Designing GIS & Remote Sensing Courses, Modules, & Activities for

Teaching Geoscience Students

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Technical problems? Contact John at Technical problems? Contact John at jmcdaris@carleton.edujmcdaris@carleton.edu

After break, call in at 3:30 pmPlease bookmark the workshop program at

http://serc.carleton.edu/NAGTWorkshops/coursedesign2011/program.html

Link between course Link between course goals assignmentsgoals assignments

Course goals – things that we Course goals – things that we want students to be good at want students to be good at doing by the end of the coursedoing by the end of the course

Students need repeated Students need repeated practicepracticeTimely feedbackTimely feedbackIncreasing independenceIncreasing independence

Assignments/activities are an Assignments/activities are an important part of that practiceimportant part of that practice

Role of effective Role of effective assignments/activitiesassignments/activities

What do we want?What do we want?That students make progress That students make progress

toward the goal(s)toward the goal(s)That students learn from the That students learn from the

assignment/activityassignment/activityThat we can determine what That we can determine what

students have learnedstudents have learned

Design of the assignment or Design of the assignment or activity is crucial to bothactivity is crucial to both

What makes an effective What makes an effective assignment/activity?assignment/activity?

Students learn best when:Students learn best when:They have a context for new They have a context for new

knowledge and new experiencesknowledge and new experiencesExampleExample

Intro to ArcMap by lecture on file Intro to ArcMap by lecture on file structure and tutorial on how to open structure and tutorial on how to open ArcMap, add data, etc. etc.ArcMap, add data, etc. etc.

vs.vs.Consider what students know about Consider what students know about

maps and map elements; create activity maps and map elements; create activity that showcases what ArcMap can do.that showcases what ArcMap can do.

What makes an effective What makes an effective assignment/activity?assignment/activity?

Students learn best when:Students learn best when:Their interest is captured (hook)Their interest is captured (hook)ExampleExample

Activity that launches directly into how Activity that launches directly into how to do buffers in ArcGIS.to do buffers in ArcGIS.

vs.vs.Activity that incorporates an Activity that incorporates an

introduction that sets the stage for why introduction that sets the stage for why buffers are important, focusing on a buffers are important, focusing on a problem of interest and/or relevance to problem of interest and/or relevance to students.students.

What makes an effective What makes an effective assignment/activity?assignment/activity?

Students learn best when:Students learn best when:They use what they know to tackle They use what they know to tackle

problems and think independentlyproblems and think independentlyExampleExample

Activity designed to teach students how to Activity designed to teach students how to composite image bands, with answers to composite image bands, with answers to leading or nuts-and-bolts questions.leading or nuts-and-bolts questions.

vs.vs.Activity that teaches the above but also Activity that teaches the above but also

provides opportunity for independent provides opportunity for independent analysis, work on open-ended questions, analysis, work on open-ended questions, application to solve a problem. “What does application to solve a problem. “What does it mean, not just what did you do?”it mean, not just what did you do?”

What makes an effective What makes an effective assignment/activity?assignment/activity?

Students learn best when:Students learn best when:They have the opportunity to synthesize, They have the opportunity to synthesize,

reflect on what they have learned, reflect on what they have learned, explain what they knowexplain what they know

ExampleExampleActivity that ends after students have Activity that ends after students have

answered questions on a worksheet.answered questions on a worksheet.vs.vs.

Activity that asks students to step back, think Activity that asks students to step back, think about what they know, write a workflow for a about what they know, write a workflow for a new analysis, talk about “aha” insights, new analysis, talk about “aha” insights, explain it to a particular audience (e.g., write explain it to a particular audience (e.g., write an Aunt Tillie statement; make a concept an Aunt Tillie statement; make a concept sketch)sketch)

Can you explain it to your Can you explain it to your Aunt Tillie in 4 sentences? Aunt Tillie in 4 sentences?

Born: 1920Born: 1920 Education: B.S., 1942, Chemistry, Simmons CollegeEducation: B.S., 1942, Chemistry, Simmons College M.S., 1944, Chemistry, Vassar CollegeM.S., 1944, Chemistry, Vassar College Career: organic chemist at Eastman Kodak CompanyCareer: organic chemist at Eastman Kodak Company Smart, very smart. Loves to learn new stuff. Reads a lot Smart, very smart. Loves to learn new stuff. Reads a lot

but allows as how she rarely reads novels. Says she’s but allows as how she rarely reads novels. Says she’s getting old and figures there’s too much nonfiction out getting old and figures there’s too much nonfiction out there for her to learn from to waste the time she has left there for her to learn from to waste the time she has left on reading novels. Apt to point out bad grammar, even on reading novels. Apt to point out bad grammar, even in your emails. Can’t wait to read your statements.in your emails. Can’t wait to read your statements.

Concept sketchesConcept sketches

More than a More than a labeled sketchlabeled sketch

Includes Includes processes, processes, concepts, concepts, observations, observations, interpretations, interpretations, interrelationshipsinterrelationships

Using concept sketchesUsing concept sketches

Any central graphic object will workAny central graphic object will workDiagram or illustrationDiagram or illustrationSatellite imageSatellite imageExisting mapExisting mapAttribute tableAttribute tableMetadata listingMetadata listingArcMap or ENVI dialog boxArcMap or ENVI dialog box

Homework/lab prep, in-class activity, Homework/lab prep, in-class activity, exams, field workexams, field work

Value of concept sketchesValue of concept sketches

Students have to organize Students have to organize their knowledge and convey their knowledge and convey it to othersit to others

Have to do more than Have to do more than paraphrase and parrot backparaphrase and parrot back

Easy to tell whether Easy to tell whether students know what they’re students know what they’re talking abouttalking about

Quick to gradeQuick to grade

What makes an effective What makes an effective assignment/activity?assignment/activity?

Students learn best when:Students learn best when:They are motivated.They are motivated.ExampleExample

Assignment to make a portfolio of work.Assignment to make a portfolio of work.vs.vs.

Assignment to make a portfolio Assignment to make a portfolio specifically designed to be specifically designed to be usefuluseful for the for the future (e.g., contains more than final future (e.g., contains more than final products, has data source products, has data source spreadsheets, techniques matrix)spreadsheets, techniques matrix)

What makes an effective What makes an effective assignment/activity?assignment/activity?

An effective assignment also has An effective assignment also has an adequate mechanism for an adequate mechanism for determining what students have determining what students have learnedlearnedCan you verify what students have Can you verify what students have

learned, not just what they have learned, not just what they have done?done?

Can you assess the progress that Can you assess the progress that they have made toward the goal(s)?they have made toward the goal(s)?

Summary: what makes an Summary: what makes an effective assignment/activity?effective assignment/activity?

Maximizes student learningMaximizes student learningThey have a context for new knowledge They have a context for new knowledge

and new experiencesand new experiencesTheir interest is captured (hook)Their interest is captured (hook)They use what they know to tackle They use what they know to tackle

problemsproblemsThey have the opportunity to synthesize They have the opportunity to synthesize

and reflect on what they have learnedand reflect on what they have learnedThey are motivated.They are motivated.

Allows instructor to determine Allows instructor to determine what students have learnedwhat students have learned

Individual workIndividual work

Leave Elluminate on; hang up phone.Leave Elluminate on; hang up phone.Take 20 minutes to write down ideas Take 20 minutes to write down ideas

about how you might use these ideas about how you might use these ideas to design activities/assignments for to design activities/assignments for your own courseyour own course

Call back in by 4:20.Call back in by 4:20.1-800-766-1337 at 4:20, using 1-800-766-1337 at 4:20, using

access code 94465872.access code 94465872.

