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Blended Learning and Automated Evaluation in GIS Education
Alexander Czech, Robert Kalasek, Florian Pühringer
TU Wien, Institut für Raumplanung, FB Stadt- und Regionalforschung, Österreich
GIS has, for many years, been established as a flexible tool for a wide range of spatial tasks in the curriculum of spatial planning students at TU Wien. The steadily increasing number of overall students and the rising number of participants struggling with solving analytical problems as well as suboptimal evaluation strategies initiated a total redesign of the course. We have rebuilt the didactic concept to better support the learning process and strengthen the understanding of learned skills as well as automating large parts of the evaluation allowing for a more thorough assessment of quantitative results.
Augmented Reality and Mobile Geospatial Information as Didactic Tool in Teaching Forest Inventories and Environmental Data Collection
Jan-Peter Mund1, Susanne Müller2
1Eberswalde University for Sustainable Development, Deutschland; 2Independant Consulatant, Berlin
Innovative and disruptive technological progress triggers educational advances. Innovative measurement and digital data collection techniques such as sensor based distance and height measurement tools or wearable devices and cameras mounted on unmanned aerial vehicles have been introduced recently into several curricula of Universities focusing on the environmental sector. Consumer gadgets such immersive augmented reality devices successfully support students during their self-organised field exercise by displaying already collected data.
This paper summarises the author’s experiences in designing and implementing a new didactical approach to teaching empirical data collection for forest inventories and environmental monitoring with the use of augmented reality and mobile data collection methods. The new module design combines methods of learning with geo-information, innovative didactical methods such as blended and mobile learning and state-of-the-art technology in order to address professional needs of the forestry sector in the near future. The use of in-context interactive geospatial information facilitates monitoring of changes in the environment. The comprehensive didactical redesign of a data collection and GIS module and its successful curricular implementation test from 2016 to 2018 has demonstrated the positive impact of mobile learning with geospatial information and Web 3.0 technologies in the forestry sector.