Teaching GI with FOSS Tools: Update for Higher Ed Instructors
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Faculty (division)Process (computing)MereologyFluid staticsSurfaceDistribution (mathematics)TopologyFinitary relationSurface of revolutionHypermediaComputer hardwareInequality (mathematics)Thermal expansionSoftwareSpacetimeData storage deviceGroup actionIntegrated development environmentSystem programmingField (computer science)Surface of revolutionType theoryMathematicsProfil (magazine)InformationGroup actionDistribution (mathematics)System callSet (mathematics)Physical systemMereologyCollaborationismMappingBitOpen sourceLimit (category theory)Inequality (mathematics)NumberDigitizingLevel (video gaming)Mathematical analysisPresentation of a groupObject (grammar)Slide ruleView (database)Computer animation
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Meta elementComplex analysisSemantics (computer science)Context awarenessStudent's t-testGraphical user interfaceDifferent (Kate Ryan album)Complex analysisType theoryControl flowStrategy gameWave packetPresentation of a groupStudent's t-testArithmetic meanDegree (graph theory)Physical lawCognitionServer (computing)GeometryCASE <Informatik>Reflection (mathematics)Object (grammar)Self-organizationContext awarenessRange (statistics)Channel capacityMereologyTwitterMusical ensembleScheduling (computing)CodeMoment (mathematics)Reading (process)Boss CorporationAdaptive behaviorComputer animation
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01:33:34
Degree (graph theory)Latent heatCondition numberStudent's t-testEvent horizonAddress spaceStrategy gameMechanism designProcess (computing)TheoryLink (knot theory)Phase transitionMoment (mathematics)ImplementationOrientation (vector space)Event horizonUniverse (mathematics)Point (geometry)Context awarenessMultiplication signMereologyStudent's t-testSemiconductor memoryDifferent (Kate Ryan album)Instance (computer science)Self-organizationWordObject (grammar)Complex analysisLevel (video gaming)Theory of relativityStrategy gameNumberProper mapComputer animation
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Data modelPerformance appraisalUsabilityProper mapPerformance appraisalCASE <Informatik>ResultantMereologyMultiplication signChannel capacityCollaborationismSelf-organizationEndliche ModelltheorieLatent heatGraph coloringDifferent (Kate Ryan album)Wave packetVisualization (computer graphics)Heat transferStudent's t-testComputer animation
01:41:19
Number theoryProcess (computing)Content (media)AreaInformationStudent's t-testDirected setExpert systemGame theorySimulationWärmeleitungPrototypeModel theoryProduct (business)Wave packetDifferent (Kate Ryan album)MereologyObject (grammar)Student's t-testFunktionalanalysisRevision controlBitComputer animation
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Gamma functionSystem identificationProcess (computing)Pairwise comparisonGroup actionSound effectWeb applicationTheoryPerspective (visual)BuildingSoftwareFocus (optics)Mathematical analysisDisintegrationOpen setStandard deviationImplementationMereologyStudent's t-testDifferent (Kate Ryan album)Expert systemType theoryCollaborationismCodeLevel (video gaming)Group actionCASE <Informatik>Context awarenessOpen sourceObservational studyInformation securityOpen setMobile appResultantAreaWeb 2.0GeometryComputer animation
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Information securityComputer networkBuildingMaizeObservational studyProcess (computing)Content (media)WeightExecution unitProduct (business)Maß <Mathematik>Directed setPersonal digital assistantInternetworkingSoftwarePublic key certificateStreaming mediaSystem administratorGeometryComputer programStaff (military)Student's t-testProduct (business)Channel capacityComponent-based software engineeringDatabaseData storage deviceContent (media)Public key certificateDifferent (Kate Ryan album)Cartesian coordinate systemWeb applicationMultiplication signMoment (mathematics)Web 2.0FunktionalanalysisMobile appCASE <Informatik>Level (video gaming)Execution unitSharewareComputer animation
01:50:38
BuildingWeb applicationPublic key certificateTelecommunicationComputer networkProcess (computing)Content (media)Execution unitWeightDatabaseDirected setObservational studyMechatronicsPrototypeComputer wormGEDCOMFaculty (division)Student's t-testContext awarenessOpen sourceInformationGame theorySimulationExpert systemWärmeleitungProduct (business)Maß <Mathematik>Pointer (computer programming)Public key certificateComputer programTotal S.A.FeedbackMultiplication signSocial classMereologyLink (knot theory)Student's t-testStaff (military)Product (business)Latent heatPoint (geometry)Shared memoryBoss CorporationObject (grammar)CASE <Informatik>Module (mathematics)Zoom lensProcess (computing)FunktionalanalysisVideoconferencingBitBlock (periodic table)MathematicsMaterialization (paranormal)BuildingWave packetEmailSoftwareLevel (video gaming)NeuroinformatikRevision control1 (number)Computer animation
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BuildingDirected setObservational studyComputer animation
Transcript: English(auto-generated)
00:08
Okay, so thank you for being over here, so I'll give you a few how we do a more informal presentation. This is about teaching, teaching GI with open source tools and we will be focusing mostly on
00:30
GI education at academic, in academic settings and also in organizational settings how they are similar and how they differ.
00:41
And now I'll start off by talking about different revolutions that happens in the use and distribution of GI tools and these tools are currently available for everyone, however
01:04
this distribution, this explosion of GI tools has not been done equally everywhere in the
01:21
world and we are not using these tools at the same speed. So actually the revolution, the GI revolution is unequal and the uptake is also very different in different parts of the world. So if you look here at the two maps that I'm showing on the slides, first one up
01:41
is showing the percentage of offline population. So the darker the red, the less population is having access to internet at all. The second map below is showing the percentage of digitally literate population. So you see that the darker the blue, the more digitally literate people there are
02:04
and there are even countries where we are not even having these numbers as they go. So this means that the digital geospatial tools are there, are available but not everybody is capable of using it and also not everybody knows how to use it.
02:26
Now when we look this from the side of education and research, the question is that this inequality is there and as educators we maybe have a mission into trying to equalize
02:45
this whenever it's possible and of course one of the ways of doing it is first of all using open source geospatial tools because some of the limitations of how to use financial accessibility but also our question is, this is a field that is
03:11
constantly in revolution, education we need to keep up with it. Is it possible? What should we do and how?
03:21
So let's discuss a little bit of this in this presentation. Sorry because the change of thing is making me confused but I will keep the pace eventually. So let's start off by discussing a little bit which is the current professional profile
03:42
that is required in the geospatial field. So all of us are somewhere related with the geospatial field and apart from the revolution in the tools that are available to perform geospatial analysis there is also a change where it's constantly changing the type of profile, the type of person
04:01
that we need to take care of geospatial analysis. We have a framework for that. So nowadays geospatial science is directly linked with the SDG agenda. So the SDG agenda, I guess you are all familiar with the SDG agenda. I think I need to explain this.
04:21
It's a call for action basically and it's a call for action for all type of professions but especially for geospatial scientists because all other professions and fields require special information. So this is one part of it.
04:42
On the other side of it to be able to perform, to be able to achieve these SDGs we need to develop soft skills. So this is the other side of it. SDG can only be achieved by developing skills like collaboration or teamwork,
05:00
critical thinking, emotional intelligence, problem solving, system thinking. All these new skills need to be included that were not always considered when we were forming geospatial professionals in the past. And there is also a concrete goal for GIS at the moment
05:23
which is what UNESCO calls the global citizenship education. Who is a global citizen? A global citizen is one who is committed to the achievement of sustainable development in the world by 2030 and committed means to be actively committed.
05:41
So it means that you are engaged with the objective of the SDG mentally but you are also doing things towards achieving this as a humankind. So you feel part of the humankind and you work from your profession towards achieving it. And there is a spatial connection to this, a very direct one,
06:01
which is the idea, the awareness of the local and the global context. So the first place where we connect these SDGs with a spatial knowledge is in the idea of the local and the global. So we are all teaching or working at the local level but we can no longer work in isolation or only thinking about our direct context
06:25
as the ultimate goal of our action. We need to think of this local context into a global one and how we are contributing to the well-being of the planet as a whole. We took a revolution of just spatial tools
06:46
and this means that we have all these tools available. We just said not everybody has the tools available, not everybody knows how to use them. But definitely in order to be able to navigate the world nowadays
07:03
we need to become a spatial citizen in the sense that we understand how these tools work and be able to explore them. At the same time to be able to be a spatial citizen we need to be a digital citizen because this is all digital.
07:21
So if you remember I showed this idea of the digital literary population. We need to increase this, try to equalize this at the global level so that we all have these tools available, we know how to work with them and we know how to exploit them properly.
07:42
So we were talking about having a new GIS professional and this new GIS professional will be one which still has the main focus as before which is finding ways to exploit information to better understand what's happening on planet earth.
08:04
So this will not change, it's not changing. The new GIS professional is one who needs a strong digital literacy and needs to develop soft skills. So basically needs to be caring about what's happening at the global level.
08:21
And this is the definition you see there below. A global and caring professional who is also a planetary citizen and who contributes and helps others to contribute to living sustainable on our planet. So we go to the definition and this is the one that I will be discussing. Both for those who are teachers in an academic context or those who are trainers in an organizational context
08:46
this is ultimately the objective that you want to achieve in whoever you are trying to form. In the integration of geoformation and special tools in education
09:03
we can be in any of these five squares. Either we are teaching about geoformation and special tools or we are teaching with geoformation and special tools. We are learning about or learning with geospatial tools or we are doing research with them.
09:22
Can I know where you are standing, each of you? I actually teach with GIS. You teach with? Yeah, and also a little bit about. Your teaching? Yeah, I'm a geographer.
09:42
I work with geospatial and remote sensing guys. You are teaching with or about? Both. Researching. Researching. Assigning. Researching. Teaching and researching.
10:01
Teaching with or about? Both. Both. Both. Both. You are not part of it. Now, using geospatial tools.
10:20
Now, let's put ourselves in the plan of teachers or trainers. Everybody is using geospatial tools nowadays, right? Now, using it and being able to use it doesn't mean that we are having the higher learning skills,
10:40
higher order skills of thinking that we need to properly use those. So there is a very obvious danger which is having them, using them at a very low level without properly understanding what we are doing or what we could do. Most importantly, we can use it wrong.
11:02
So we are not realizing detecting errors in the use or in the tools and even worse, we can be even spreading the error. Now, to change the challenge for those who are teaching is to go beyond that. So if you see the little pyramid there, one thing is the spatial abilities and
11:24
this is able to open your phone and navigate using Google Maps and then the spatial thinking is critical to look at what you are doing and think, hey, maybe this is not the best direction or, yeah, it is indicated,
11:42
but there is no road here. What happened? Not trying to continue going through the road but thinking a little bit critical and say, hey, maybe something went wrong and I can even correct it. For that, so in order to go beyond the spatial abilities to what the spatial thinking, you need to develop instruction properly.
12:05
And this goes for both academic and organizational training. So this will be the second presentation. We will see some things about the instruction design. But normally design instruction is creating, putting together all the elements that are necessary
12:22
for knowledge to be properly transferred and as you may know, when you are teaching a specific topic, you need specific didactics for that. In our case, we are teaching GI or about GI and then we need specific tools for that,
12:40
specific didactics, specific approaches for that and that's what we are going to discuss. But in principle, we need three main things or in both the instruction design, in both three main things. Determining the state and its order learner, we just discussed what is needed.
13:00
Well, we need to create ultimately or contribute towards this global citizen which is also specially aware and is committed with SDGs. We need to define the end goal of instruction which is also the same and we need to create an intervention for that.
13:21
So every time you design a training or you design your program, your lecture, whatever you need to think of what is your ultimate goal but in this bigger picture. And for that we need first of all a theory of learning, some core concepts and an appropriate learning approach.
13:43
So let's start with the first one, the theory of knowledge. So the first question that we need to pose in both words, even if we are academic trainers or organizational trainers is how do we learn?
14:03
So it's the first thing to understand how the others that are in front of me, like in that case you, how is your process of learning? There are many theories about that but there is one that is very suitable for our science
14:21
and it's the cognitive load theory. Are you familiar with this one, the cognitive load theory? So this theory is coming from the, it's basically a model of human information, it's very old and what basically says this, I'm not a specialist on that of course, but what this theory says is basically okay, we have three types of memories in our brain.
14:48
We have the sensory memory, we have a working memory and we have a long term memory. It's a little bit like a computer. The sensory memory is the one that is constantly receiving information from the environment.
15:04
Everything that is happening here around me is getting to my brain somehow. There is a part of me, a filter, a natural filter which is already active all the time and is saying this is important, this is not. Some others are not important but I cannot avoid paying attention
15:23
to someone who comes into the room and will turn so I cannot avoid but immediately it will be disregarded by my brain. This filtering is done almost automatically. This is the sensory memory. Now the working memory is a little bit more of a deeper level.
15:43
The working memory is where we start storing things and working on them. Through the working memory, this first step, we pass knowledge to the long term memory. In the long term memory, which is the biggest storage,
16:03
all the different concepts are integrated in what is called schemas. Like in a database, you have schemas and these schemas are topic related. So we have things linked, concepts linked, ideas linked into big topics.
16:21
They are accommodated somewhere and make sense in our brain so that we can come back to them and bring them back when necessary. Now this working memory, which is the enter door to the long term memory, has a little problem and is very limited.
16:46
So if we overload it, it will no longer work. So the first step, very simple tip for whatever you are teaching is go step by step. If you overload the content, the working memory of your students will just float.
17:05
And the moment is loose, this, and the moment is excluded, it is no longer working. It sucks. So the concept can no longer pass to the long term storage
17:23
and can no longer be integrated in this schema. Then what happens with this? They are simply forgotten. The same has happened with the sensorial memory, which I taught. Now I just got distracted for a second, but now it's dropped, it disappears, forgotten.
17:42
But this happens the same. The same will happen if we don't, in the working memory, if we don't make sure that this one passes effectively to the long term memory. Now since we cannot pass everything to the long term memory, we need to be clear as teachers or trainers what do we want to pass to the long term memory.
18:08
Now here is some good news and some bad news. The good news is that the system is very simple. So basically you need to understand this and say, okay, if I overload these people, this person with information, nothing will happen.
18:24
I need to be clear to select the concept. The bad news is that there are not many things that we can do in that direction. Because basically, and maybe the most important message here is that all these memories work only if the individual wants to switch them on.
18:47
And we cannot in any way go inside the brain and switch on the recording part of it. But we can do some things. We can make sure that our learners are engaged.
19:02
So if you remember, we're talking about this sensory memory, the first one. So we can make sure that of all the things that are happening in this room, I can make sure that you are listening to me. And the moment that you are losing attention, I can move, I can switch slide, I can do something with my hands so that you are up here.
19:23
And this is something that you can do. So you make sure that at least the first barrier, the sensory memory, is acting towards you, towards the content. Not you, person, but the content. Then you can activate the working memory. The working memory, you can activate it by telling, like I just told you,
19:44
hey, if you don't activate it, I cannot do it, so do it. So explaining how this person should be approaching this learning intervention. The other part we said, from the working memory, we are passing to the long-term memory.
20:03
And in this long-term memory, all the causes are interrelated and unconnected. So it's very useful, every time I introduce a new topic to my learner, that I keep relevant connections so that it's easier for him or her to connect and to store in the long-term memory.
20:23
So I'm not just giving random concepts, isolated, like it was happening a little bit at the beginning of this presentation because there were so many things happening and they were saying, what is he talking about? Well, now you try to give context to your presentation and relate constantly to whatever is happening or has happened before
20:43
so that the learner knows, okay, this goes in this part of my long-term memory in which area should be stored. So the first tip for teachers in any kind of setting
21:00
is understand how your learners learn, make your learners understand how they learn. Then we said we need to be clear as to what we want to communicate. What's the important thing that we want to communicate? There's always the big discussion as to when we are teaching GIS with geospatial tools,
21:21
what's the important point here, is the tool or is the concept behind the tool? What is that I'm teaching here? Now, this is an overall view, so basically when we are talking as GI teachers in any setting, the core concepts that we are trying to achieve in a person for him or her to become
21:43
a spatially literate individual are location, dimensionality, continuity, pattern, spatial association, network proximity, basic spatial analysis, concepts.
22:02
This is the first part of it. The second part of it are the technical skills. The technical skills that are needed in order to use geospatial tools to acquire all these core concepts that I just mentioned. The third one is the spatial thinking, which is basically the most important part.
22:21
Having a spatial thinking mind, that you are able to think spatially about whatever is happening in front of you. And this is why it's called the tool of spatial literacy. And these are the three legs, the three pipes, the core spatial concept, the technical skills to perform those, and the spatial thinking.
22:45
What is this spatial thinking? This spatial thinking is simply the ability to visualize in your own head, really as a mental map, whatever you are working on. It doesn't matter whatever you are doing. You are doing an image classification.
23:02
Then you have the ability to mentally visualize how this is happening in the real world. Because when you are doing any type of spatial analysis, you are of course modeling.
23:21
So you are taking a part of reality, and you are using some kind of digital interface to work with it. Spatial thinking would be having in your head that this is happening in the terrain, and how it is happening in the terrain. So this mental map, this is one aspect.
23:42
The other aspect of thinking spatially is the global thinking, what we discussed at the beginning. The idea of I'm acting, working, researching at the local level, but this locality is part of a global reality.
24:03
This seems like a trivial thing to do, or to have, but it's not. Not everybody is able to understand the whole. I'm working in this very tiny village somewhere in Kenya, in my research. Do you realize that this is happening in a bigger context?
24:24
Do you realize that you are also in this type of biome, for instance? In this type of, you are in this continent. This connection with other scales are not always good, but are not always done.
24:40
And it's not always happening. So at the end we have this very nice definition. We have, it's like the technology has out-bases us, or let's say the normal individual who is using it, and we have this proto-spatial thinking,
25:02
where we don't have the deep meaning of it, where it's actually the spatial aspect of it. Can you relate with this? For instance?
25:20
I think there are examples from using Google Maps, not knowing where they exactly are in the context, but still in their rooms, that is not what we want to achieve as lecturers. Yeah, this would be one. And your current work at the municipality? Where do you think you're lacking spatial thinking?
25:42
My lacking special thinking. Where you're lacking, or maybe you're having it. I'm lacking a lot, so I mean, it's how to relate what we need to achieve
26:03
in the project that we are working on through these tools. When you work with your municipality, you are having in your heads the whole Kosovo,
26:20
or even the whole back-end area, or are you? Yeah, because we have to be related to the general, regional and country projects. Yeah. Okay, so the key here in the spatial thinking would be that this is sometimes only on paper,
26:41
like for instance what you said, we need to work thinking of the regional, the volcanic area, and Europe as a whole, that is also mentally in your head. At least like in your head you should have this Google Earth, that you're swimming in and out all the time.
27:01
And this needs to be in your head, so that you constantly have a spatial awareness that whatever you're talking or working on is actually happening in the terrain. So this is the main skill, and it's the more challenging one, even if it sounds trivial or easy to grasp,
27:22
is as teachers or trainers is the main one that we need to transmit to others in the GI world, because only when you have this ability to think spatially is when you can use all these geospatial flows properly. It's really interesting because I'm teaching you,
27:44
for example, how to use QGIS. For people that have downloaded QGIS the previous day and don't know anything about geography, so they really want to know just how can I do this and make this kind of map and this kind of output.
28:02
But as a geographer and as a teacher, because I'm still a teacher, I'm always trying to get them to understand what's behind old software, because that is what they need and how they can apply the skills
28:21
that I'm trying to train them to do and how to work them with their own data sets and what they're doing later. That's really hard. Yes, that's the hard part. They just want the one button that does the math they want. Look, I will tell you an example of this.
28:42
Just last week I was teaching spatial analysis, the least cost path. Are you familiar with this concept? The question that I posed to the audience in this informal way was, okay, if I'm going from my house to the school
29:04
and considering Euclidean distance, I have this amount of time. But if I go using the network, now is a longer time. What's happening? What is the problem?
29:22
And then I start getting all kinds of answers. But they say, oh, yeah, a miscalculation of the software. So the first thing was a bug in the software.
29:41
They say, hey, no. This very simple thing, like, hey, Euclidean distance is just an abstraction. It's a theory. It's useful, yes, of course, because it gives you the first impression of how far you are. But then can you actually access the Euclidean distance? Well, probably not. There's no straight line from here to the school.
30:02
You need to detour and use the network. This requires, literally, this requires the student to map out this in his head. And this is the spatial thinking. He needs to be able to visualize both the straight line and the road
30:20
and understand, oh, yeah, of course, there is a straight line, but it's simply not visible because there's no road for this one. Because I've discovered a little bit that my teaching actually is very comparable to what you were teaching. Maybe I'm a student, or maybe students choose for general information, might choose for whatever you have to use
30:41
during the instruction, to come from a traditional background. And I think you've missed a few steps, maybe, and I'm curious to know how you do it. So you don't talk about digital literacy before the spatial literacy. So they need to know how to operate on that. I think 75% of my class
31:00
probably is not allowed to use a computer before they come in my class. And I don't have time to draw our basic math skills. The other problem is many times in cultures where they don't grow up, it really maps. Even in the traditional case, I did it in a garden. I asked the knowledge group who maps in a garden. I said, where are you now? You don't want to see the world.
31:22
Now, these are totally true. I didn't have, so my mention was, okay, we have these two objectives. It's a spatial citizen, which is able to navigate the world using digital means. And for that, you need to first be digitally independent.
31:41
So you cannot access this. And this is another limitation, you're totally true, for us as GI teachers, because we cannot always take care of the digital literacy. This has to come. Also the spatial literacy. And the spatial literacy, but in the spatial literacy,
32:02
from my point of view, this is something that we can, as GI teachers, if there is enough time. So then let's keep this part of the presentation like on the theory. Then we go to the implementation in the second part, and of course you have all type of constraints.
