UNIVERSITY COLLEGE QGIS IN THE UNIVERSITY COLLEGE TWENTE BAREND KÖBBEN [email protected] HTTP:

UNIVERSITY COLLEGE

QGIS IN THE UNIVERSITY COLLEGE TWENTE

BAREND KÖ[email protected]

HTTP://WWW.UTWENTE.NL/ATLAS/

mailto:[email protected]

University College TwenteBachelor in Technology & Liberal Arts & Sciences

Project-driven learning

Semester 4: Complex spatio-temporal systemsTicks & Lyme disease

Mapping, Modeling & Mitigation

Geo Information Systems moduleQGIS in Labs & Assignment

QGIS in the project

Experiences & Conclusions

18 May 2015Barend Köbben -- QGIS in the University College Twente 2

OUTLINE

Advanced Technology and Liberal Arts & Sciences (ATLAS)

• only Honours Bachelor’s programme in the Netherlands that combines Technology with Liberal education

• aspires to educate the “new engineers”:• global citizens who are capable of addressing

global challenges and designing solutions in a wide range of social, cultural and political contexts


UNIVERSITY COLLEGE TWENTE

Highly motivated students, learning community, self-directed learning, career perspectives and engaged team of teachers…


UNIVERSITY COLLEGE TWENTE

• focus on issues incorporating both technological and social aspects

• work in teams on large, semester-long projects on real-world problems

• projects form the core of the programme and drive learning

• project outcomes are not known (not to students, and also not to teachers!)


PROJECT-DRIVEN LEARNING


SEMESTER 4 SCHEDULE

In 2010, over a million people in the Netherlands were bitten by a Tick

Some 22.000 got infected with the Borellia bacteria (carried by many of the ticks)

A proportion of those later develop Lyme disease, which can lead to problems with the joints, heart, and central nervous system


THE REAL WORLD PROBLEM TICKS & LYME DISEASE

a complex spatio-temporal systemTick Bites = Tick Activity x Human Activity

All parts are (inter)dependent from each other and e.g.:• Climate (temperature & moisture)• Vegetation • Host animals (different in different stages)• Human recreation patterns• …etc…


THE REAL WORLD PROBLEM TICKS & LYME DISEASE

Mapall constituent parts, as precisely and completely as possible

ModelHow all parts fit together

MitigateReduce severity & seriousness

In many forms and at many

parts of model


DEALING WITH THE PROBLEMMAP, MODEL AND MITIGATE

For studying a spatio-temporal problem, you need GIS knowledge and tools…

Geo-Information Core module (3 EC):• Theory: ITC GIS core book• Skills: QGIS FOSS4G Academy Labs• Assessment: QGIS Assignment


MAP, MODEL AND MITIGATEGI SCIENCE

Content (from ITC book):• Geographic data (data models,

input, remote sensing, storage)• From data to information (spatial

analysis, modelling)• Data Visualisation: communication

through (info)graphics & maps

“flipped classroom” method: students first study (books, online lectures, movies)

then discuss/work-out/explain with teacher and each other in interactive sessions


GIS THEORY

FOSS4G Academy (now GeoAcademy Courses - fossgeo.org)

• based on the US Geospatial Technology Competency Model (GTCM)

• represents the essential curriculum needed to teach entry-level GIS Technician education

• courses provide both the background theory of geospatial science as well as the hands-on application (labs)

• labs using QGIS


GIS SKILLS

QGIS FOSS4G Academy Labs• GST 101 Introduction GIS• GST 102 Spatial Analysis• GST 103 Data Management • GST 104 Cartography • GST 105 Remote Sensing

“Pick your own”:• source of selfstudy materials • to master GIS software skills needed for

assignments and the project• where appropriate specific parts recommended


GIS SKILLS

each student chooses one of the assignments:• “Green City”: landuse change detection• “Fireworks disaster”: damage modelling• “Waste dump site”: multi-criteria analysis

assessment based on deliverables:• GIS analysis qualities (methodology, accuracy)• Visualisation qualities (cartography, graphs, etc.)• Learning goals (critical self-assessment)


GIS ASSESSMENTQGIS ASSIGNMENT

• Estimating damages through theoretical model• Compare model with real-world data


FIREWORKS DISASTER MODELLING

Project phase 1 deliverable is a website that maps & models the problem


GIS IN THE PROJECT

Many parts (but not all) use GIS analysis and maps


GIS IN THE PROJECT

Many parts use GIS analysis and maps

using GIS knowledge

and QGIS skills…!


GIS IN THE PROJECT

Some observations on the use of QGIS in a learning environment


Good:• Multi-platform• “Open”: Source, Standards, Data• “open”: extensible (python), community• Powerful and complete

(in combination with processing libraries and other plugins)


QGIS IN A LEARNING ENVIRONMENTIN GENERAL

Not so good:• Stability

• general (especially on Windows)• over versions (eg. HeatMap problem in 2.8)

• Complexity• confusion because of processing and other

plugins

• Missing functionality• e.g. in network analysis and modeler• quickly catching up!


QGIS IN A LEARNING ENVIRONMENTIN GENERAL

QGIS labs for self-learning skills (= misuse ;-)

• Open!• rich source for learning GIS skills• well-written, complete, up-to-date• (almost always) works out-of-the-box


FOSS4G ACADEMY LABSSPECIFICALLY FOR THIS PROJECT

QGIS labs for self-learning skills (= misuse ;-)

• very step-by-step and not problem-oriented

(solutions are “given away”)• not made for “pick-and-choose”:

• overlap between labs• missing catalog/overview/search


FOSS4G ACADEMY LABSSPECIFICALLY FOR THIS PROJECT

UNIVERSITY COLLEGE

QGIS IN THE UNIVERSITY COLLEGE TWENTE

BAREND KÖ[email protected]

HTTP://WWW.UTWENTE.NL/ATLAS/?

mailto:[email protected]

Documents

UNIVERSITY COLLEGE QGIS IN THE UNIVERSITY COLLEGE TWENTE BAREND KÖBBEN [email protected] HTTP: