How can the students get Geospatial Information and make a map by using the FOSS4G.
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| Number of Parts | 183 | |
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| License | CC Attribution - NonCommercial - ShareAlike 3.0 Germany: You are free to use, adapt and copy, distribute and transmit the work or content in adapted or unchanged form for any legal and non-commercial purpose as long as the work is attributed to the author in the manner specified by the author or licensor and the work or content is shared also in adapted form only under the conditions of this | |
| Identifiers | 10.5446/32109 (DOI) | |
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| Production Year | 2015 | |
| Production Place | Seoul, South Korea |
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Observational studyField (computer science)Web 2.0CASE <Informatik>Domain namePresentation of a groupComputer animation
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Level (video gaming)Multiplication signDigital libraryComputer animation
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Level (video gaming)Materialization (paranormal)Ideal (ethics)Student's t-testSoftware developerSemiconductor memoryMessage passingStatuteComputer animation
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Computer animation
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Materialization (paranormal)Level (video gaming)Standard deviationComputer animation
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SoftwareMultiplication signContent (media)Digital libraryMaterialization (paranormal)Process (computing)Computer animation
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Physical systemLevel (video gaming)Digital libraryDigital photographyGroup actionStudent's t-testInternetworkingWindowMathematicsCASE <Informatik>Event horizonGoodness of fitComputer chessAdditionComputer animation
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Student's t-testUniverse (mathematics)Computer scienceField (computer science)Population densityPhysical systemPresentation of a groupExpected valueMultiplication signGoodness of fitContent (media)Level (video gaming)TelecommunicationDigital libraryObservational studyLattice (order)State of matterDecision theoryAmsterdam Ordnance DatumSurfaceSocial classRight angleFormal verificationHypermediaMathematical analysisSound effectComputer animation
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SoftwareStudent's t-testPlanningGoodness of fitPerformance appraisalIntegrated development environmentInformationUniverse (mathematics)InternetworkingMassMetropolitan area networkError messageVoltmeterLink (knot theory)Computer animation
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Instance (computer science)Presentation of a groupSystem callPhysical lawArithmetic meanNormal (geometry)AreaUniverse (mathematics)TunisView (database)FeedbackStudent's t-testDegree (graph theory)Goodness of fitFormal verificationSoftwareFlow separationPoint (geometry)Near-ringPerformance appraisalMaterialization (paranormal)Computer animation
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AnalogyCASE <Informatik>AreaContext awarenessField (computer science)TheoryProjective planeShared memoryAssociative propertyComputer animation
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Transcript: English(auto-generated)
00:04
Hello, my name is Kenya Tambla from Japan. Please call me Kenya. Oh, well.
00:20
Sorry. Please call me Kenya, and my field of study is geography and education and GIS. And I work those in this. And, oh, sorry.
00:42
This is not today's presentation.
01:02
And the main is education for geography. I believe that it can be fun and exciting education by digital map. Today, I introduce about my activity for education in Japan.
01:23
First, Japanese GIS education for school are almost dying. Because GIS is so difficult for school teacher and they are very busy, they couldn't make time to study GIS.
01:42
And children, GIS is in the subject of geography in school, but the subject of geography is interesting because it is memorializing learning, children is difficult to imagination,
02:03
enjoy fun for geography. It is not good. I want to change this lesson style. Later on, I gathered four words, full sympathies with me.
02:22
Then we start up NPO for geoaducation. It's name Inoue Chachu. Inoue and Chachu. Inoue means most famous mapper in Japan.
02:41
He called the Japanese map, he collected the Japanese maps about 20 years ago and Chachu means ambitious. We will be contemporary Inoue. We want to consider the ideal lesson style.
03:01
Inoue Chachu has three activities. One is develop learning teaching materials and lecture for teacher and workshop for school student. We are making such materials, please see this introduction movie.
05:18
And I show you.
05:24
Teacher can download it, materials by open-text map and then like this, this is a historical war in Japan
06:08
about 10,000 years ago. Teacher can open text and picture.
06:43
Oh, okay. I will do next. And next lecture, lecture for teacher, we should direct for everyone to use these materials,
07:03
but almost teacher, but to use digital contents and GIS software and so on. We think about we should lecture for teacher. In 2040, we lectured 30 times and to join 300 teachers.
07:25
But we can't lecture all of teachers. It is high cost, then we make many kind of digital manual it has published in the web.
07:42
And next workshop, we want to get opportunity about directly to teach about the enjoyment of the digital map for children. Make the data prevent map and the mapping party.
08:03
There's a prevention map and this is mapping party and the big photo map. By the way, where we use Phosphology,
08:21
it looks only to use Google Earth. We used to be a system which moves our activity. Almost educational group composes teachers, but in Osho isn't.
08:44
Our member, half of teachers and 30% student and 20% engineer. This care is there. And the key person is university student.
09:02
Almost Japanese university doesn't have curriculum of GIS, maybe computer science or geography or field study. But student who want to learn are many. I gather student who want to learn GIS
09:22
and we aim to screw up about GIS. In this time, we can make good use of GIS tools. I talk about this system. At first, student will learn GIS from engineer, then they will make KML content by GIS for school.
