Learning strategies--knowing how to learn, including exploring new fields, getting more knowledge in a familiar
subject, and reconfiguring knowledge already possessed.
Methods
Teaching methods should give learners the chance to observe, engage in, invent, or discover expert strategies in context. The Collins, Brown, and Newman model includes a variety of methods that systematically encourage student exploration and independence.
Sequencing
Learning should be staged so that the learner builds the multiple skills required in expert performance and discovers the conditions under which they apply. This requires a sequence of increasingly complex tasks, increasingly diverse problem-solving situations, and the staging of learning so that students develop a feel for the overall terrain before attending to details.
Sociology
The learning environment should reproduce the technological, social, time, and motivational characteristics of real world situations where what is being learned will be used. It is only through encountering subject matter knowledge in context that most students will learn when, where, and how the knowledge applies to other situations.
Problem-based active learning
Clear objectives
Focus on content, not technical finesse
Small units
Minimise amount of text
Learner control
NavigationLinear (sequential) navigation
Free navigation
Conditional navigation
Associative links
Annotation
Glossary
Links to original textsNotes
MU T A T E
Communication
Collaborative work (communication student-student)
asynchronous communication (student-teacher )
Local data
MU T A T E
Example of learning path
to be given through the back office
Examples of level 0 learning paths Module 1Geog database
Module 5Visualisation
KTH
Module 8Tourism
Module 7Emergencyplanning
Module 6Regional &UrbanPlanning
URS
Module 9MCDA
Module 11Integrationof dist.Parametersystems
Module 10Multiobj.Math Prog
Geneva
Module3DynamicModelling
Module 2MapAlgebra
Module 4Geostats
Utrecht
Start
Hydrology
Air quality
Urban planning
MU T A T E
Interface with the learner
•coordination•usability•solve internet problems•follow UE usability guide•avoiding icons multiplication•“same icons for same functions”•give to the student the feeling to be in Mutate bundle
Evolution
Project development
Market EntryKnow-how acquisitionTest & setEstablishing reputation
Stage 0
Stage 2
Stage 1
Dec 2000June 2000Dec 1999
Sustained development;Market consolidation
MU T A T E
MU T A T E
Mauro Salvemini
http://romulus.arc.uniroma1.it/mutate
User : student
Pwd: student
http://www.uniroma1.it/DICEA/GIS_LAB.HTM
Contact and test