Evaluating a multi-media based tool for self-learning geographical

information

Dr Francisco EscobarRMIT University

Isaac FrancésUniversity of Alcalá , Spain

Assoc Professor Ian BishopDr Andre Zerger

The University of Melbourne

Overview

• Background• What’s GIS?• Multimedia and GIS learning• GISWEB implementation process• Evaluation• Conclusion

Background• 1999 Priming grant,

$6,000 – University of Melbourne

• 2000 T&L(M&ET) project grant - University of Melbourne

• Evaluation project – University of Alcala de Henares, Spain. 2001-2002

What’s GIS?

A computerised system to capture, store, update, manipulate, analyse and display geographically referenced information (ESRI)

Multimedia and GIS learning

• Suitability for multimedia:– New discipline– Spatially dynamic concepts– Algorithms shielded by GIS

software– Multiple disciplines /

backgrounds

• Pioneers:– GISTutor: Birbeck College London– ESRI Virtual Campus

• Our approach:– Latest technology and WWW– Full interactivity– Free access– Generic approach (not software based)

Multimedia and GIS learning

• Our expectations:– In-lecture tool– Improved:

• Access to learning• Productivity• Quality of student learning• Student attitudes to learning

Multimedia and GIS learning

GISWEB: implementation process

• Involvement of all GIS lecturers in Geomatics, The University of Melbourne

• Students’ contribution• Web designer• Software development:

– Macromedia director, Dreamweaver, Flash– Shockwave animations– HTML and Java Scripts– An Internet browser is the interface

www.geom.unimelb.edu.au/www.geom.unimelb.edu.au/giswebgiswebContent

• Background on MM-University of Melbourne

• Modules• Glossary• References• Feedback form• Site map• Contact details• People

Content: modules

Modules structure

•Interactivity•Animations•Self assessment

Current use

• The University of Melbourne• RMIT• University of Alcalá de Henares,

Spain• University of Auckland, New

Zealand• University of Birmingham, UK• A self-paced learning tool• Tightly integrated into existing learning

• Lectures• Practical

Evaluation

• Students feedback– Ease of navigation– Look and feel– Information and illustrations– Technical difficulties– Written comments

• Usage statistics• Developers perception• Formal examination

Students feedbackUniversity of Alcalá de Henares

• 55.88% consider that contact hours could be reduced,

BUT• the majority also prefer the

lecturer’s presence when learning GIS concepts

Usage statistics

www.sli.unimelb.edu.au./weblog/gisweb/log.html

Developers perception

Initial costsIn lecture toolAfter lecture reference toolAssignments and lecture notes

usage

Formal examination

• University of Alcalá de Henares:– MM functionality, animations and interactive

tools in particular, helped students to learn dynamic GIS concepts,

– The adoption of tools like GISWEB appeared to be more advantageous in students with none or little background in GIS,

– Individualised teaching and learning can be assisted by tools like GISWEB where students learn at their own pace; and

– Users of GISWEB learnt better and faster.

Issues

• Cost: time and money• Difficulties to find skilled

programmers• Obsolescence

Conclusions

• Positive feedback• Relevance to learning has been

determined• Further evidence required• Further developments:

– Problem based modules

Acknowledgments

The team:Fiona, Gary, Joianna, Jessica, and Karen