09:46
And they try to lecture for school teachers. Engineer don't contact the lecture for school teachers. Just teach for university student.
10:06
Therefore, student can make up skills and good for education. Why is this system good for education? Because almost university student members
10:22
want to be school teacher. Please have a think about it. The near future, some teacher can use QGIS and GLASS and so on. Such a teacher will be able to make exciting lesson
10:41
using good digital map for children without anyone's support. What is important is first of all, the tools can connect many people and communication. If first of all, the tools is expensive,
11:03
almost student couldn't not buy. But it is free and they can study about GIS so good. Almost engineer joined OSGOD JP. They supported a lot of things for student. OSGOD community have an impact for us.
11:24
The world's technology becomes obsolete in the future a few years in this age of rapid proceed. But if student become teacher, they can learning low cost or without support
11:43
a society in which young people can play their role in density. Mage for future.
12:07
Our community aims to collect the members like the OSGIO. I have a dream. We will set up local community in all prefecture in Japan within three years.
12:22
Therefore, we can support many school teacher and university student. It will be directed to the children. Pre-contact us if you are interested about initiative by this presentation. I can live up to your expectation.
12:46
I have good teams is better speakers of English than me. Thank you. You've got lots of time for.
13:05
Seven minute. Five minutes from your presentation and five minutes from your questions, so 12 minutes. So we can give you lots of questions. Any questions for him?
13:28
Yeah, one is a simple question. You said the school. School means the high school or junior high school or primary school? Yes. All?
13:40
All. Oh, okay. And the other is how to evaluate your activity efficiency. Because, so, for first person is free, so that we can, sorry, for example, first person is free and your open text is free
14:01
so that the teacher can download and distribute software, but it doesn't mean your text or software is working well and the student or teacher are understanding geography or GIS.
14:23
This doesn't mean, so that you probably in the future you have to evaluate the really understanding how to use the GIS or how to use special information. So is this any plan to evaluation or you are activity?
14:45
In English. Yes, I have some ideas and... Okay, okay.
15:40
In Japanese, yes.
15:42
Is anybody speaking Japanese or Japanese? Okay, can you say it in Japanese then they can help to explain.
16:02
Yes, this is your idea. I mean, coursework is very diverse, so it's not enough, it's fine. Ah, okay. I think...
16:32
My things, I want to make fun or exciting
16:44
or interesting for student, not so cool. Yes, yes. Take a school by student. And if they get some experience after,
17:18
I think it's good for good at school,
17:26
school environment. Citizen for us for school and... Ah, yes, that's all, sorry.
18:12
Yes.
18:20
The feedback is very important. If we can, if we don't get the feedback, you get the feedback from the student or teacher
18:44
and the student and improve and you back. So maybe that's it, that means you are taking still when you are beginning, lower and lower and lower. Everyone can make a trust of your acting
19:04
by verification. It's good activity, but now your presentation's luck point is verification or evaluation. So it's easy to hear.
19:26
Thanks for your presentation. I think your work is interesting and very open. And I wonder who supports your work fund?
19:43
Do you have any sponsors? Yes, a little bit. Not more. Who? Ah, who? Supports your work.
20:00
Government or a private fund? A private fund, yes. A company? No, now it's a university. Yes, and... What university? University. Well, what university does that support for me?
20:22
What university? Ah, what university? Chubu University, private university. Not my university.
20:44
Okay. Any more questions or comments? I have one for you. And the teachers you're working with,
21:02
what degree do they have? Are they trained in geography or previously or surveying or informatics? Software technology? Is it teacher?
21:20
Yeah, the teacher that you've... I mean, the people that teach, is it geography? Yeah, yeah, yeah, geography. Geography or history. Oh, right, okay, okay. In just a history and geography, separate. Separate? Yeah. Okay.
21:41
And they can teach about geography or history, but they're difficult to use GIS and make some materials. I want to support it for them, and near future,
22:07
children take a lesson about geography or history. I would like to support them.
22:25
I want to see children smile to take lesson. Yes, fine. So, you mentioned two policies, is it, that has to do with geography, education,
22:42
curriculum, I don't know if I missed it. Geography curriculum is not in the school, so you want to make it curriculum? Curriculum. Curriculum. Curriculum, yes.
23:01
If we take as a teacher, I want to give a curriculum. You said that there's the first lesson to make a mark in Japan? I think you showed, I can't pronounce the name.
23:22
No. Is it Incho? Yeah, very pretty sure. Oh, NPO, Incho. Inno-shachu. Yeah, Inno-shachu, yes. This. Okay, you said this is the previous, this is the policy of the curriculum they used to use in the past. No, Inno-shachu is the historical name
23:44
from the Japanese maker a few years ago. In Kato era. Yeah. Okay. So, they applicable the name to make it NPO or NGO. Right, okay. So, I'm just wondering how much the government
24:00
is aware of what they are doing for you to be able to integrate it into the curriculum in the future? Eto. Can I? What you want to do to support curriculum by your activity?
24:20
Is the government aware of what you are doing, this great project or initiative of yours? Or shared government or culture? You are doing it? Now, nihongo akusuka hito naku.
24:42
This is nihongo, okay. Nihongo, okay. Japanese government association for education. Thank you very much.