32:22
Because if you see, I move a little bit forward with this one. Now this spatial thinking that we are talking, where is it coming from? Where is it? Because I'm talking here about mental maps. And you said, well, there are people who are unable to read a map because in their culture,
32:42
it's not used. However, these people still have spatial thinking skills. So you have here four different schools of thought about where is this spatial thinking coming from. And you will have a nativist who says, well, you're born with this one.
33:01
You're born with this one. You're born with this one because I can understand now, or as a child, I can understand that here Rosa is closer to me than you are. And this is the first spatial thinking. I'm understanding distance, proximity. Now location is a little bit more complicated.
33:22
You can understand you are here, but you have to explain where you are. This is another step. But you have born with the capacity of doing it. This is the nativist. The Piagetians, they say, no, absolutely not.
33:41
This is not the case. So you're on top of the Lhasa in terms of spatial thinking, and this needs to come from outside. Now these two occurrence only focus on your brain. So is the skill there, or the skill to develop the skill, is it there, yes or no?
34:02
Now there are others like Piagetians who are interactionists who focus on the context, and this is very much what you are saying. Probably you are born or not with this type of capability. We don't know, we don't care. The point is that at a certain point in life you acquire it because your culture or your context is pushing you towards it.
34:26
And nowadays all the teaching approaches related to GI mostly take the interactionist position. So there might be some, we assume,
34:41
that you have the capability to understand location, and at a certain point in life you have been confronted with the fact that you need to indicate to someone else where is the closest supermarket, for instance. And for that you need to have a mental map.
35:01
Otherwise you cannot give instructions. So it's like a mix between having it and the environment that is refining your capacity. Now we are talking all the theory about the spatial thinking,
35:22
but in terms of concrete competences, when can we consider that a person is a spatial thinker? Or is it spatially literate? So someone else, not me, took the time to put this on paper
35:42
and came up with ten basic spatial competences that we teachers need to try to achieve, not at the same time, and depending on the time span that you have available for it, but eventually someone that will be considered
36:01
a GI professional, not spatially, or a spatial thinker, needs to develop these ten competences. I will quickly go to them when you have the presentation. So he or she should be able to critically read and interpret spatial visualizations. Number one, be aware of the nature of GI
36:22
and its representation through GSP. So the idea of modeling, this is the idea of being modeled in the world into a digital environment, which is the GIS. This idea needs to be there.
36:41
Visually communicate GI, describe and use examples of GI in daily life, use GI interfaces, so this is the digital. So it's not only that you are able to explain, but you should also be able to actually use it. So this is the digital literacy. Carry out data capture, primary and secondary data.
37:01
So you should be able to understand, and for that of course you need to understand whether this data is or not spatial and why. You should be able to examine the spatial relationships. So the basic touches, overlaps, disjoint,
37:22
all these typical topological relationships that are of course in space should be in your head. Extract new insight from spatial analysis, reflect and act with knowledge. These are the spatial competence as defined by Donner,
37:41
that someone who will be considered a spatial thinker needs to be better. Now how can we assess whether this person got it or not? For those who are teachers, this is another chapter. You don't find it like so often. Let me jump into this
38:03
because this is also a very important notion for teaching spatial thinking, is that spatial thinking comes in blocks, and this goes directly into how we learn also. And what you also said,
38:20
you need some steps. It is not that you will start learning your information if you don't have digital literacy or you have ever seen a map before in your life. So spatial thinking is building up. So there are some concepts that come first
38:42
and need to be understood first in order to move towards more complex concepts. And if you see here, this is what is called the hierarchy of spatial notions. And if you see, in this case for instance, if you want to understand proximity, you need to understand boundary.
39:03
Or boundary will give you the possibility to understand proximity. Proximity will give you the possibility to understand classification or clustering. Once you understand classification, you can move to clustering. Are you familiar with classification clustering,
39:20
all of you? So first you need to understand classification labels, then you can go to the abstraction of a cluster without labels. So this hierarchy. And linked directly with the hierarchy is the concept of threshold concepts.
39:42
So what is the threshold concept? It's a concept that once you acquire, it's very difficult that you will forget. So there's no way back from that one. Once you've got it, you cannot forget. It's like riding a bike. You learn how to ride a bike, it's very difficult that you forget how to do it.
40:01
You may practice more or less, but you don't forget. In spatial thinking, there are some concepts that are a little bit like that. Once you learn, for instance, the idea of spatial auto-correlation, really rough idea of spatial auto-correlation, which is a very difficult one, but once you have it, you cannot forget.
40:21
It's impossible, because you start thinking in terms of spatial auto-correlation. Are you all familiar with spatial auto-correlation? So things tend to be more... They are similar as the distance between them are. Exactly. The closer they are, the more similar they fall,
40:42
the further they are, the less similar. So this idea of this direct correlation between what's happening and the space is an idea that is so strong and explains so many things in our science that you cannot forget. You cannot forget. So this threshold barriers,
41:01
which is also something that I suggested that you have a look at, indicates that you need to go through these different barriers in order to move further in the way to bring yourself from a general map user, like anybody,
41:21
to a GIS professional. There are certain concepts and barriers that you need to trespass mentally to be able to operate functionally as a GIS professional.
41:42
In the same line, let me have a look at the time. It's 11. We will make a break very shortly. It's the learning progressions. The learning progressions kind of check
42:01
whether this special thinking has been building in the mindset of the learner. Still, it's not an assessment, but it's a way to kind of categorize where your learner is at the moment. You can test your learners
42:20
against this scale. This is again from Demigiel Gonzalez, the group of Spanish researchers on education for GIS, and kind of create a roadmap where you want to get and evaluate your learners step by step, progressively, to make sure
42:41
that these thresholds are being met, are being achieved. This is the ideal learning trajectory. Now, when you're going to teach, and this is applicable both for academic teaching or for organizational training,
43:01
you need to take a teaching approach. There are many different teaching approaches. There's not very much about that. Which one is suitable? Because if you go to the literature as a teacher, you say, what is there around about teaching methods? Well, you will
43:21
drive crazy if you come crazy very easy, because there are so many. Now I'm giving you a tip. First of all, you need to go for an active learning strategy. And why is that? Because what I just said, there is this cognitive law theory, and as I said, the only way that you can make
43:41
concepts, knowledge, get into the brain in a useful and sustainable manner is by activating the learner. If the learner does not switch on the brain, the knowledge will not be transferred.
44:00
As easy as that. Does this mean that the typical unidirectional presentation like I'm doing now is useless? No. It's just that you need to do an active unidirectional training. Active
44:21
teaching strategies, just to make it short, is all those strategies that activate and engage the student. And it ranges from just giving up a simple break during the presentation, a break for reflection, all the way to a very
44:41
sophisticated problem base, or a strategy based learning approaches where the teacher itself, he or she are even designing their own learning path. So there's all types of degrees
45:01
of complexity of this active learning. According to the literature, there are three or four that are really suitable for teaching GI in any context. Academic, non-academic. And these are the four that I will quickly, quickly mention. Context-based and problem-based.
45:21
The first two context-based very simple books is just making the learner understanding the concept in his or her own context. Spatial context. So you're teaching something about land use, land cover classification and you use an image
45:42
from the region where you come from. Right? Very simple. Other ideas in this direction, context-based that you are currently using? Tell a story related. Tell a story, exactly. Ask the students to tell a story, what I just did
46:02
before, like, okay, I'm talking about this, can you relate with this? This is context-based. So you relate. Make your story relatable to something that is contextually meaningful for the learner.
