EduMapping

Frans Rip, Wageningen University, the Netherlands May 11, 2010

Pre�Conference Workshop on GI�Education Mapping

Hannover 2009, the Promise ....

the GI

Galaxy

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EQF

BoK

GI education and training in Europe

the AGILE EduMapping Initiative

the GI ContentMap

Aspects of the European GI Galaxy� GI educational content varies per organization

� Descriptions of course content do not have a common base

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� By using a common reference for description,

� which better enables comparison, also internationally

This hampers the Bologna + Lisbon targets

�Staff & student mobility

�Co�operation with businesses

Mapping GI Education Content would help. How?

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EduMappingA trip in 3 parts:

1. Conversion of local course content description into a BoK�based label

1. Relate local subject descriptions to BoK subjects (GI in�BoK category)

2. Assign timeshares to the chosen BoK subjects

3. Assign other course parts to other categories: GI not�in�BoK, Generic, Non�GI

2. Calculation of position of the course in the domain area1. Narrow view to the GI�in�BoK category

2. Reorganize the 10 BoK dimensions into a 2�dimensional domain: choices

3. Automated calculation of Content Area polygon and Course Coordinates

3. Putting course coordinates on the Edumap (attribute: ECTS)

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Guimarães 2010, first results /1

From Content Summary to Content Area to Centroid

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From Centroid to EduMap

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Guimarães 2010, first results /2

Essential steps

1: Assessment of GI content of course or curriculum using an external reference (BoK)

2: Rearranging BoK Knowledge Area scores into 4 groups, producing Content Area polygon (CAp)

3: Calculation of CAp�centroid

4: Combining centroids in a map

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Step 1: Assessment

� materials: � description of course or curriculum

� GI S&T BoK’s hierarchy of subjects:(10 Knowledge Area’s, 73 Units, >330 Topics)

� Assessment Form (Excel worksheet) • 4 Content Area categories: GI in�BoK, GI not�in�BoK, Generic GI, non�GI

• calculation of % per BoK Knowledge Area and CA categories

� action (challenge!)� relate description to Content Area categories, based on

the GI�BoK subject descriptions

� assess the proportion of time spent to BoK subjects

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Step 1: Assessment /2

� Result:the GI Content Label

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Step 1: Assessment /3

� Too many categories, criteria too vague (RS specialist)

� Easy (GIS specialist)

� Curious to know the coverage of other curricula

� Assigning content to BoK for my own courses was difficult, and impossible for my colleague’s courses

� Very subjective, BoK follows a completely other logic.

� Mapping between 2 fuzzy sets

� Using BoK this way is useful as a packing list, and for harmonization

Comments

Step 2: Rearranging

� materials:

� the values on the label

� actions:

� Focus on the in�BoK category

� combine the 10 Knowledge Area scores into 4 groups

� calculate the score per group

� Visualize Content Area polygon

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Step 3: Calculation of CAp�centroid

� materials:� Scores for 4 groups

� actions:� convert them into xy coor�

dinates for nodes of the Content Area polygon (CAp)

� apply centroid calculation

� result� XY coordinates of centroid

(=‘course coordinates’)

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Step 4: Combine them in a map

� materials

� the bi�axial domain

� the course coordinates

� the course size

� the course name

� actions

� put them in the mapSoc.& CMT

Org

Pres

Phys.Real.

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Guimarães 2010, the outcome:

prototype of a BoK�based

GI Education Content Map

Soc.& CMTOrg.

Phys. Real.

Pres.

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Data Acquisition:

RS, Geodesy

SDI GIS

Cartography,

4D modeling

� No role for EQF�levels

� BoK in all directions

� Distance unit: timeshare in %

� Covers specialist sub�fields [click]

Objective of this workshop

� expose Edumapping method to you for feedback

� make you realize differences in interpretingdescriptions

� collect ideas for continuation plan

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