Small group discussions on Small group discussions on assignment/activity designassignment/activity design

Topics based on your goals Topics based on your goals statements and ideasstatements and ideas

Each group has a specific Each group has a specific assignment (links on Program page)assignment (links on Program page)

As you discuss, don’t forget the As you discuss, don’t forget the hallmarks of a good activity:hallmarks of a good activity:Context for new knowledge?Context for new knowledge?A hook?A hook?Analysis (not just keystrokes)?Analysis (not just keystrokes)?Opportunity to synthesize, reflect, extend?Opportunity to synthesize, reflect, extend?Mechanism for determining what students Mechanism for determining what students

have learned?have learned?

Small-group discussion on Small-group discussion on assignment/activity designassignment/activity design

Leave Elluminate on; hang up phone.Leave Elluminate on; hang up phone. Go to the Workshop Program page, and call back Go to the Workshop Program page, and call back

in using your group’s code.in using your group’s code. Group task:Group task:

Assign a time keeper and a recorder.Assign a time keeper and a recorder. Discuss your group topic on designing, implementing, Discuss your group topic on designing, implementing,

and assessing GIS and RS assignmentsand assessing GIS and RS assignments Post questions to Elluminate chat, if you like.Post questions to Elluminate chat, if you like.

Groups finish by 5:15.Groups finish by 5:15. Call back Call back in to1-800-766-1337 at 5:15, using in to1-800-766-1337 at 5:15, using

access code 94465872.access code 94465872.

Reports from groupsReports from groupsEach group has 4 minutes to give us a Each group has 4 minutes to give us a

snapshot of their best ideas!snapshot of their best ideas!Topics:Topics:

1: Impact of ground truthing data on remote sensing 1: Impact of ground truthing data on remote sensing imagery analysis (Sarah Robinson)imagery analysis (Sarah Robinson)

2: Incorporating independence - learning GIS "on the job" 2: Incorporating independence - learning GIS "on the job" (Amanda Schmidt)(Amanda Schmidt)

3: Framing a course around GIS case examples involving 3: Framing a course around GIS case examples involving current events/risk (Tom Mueller)current events/risk (Tom Mueller)

4: Threading critical analysis of maps and data throughout 4: Threading critical analysis of maps and data throughout a course (Wendy Miller)a course (Wendy Miller)

5: Using thought experiments/workflow charts to plan and 5: Using thought experiments/workflow charts to plan and to extend analyses (Kevin Williams)to extend analyses (Kevin Williams)

6: Threading GIS/RS aspects throughout a geo course 6: Threading GIS/RS aspects throughout a geo course that has only one main module in GIS or RS (Justin Grigg)that has only one main module in GIS or RS (Justin Grigg)

7: Threading reflection and metacognitive assignments 7: Threading reflection and metacognitive assignments throughout a course (Adrienne Goldsberry)throughout a course (Adrienne Goldsberry)

Assignment for May 7Assignment for May 7 HW is also listed on HW is also listed on Workshop ProgramWorkshop Program page page

and on the and on the Assignment #2Assignment #2 page. page. Complete the daily road check by Mon noon.Complete the daily road check by Mon noon. Read all group assignment/activity design pages Read all group assignment/activity design pages

and add comments.and add comments. Outline an activity for your course; enter the info Outline an activity for your course; enter the info

on your activity workspace by Weds. April 28.on your activity workspace by Weds. April 28. Read and comment on others in your group by Read and comment on others in your group by

Weds. May 4; revise your outline by Fri. May 6.Weds. May 4; revise your outline by Fri. May 6. Add to the disc thread on what is different about Add to the disc thread on what is different about

GIS/RS in the geosciences.GIS/RS in the geosciences. Read and contribute to other discussion threads.Read and contribute to other discussion threads.

Thank you for your Thank you for your hard work today!hard work today!

We are all looking forward to We are all looking forward to working with you over the next working with you over the next six months.six months.

If you have any questions, If you have any questions, don’t hesitate to send an email.don’t hesitate to send an email.

Info on teaching strategiesInfo on teaching strategies

http://serc.carleton.edu/sp/library/jigsaws/index.html

http://serc.carleton.edu/introgeo/gallerywalk/index.html

http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html

http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html