46:23
Problem-based is a little bit more sophisticated. Requires a little bit more independence. So what you do basically in problem-based is that you provide a problem a spatial spatial-based problem, let's say,
46:41
required spatial analysis, and you let your students find a solution to it. And there are different ways to do that. You can provide some material, you can provide indications, you just let them do. And the problem itself should be the motivation. So in this
47:01
point, both approaches are linked. So for the problem to be relevant, normally it has to be contextualized in a context for which the learner is familiar to the learner. Or it has to be a really relevant problem
47:21
for this individual. Or for the society in general. Inquiry-based is the most used one for teaching GI, inquiry-based. And this is simply, we teach as we move
47:43
around the problem-solving cycle. The problem-solving cycle is, first we ask a geography question. What geographer is here? You are a geographer. You are a geographer. So the typical old school geography
48:03
inquiry methods, just pose the geographic question, then look for data to solve it, then visualize whatever you have, perform some analysis, understand what's the result of your analysis, pose new questions. So the typical
48:21
thinking cycle. As we move through this cycle, we can teach concepts all the way around. And this will be inquiry-based teaching. And here are the five steps in the table below. So ask the question acquire data, explore the data,
48:41
analyze the information, and then act, develop an implementation plan. And this is the case in our masters, for instance, the example that you see in the cycle here. This one is how we implement this. I don't think it's very readable, right? Is it?
49:00
Okay. And this is how we implemented it in the ITC in our core modules. For the first quantile of the masters, they work with this inquiry-based approach. With this, I will close this first part.
49:20
There are some things that are still to be considered and we did not discuss in this one. One is training the trainers, because this would be part of it, so we are still having some tips and we get... But definitely there is not much around on specific dynamics
49:40
for GI. Believe me, to create this presentation, I have been looking around for whatever is there. There are things that are mostly unconnected. There is not a consistent body of knowledge that refers to didactics for GI.
50:02
We have didactics for geography. I don't know how you did your lecture in geography, right? So at the time I did my studies in the lecture, I wouldn't get this specific training on pedagogy for GI, right? But nowadays there is not a body of knowledge that is
50:22
called pedagogy for GI except for what I just presented here. Maybe there are in other countries, I don't know... So this is one thing, and the other thing is that since this is a constantly changing field,
50:41
especially in the technological part of it, there is a difference. And this is simply sometimes unaffordable. That's why I think we need to be clear as GI professionals as what is the message, what is it that we are training people for, so that we
51:02
get independent somehow, we should be able to subtract the main thing that makes our field of knowledge independently from the technology in the sense that, well, this remains
51:21
as the block, and we see we need to actualize it or update it or not, but we can never, we will never be able to catch up with all the technology that is existing at the moment. I don't know if you are confronted with this at the moment, but as a teacher
51:41
in GI, for instance, there's constantly new things, and soon it will come to you with some software, some new development that you are most likely not aware of. But the only thing that you can do is just keep your focus in the spatial thinking
52:01
and what should be the output of this software that this person is using, but it becomes very difficult for us to also assess this, because if you don't know the tool, so this creates a critical chronic need for updates that I guess is the same for all
52:21
technological fields that you're always lagging behind with the technology. So this is something that's still, as I put here, more to reflect upon. And finally, assessment, this is the development in the room, I'm talking about competency, spatial thinker, the
52:42
profession that we would like to create in the future, a GI, an ideal GI professional, but how can we assess this? How can I tell today, okay, Elisa is a spatial thinker, congratulations, you are good to go.
53:00
This reminds me, really, really the big problem for us teachers. How can we certify, and now I'm talking academic teaching, but also also organizational training. By posing here the question, you are, let me say that, you want to hand out a diploma where you're certifying
53:22
this person is a GI specialist. How do we do that? How do we do that? And of course, the advent of the chatbots, just another big
53:41
elephant in the room. How to control that, and how to ensure quality even when the chatbots are there, and really stay there. I would like to make a short break now. In the second part, we will do a
54:01
more concretely how to design instruction. Both for trainers and for academic purposes. Are there questions now? One that I developed an approach like
54:20
the recommended approach that you suggested you mentioned. When to know which approach to use. I'm not doing any teaching or something, but this approach
54:42
works with the majority. Well, this is a very nice question. I have two answers for you. Number one, you can go to the literature and see what's being used the most in the academic world, and if you see nowadays,
55:00
most parts of GIS are used with one of these three, four that I mentioned. Inquiry-based is still the most chosen one. The inquiry-based is the most chosen one. There is a very important aspect here, and it is that you as a teacher, when you are teaching, you are doing practical performance,
55:21
and you need to feel comfortable with it. Because the first way to activate your learner goal here or her attention and make sure that this will happen, this interaction will happen, is that you feel comfortable with yourself. So, my suggestion is the moment you are going to
55:42
teach in a course, and you need to choose a certain approach, you first see what the approach is about, and how do you feel with this approach. For instance, I can give you a concrete example of myself. I can say inquiry-based, good, I'm perfectly fine. I could not
56:00
I would not feel comfortable doing problem-based approach. I understand the benefits of it. There are many colleagues who are working in this direction, but personally, in my teaching style, will not fit. I'm very much
56:21
into the value of this unidirectional contact with the students. So, for instance, I think this should not be missing. This is just my style. And I know if I'm moving this one, then I
56:41
will be authentic, genuinely, and have a direct contact with the student. And then I'm sure that I will achieve more than if I stick to a concrete approach with which I cannot flow.
57:01
So I think you should consider both. First of all, of course, there are papers everywhere saying, look, this is the one that works. First, look at that. Then you say, OK, with this, yeah, I think I'm perfectly fine with this one. Then you go for this one.
57:20
Also depend on what you are teaching, right? If you're teaching in an organizational sorry, it's long, but it's important, I think, in an organizational setup, if you are working on a specific project in your municipality, then you maybe take a project-based approach.
57:40
Then what you do is you take your problem, the concrete problem, you want to find suitable areas for a landfill in the proximity of Christina and then you put all your team working on this problem and they train as they move as they
58:00
solve the problem. This will be project problem-based. OK, we do 10 minutes break and then we discuss a little bit more concrete tips to develop education.
58:21
So I just I'm already I'm already I have been said that I need to stay here which is absolutely breaking my teaching strategy. You need to wave your hands. But yeah, when there is a camera in the room, you need to stay
58:42
quiet, but be aware that it's not a good thing I got you posted. OK, maybe about this and now I go to your example. This is something that I do a lot, moving around just not moving around like crazy, but getting closer because I definitely
59:02
think that this distance between a stand is not always depending on the setup. If this was more formal in a vehicle with 100 people, then it's OK. But it's a small group so I feel more like I sit with you here and there.
59:21
I cannot do that because of that. Can you tell your example? Because just because I came with an example about the spiritual thinking I think it's a very nice one. Normally we design the maps with the north or in a horizontal style. Then I went to my field work
59:40
doing my PhD and then it was like OK, people didn't understand the map not because the map was incorrect or was the wrong projection, it was just that I put the north in a completely different direction. And actually they were very well oriented.
01:00:00
They could just post transcribe location in the spacer, indeed. But they were having so much issues with mind map, just because of this orientation. And the solution was we have to reorient the map so they can work and digitize, yeah. So it's really an issue to know, also the culture of the people.
01:00:22
Yeah, exactly. But this is another aspect I did not mention here that is coming with the example of the, concrete example that we showed, that definitely, there is this spatial thinking which is common to everybody, but as I said, this is cultural part of it.
01:00:40
So, you know, you need to understand that yes, I believe that those who said, well, spatial thinking comes from your environment and your culture, they have a point there. Because we can all be special thinker, but not necessarily in the same way. It's what you are telling. And yes, I totally agree with that.
01:01:02
So in that, okay, in this part, let's see a little bit the differences between teaching in an academic setting and in an organizational setting. Can I ask you who you are and what's your, yeah. I am in Morocco.
01:01:21
Yeah. I am the engineer of the one driver. Yeah. And I'm working in the level of school. Oh, okay, okay. We decided this. Okay, okay, so you're for the organization. So, let's see the different parts of the process of designing education
01:01:41
and what things are common to those worlds in which are differences. First, let's define a little bit what we are talking about. So, the different type of educational set up. I'm taking this one from the UNESCO definitions
01:02:00
of Toussaint Confunirego. We have formal, informal, and non-formal education. I don't know if you are familiar with this idea. We will be comparing here formal and non-formal. So, formal is really the education that is institutionalized. So, it is intentional, it is planned, and it is aligned with a whole national,
01:02:25
or provincial, national structure, and there are problems that are predefined, and there is a structure that you need to follow in order to get your final certification to be able to go to university, and then further, masters, et cetera. So, this is an education system of a country.
01:02:43
So, this is what is called formal education. Then we have an informal education, and informal education is simply that one that can be intentional or not, but it's definitely not institutionalized, and it's just happening. There's no organizational structure.
01:03:03
You come across something that calls your attention and enters into you. You read it, and you learn something. There's absolutely no structure to that, but the learning happens. There has been a transfer. There is something that is entering your, probably, your long-term memory. Typically, in your workplace, with your family,
01:03:23
reading a book, watching videos, this type of education, and then you have a non-formal education, and this is where we set, where we place the organizational trend, and this is not institutionalized.
01:03:41
This is institutionalized, sorry. It is intentional, it is planned, but it is kind of a compliment, so it's not compulsory or obligatory. It's more that you do it because you think you need it or because you realize that there is a lack of knowledge, a gap in your knowledge that you want to feel or because just you want, you're curious about,
01:04:04
and then you go for it. So, there is this part of a voluntary drive to it. A little comment on that. Yeah, yeah. A little bit of intrinsic motivation, because a lot of the non-formal is not the choice of the process.
01:04:22
That's totally true. That's totally true. So, this is the general definition, but indeed, what you find is that the non-formal education sometimes loses the main component, which is the voluntary drive. We can discuss this with the example that I will give,
01:04:43
which is a serious problem, when it's compulsory, but when it's something that is not compulsory as a system, but it's something that your employer wants you to do, and you are not interested in this one. Yet, you need to do this. This is the case that you're saying. So, this is a shame,
01:05:01
because you are missing the main driving force for this type of education, which is the following type of education. About non-formal education in, let's say, the general set-up. Hi, welcome.
01:05:20
What is the definition? It is education. Now we have training, organizational training specifically. It has specific learning objectives. So, you have a goal. It addresses the individual, but it addresses the individual in an institutional context. So, this is the main difference.
01:05:42
When you're in the academic world, you're focusing on the individual. When you are in an organizational training, you are addressing the individual, but in the context of the institution. So, you should not forget about that. And it's a scary activity,
01:06:02
so it's not informal in that sense, and the knowledge could be done directly in the place where the people will apply, like if I go and do a training in the municipality of Pristina, or I can bring you the three of you here, like you are now, and do some training here that you will then transfer in your municipality.
01:06:24
The most important part is, and this is the same as in an academic set-up, is that there is nothing that I can do to force you to learn. And it goes in your direction. Also, your boss cannot do anything.
01:06:41
And this is sometimes traumatic, because you can stay here for a whole day, and you will learn nothing, because simply you don't have the internal switch on. And the same happens for the organization as a whole. You can be all individuals that are very interesting
01:07:01
and are actually learning things, but then as an institution, as an organization, it doesn't work out. So you are not able to transfer, because there are other interruptions in the flow that don't allow you to transfer your knowledge to the whole organization.
01:07:21
This means that, same as in the individual base, the organization needs to be ready to learn as a whole. And this is very difficult, because the organization is a collective. It's not one individual. It's like the whole organization needs to switch on the learner.
01:07:48
And how do we do that in an organizational training world? There are three conditions that need to be there, and I think you are familiar with all this. First of all, there are three components to the training
01:08:02
that needs to be there, absolutely. One is enabling the environment. There should be an environment, and the environment not talking internal to the organization, but in the system where the organization is placed also. If we are talking municipality of Pristina,
01:08:22
let's consider Kosovo, but also volcanic area. So there should be an enabling environment that allows or is open to learn something new. The structure of the organization needs also be prepared for that.
01:08:42
Be prepared means that first give the opportunity to the staff, for instance, to train, but also is open and have the resources to then adapt, uptake, whatever this staff that has been recently trained brings back to the new organization
01:09:01
so that something happens in the organization that is different from before. And then the individual capacities. You may have the two previous requirements, but then you don't have individuals that are ready to learn. This is what we were discussing with Elisa,
01:09:20
people that might be technical, but they don't have the special thinking magic. And then you also need these individuals to be able to uptake whatever you need to do. The second condition is that you create design training
01:09:40
at an organizational level that is sustainable. So it doesn't make any sense that I do a short course on something that you will never see or use again in the future. So if I'm designing a training for the municipality of Christina, I keep putting you as an example because you are the main example here,
01:10:03
then I need to think and I need to understand which are the objectives of the municipality in the coming 10 years or in the coming 20 years so that this training is relevant for you and create capacity to be able to reach your ultimate goal
01:10:20
and not something that will die after the week of training. So, sustainability. And the other important condition about training is that the success of the training is dictated by the relevance and the quality of the intervention.
01:10:41
The relevance comes from how important it is for the learner to learn whatever you are teaching so that there is a match between the needs of the organization and what you are teaching. And the quality of the intervention is from the side of the trainer and it's making sure that what you are training
01:11:02
is properly prepared so that there is good idea behind that that needs assessment has been properly done and that there is a good follow-up so that you make sure, especially when you are not working on the job, so you are training someone who will come back to his or her country, that this transfer will actually happen.
01:11:23
This requires from the trainer, and I guess you know this very well, a follow-up. This requires it from him. This is totally different from the academic world. This is like another world. Please feel free to interrupt.
01:11:40
So here we are, a formal education organizational trainer. In the formal education, the transfer of knowledge and skills goes to individuals, basically. In the organizational training, we go to the individuals but in the context of the collective, of the organization where they are working.
01:12:02
So it's two different approaches to it. In the formal education, we have the learning outcomes, structure, constant, contents that are all aligned in a program, in a educational system, at a national level, for instance, typically, or international. In the training,
01:12:22
we respond to a specific need. So that's why it's so important that we understand this need. What Rosa was giving as an example was perfect. We need to understand that these people in Indonesia read maps upside down, right? And they need something
01:12:42
that will be able to work upside down. Otherwise, it's not an abuse. No, they refuse. They refuse to work. Yeah, exactly. Then you are confronted with that. So it requires a good needs assessment. The learning objectives are customized so they are not, in a formal education,
01:13:04
they are already set. In a training, you customize them, and the contents need to be adapted to local needs. And this adaptation is very important, very relevant, and can go, depending on the type of training, in the case of IHC or IHS,
01:13:23
we are doing training everywhere in the world. So, for instance, part of the customization may even mean that I translate into the local language, or that I have someone translate it, for instance. So it can go that far in the customization.
01:13:43
Another big difference is, in formal education, normally the design of the course or the program or the session is fixed, so you're not going to change it. Whereas in the organizational training, the first thing that you need is flexibility.
01:14:01
Because when you get there, or when the people get there, you actually understand who are they, and then you may need to change your program. In my case today, I came here, I was referred to 14 people, there were one, and then there were two, three, and then I start asking, well, who are you,
01:14:20
and what is it, because, you know, if you are all from the municipality of Pristina, I will not have you here one hour and a half talking about education in an academic context, because it's absolutely not relevant. Maybe it is, but it's not your objective. So you need to be able to adapt on the go.
01:14:42
The assessment, again, in the case of the academic, is focused on the individual, but in the case of organizational training, is based on the learning of the organization as a vector, which makes it very difficult. We will see that in a minute.
01:15:02
And the learning framework that you use for academic purposes normally is pedagogy. When you are training, let's say, young people up to adolescents, young adults even, is pedagogy. When you move into organizational training, normally you use anthropology,
01:15:22
because you are talking to other people who have different drivers to learn, and this makes the approach different. We already discussed what design and instruction is in the previous presentation, so we said we need to understand
01:15:41
which are the needs of the learner, which is the goal of the instruction, and then we can design an intervention so that the normal transfer happens. And there is a model to do that, and it's called the ADI model. I don't know if you are familiar with it, but it's applied in many, many other fields,
01:16:02
not only in education. ADI stands for analyze, design, develop, implement, and evaluate. So this is the cycle, the cycle in education, or for instruction design, how does it work. First you analyze which are the needs of your learner.
01:16:21
It doesn't matter if it's academic or organizational, so this is for everybody. Then you design an approach, a didactic approach for what you want to achieve. Then you develop material following that approach. So you decide on the approach, well, I will do active learning, I will do inquiry-based learning,
01:16:42
then I move on and I prepare the materials according to the design, the approach that I took, and then I implement. Implement is the most important one because it's the moment where the learning is happening. And at the end, you evaluate. Evaluate the result of the training in the short term and the long term.
01:17:03
So let's see a little bit these different stages for the different worlds, academic and non-academic. So in the analyzing part, what you need to understand is who are your learners. This is valid for all worlds.
01:17:22
When you step into a room in your master's degree and first course of master's degree or secondary school or preparation for university, you still need to know who your learners are. So it's true that you stick to a structure already because you cannot move.
01:17:41
This is formal education, but still you need to understand who they are because this will probably impact the way you address this particular audience. Even within the frame of formal education, you will address people differently. Now, this analysis becomes crucial
01:18:06
in organizational training because there is no fixed program. So your program will absolutely depend on who your audience are. So first, and I take again Christina,
01:18:21
then I need to go there and I need to sit with these three people and say, what is that you do and what is that you need exactly so that I can understand the gap that needs to be filled. And I need to be alert as to how am I going to do that or really from the beginning, from the needs assessment.
01:18:41
For instance, I need to be able to detect whether the other components, the organizational setup or the environment are ready for me to do a training that will be sustainable. Because there could be three geomorphists that
01:19:02
want to learn a lot, but then there is no server or they will not get permission from their boss to get the training or there will be no way to implement any of whatever we develop in the municipality at the moment. So these are the things that you need to detect.
01:19:22
What is possible, what is not possible so that your training remains relevant for the people who are there. And here is where the context also plays a role. I think you both mentioned this, but when you understand also the cold context.
01:19:42
Very simply, I was training in Morogo recently in Algeria and I came out with this beautiful schedule. Friday, lectures from morning to afternoon. Friday we don't work.
01:20:02
And then Sunday empty. We start on Sunday. What are you doing? These kind of things. The design and the development, we said basically you first choose your training approach,
01:20:22
your teaching approach. We said normally pedagogy when you are in the academic world, normally pedagogy when you are teaching in the context of capacity development and doing training for organizations. In this part is where you define your learning objectives. I will talk about that in a second.
01:20:40
And your expected outcomes. And this again in the case of the academy and the organizational training requires flexibility and adaptability. I take the same example. This is no formal education. I was expecting 14 people. 10 show up.
01:21:01
I need to read that. It was supposed to start at 9. They asked me to start at 10. I was planning for three hours. I need to squeeze it into two. These kind of things. If you are not flexible, you cannot do organizational training. Definitely. If you are not flexible, you cannot do it. Especially when you are training abroad, for instance.
01:21:22
In our cases, it is simply not possible. Another thing that comes into design development is the material, the teaching material that I said. And that can be customized or not depending on what you are doing.
01:21:42
And in the case, this is not always the case in the academic world, but for sure in the organizational training is the logistics. You have this extra step. Because when you are trying organizations, organizations may not be ready for a training. If the municipality calls me and says, let's do a training for 20 people,
01:22:03
is there room for that? Is there facilities to present? Is there a wooden tunnel there? No whole discussion. So the logistics. Now, a little bit on this part, which is the most important. So pedagogy and andrology.
01:22:22
Let's see what are the differences. Basically, in the academic world, you are addressing a dependent learner. Dependent doesn't mean that the learner is stupid. Dependent means simply that he's tied to this program
01:22:42
because he needs to finalize a basic education that is required in his or her national context. And in this sense, dependency in this sense. And dependency in the sense that normally, these learners are not there because they want to,
01:23:03
but normally because they are very feminine. There is a very strong cultural factor. Part of it is obligatory, depending on the country. Normally primary is everywhere in the secondary, but the university person is not. But you may have a very strong cultural background that is providing you to do the university education,
01:23:25
for instance. But anyways, you are there because you are supposed to be. In that sense, you are dependent. In androgyny, the learner is independent, in the sense that he or she chooses what he or she wants to learn and why.
01:23:42
Here comes the other factor, which is you might be an independent learner, but you may not want to learn that, yet you have to do it because your boss is telling you. So then, as you see, here you are broken. You are breaking exactly this part of it, which is the most important. Androgyny works with people who are independent learners.
01:24:05
Another difference is that in pedagogy and academic world, the student learns because he wants to progress to the next educational stage. So he's thinking in terms of what is coming. We can discuss whether this is good or not, but this is what actually happens.
01:24:21
Where in the organizational training, the point is to be able to perform better, to perform more effectively. So there is this inside, internal, inner driver to it.
01:24:41
I want to perform better. And this is the one that we should not lose. And if it's not there in the training, we should try to wake up. And pedagogy normally, we are doing subject-centered teaching.
01:25:02
So we decide the teaching around a subject that is there in the program. But when we are doing training in organization, we go directly to a task or a problem that this organization needs to solve. For instance, the municipality, I'll just put this example, needs to find suitable places for landfills.
01:25:24
So this is the problem. So then you develop your education around this. Let me have time. And this comes in direct relation with the next step.
01:25:40
In pedagogy, the source of motivation is internal, and it's external. It's your parents, the system, the country. You need to finalize your studies. In the other laboratory, it's you. It's internal. So basically the difference for the teacher is in the pedagogy part, you design education in the training, you co-design education.
01:26:04
And this is fundamental. Co-design versus design. Design is undesigned because the context is already there, and I can't adapt or test, but the context is there. Co-design is really I sit with the learner,
01:26:22
and I design education together with them. About the learning objectives, this applies for both. Academic or non-academic, learning objectives needs to be smart.
01:26:42
Are you familiar with this idea? Smart learning objectives, you are. So it has to be learning objectives is what you state as the objectives of your teaching, and they need to be specific, measurable, achievable, relevant, and timely.
01:27:00
So very quick tips for that. You state your start, your statement when the student will be able to, and the next is an action, is a verb. Your student, your learner needs to be able to do something, perform something. Something that is visible so that you can measure how good or bad he is doing it, or she.
01:27:29
That's why you absolutely avoid starting your learning objectives with the word. The student will understand or will know something or some other, because there's no way for me to know if you know,
01:27:44
because your knowing is inside of you. So I cannot measure that. But I can tell you, please draw a map and use appropriate colors for that, and I can see your map. And then I can understand that you understood color visualization or color principles for mapping.
01:28:05
So this is very important. And how do you come to these verbs that you use? Okay, you use Bloom's taxonomy model. Are you familiar with Bloom's taxonomy? No. You're not? You are?
01:28:21
Yes. It's very European, I think. You're Australian, isn't it? I think it is very European. So Bloom's taxonomy, he came up with the idea of three different domains of educational activities or learning. The cognitive, the affective, and the psychomotor.
01:28:41
So the cognitive is the mental skills, the affective is what's happening in science, feelings, the emotional areas, and the psychomotor is really your physical skills. Now, let's focus on the cognitive skills, so what you do with your mind, your knowledge.
01:29:01
And within your knowledge, you have six major categories, six different levels of knowledge, of mental skills. That ranges from the less complex to the most complex. So you start by remembering. It's a very easy task, apparently.
01:29:21
And you start building up. Remembering, understanding, applying, analyzing, evaluating, and creating. Creating is really the last step. When you're able to create and really create from scratch, then you are at the highest level of Bloom's taxonomy.
01:29:41
And Bloom has the excellent idea to link each of these different levels of mental skills with a specific verse that you can use in English, but there is a French version, there is a German version, I'm not sure if there is an Albanian version though, but there are many versions in different languages.
01:30:02
Verse that relate directly with this specific skill. I don't know if it's very legible, but you can look at the slide before, but let's take remembering, which is the basic level. You have verbs like define, for instance, or duplicate, or list, or memorize.
01:30:26
This, or repeat, just repeat. This just requires your brain to just bring from the long term, not even always the long term, just can be from the working memory, just bring back a list of things and just reproduce it.
01:30:43
There's not much elaboration on that. Now if you're moving up to the understanding, then you are going to interpret. Interpret is really an extra level, because it's not always that you list, but you also say, well this list means something, and you explain.
01:31:03
Apply and revise even more, because you need to translate an abstraction into an example that is completely applied. I will show you just an example in which this is more concrete.
01:31:21
Here is an objective for training. This was done for the example that I will show in a minute, a concrete training that we did in Bhutan. The objective was defined as at the end of this module, this could be training session, program, whatever, the student or the learner will be able to build a basic geode database
01:31:44
according to specific requirements and data. This is how it reads. So what do you have? In red you have the audience, so who is going to be the learner? In blue you have the behavior, what is this external thing that you will be able to see,
01:32:02
to evaluate, and in this case is that the person will build a geode database. You establish a condition. What is the condition for this person to build a geode database? Well, this geode database will be according to specific requirements and data.
01:32:22
This indicates that I'm somewhere in the middle of the pyramid. I'm not asking you to come up with data and create a database from scratch that will be created. I'm a little bit lower. I'm giving you specific requirements and I'm giving you data.
01:32:40
And I'm saying you put this together in geode database. Then I'm somewhere here. I teach you something and I say, now replicate the same thing, apply what I'm just saying, I'm telling you, and create this, but I'm giving you, look, this is the requirement, these are the data.
01:33:01
Now if I want to transform the same one into creating, because it reads like create something, I can tell you build the database, find out what the requirements are, find the data, find the software, everything, for instance. That would be towards the end of the pyramid.
01:33:23
And finally, you also establish a degree. If you see in green, I say the basic. Basic is a weak way to define actually, because what does it mean, basic? But okay, it's giving us an idea that I'm not expecting you to go to create a very complex database,
01:33:40
but something simple. This indicates at which level I'm saying. So that will be an example of how to define an objective for academic or non-academic purposes. Now the implementation, which is the most important one, and I'm coming to the end, no, not yet, sorry.
01:34:02
The implementation is the most important one because it's when the learning really happens, both in academic and non-academic world. And for that, we have the events of instruction from Gagné. Are you familiar with this one? Are you? The moments of events of instruction?
01:34:23
No. Okay, Gagné came up in the 60s already with these events of instruction, which are kind of steps. This only refers to the implementation. So from the moment that I enter this course until the moment I leave is where the learning is happening. So what should happen there?
01:34:42
And if you see, it's totally linked to what we have been discussing. First of all, it's gaining the attention, so it's switching on the students. It's filtering out whatever is not necessary from your sensory memory, and it's switching on your working memory. So an example will happen here.
01:35:00
So switch on your brains. Orient the memory. So second, I'll tell you what I'm going to talk about. Here is the moment where you give references to whatever the student already knows, so that he can go to the long-term memory as the time to go to the long-term memories of all.
01:35:20
All these things that are coming now will go to this drawer, the drawer of teaching GIS. So you give the instruction as to, hey, go to this part of your brain. And you directly stimulate the recall. The recall, recalling, is the way to stick things in your brain.
01:35:43
So you call back, you ask them, do you remember this? Do you remember that? How do you remember this? Please give me an example. This is a way to bring back the knowledge. Then you present. Then you provide some guidance. Then you release performance or practice.
01:36:03
This point is the point where I'm going to stop a second because it's different in the two worlds. In the academic world, the performance part can be there or can also not be. It's not compulsory. When we are teaching GI, we always, in a university context,
01:36:23
we normally have some practicals where people are exercising. But this can even not be there because we are focusing on the concepts, the teaching, the analyzing techniques, for instance. And you can then leave the technical part apart.
01:36:43
In the context of a working of organizational training, this needs to be present. And it's the moment that I make sure that then whatever you are learning, it will be transferred to your organization properly. Elicit performance means that you actually apply.
01:37:01
And with this one, you stick the knowledge with a practical example. Tips about this one to make a successful implementation. Number one is that you make the pedagogical strategy explicit.
01:37:22
This is related with number two when you orient the learner. You not only tell him or her, hey, let's go to the drawer where you have all the GIS related topic. But you also say, the strategy that I'm using with you is this and that. If you are going to implement problem-based teaching,
01:37:41
you don't want to trick them into all pedagogical mystery. You just want them to understand, look, you will be working in a problem-based. So I'm not giving tips, and I'm doing this on purpose because you need to find them. If you don't do this, the student does not, he will not understand what he's supposed to do. So make your pedagogical strategy explicit.
01:38:03
Explain to the learner how to learn. Turn two minutes to explain, hey, your brain works this way. It doesn't have to be complicated. It's ready to do two slides. And then you say, OK, this is how it will work. If you don't switch on, I cannot do much for you. So if you want to learn, you need to do it by yourself.
01:38:25
To elicit the performance and especially to make sure that there is this passage from the working memory to the long-term memory, you need to context-relax. And this is the part where you make your teaching relatable
01:38:41
so that your students can put these words into a concrete context. A good way to do that is at the end of the session because you asked someone. I will not do this here. But you asked someone to just summarize or just give ideas or say, OK, what did we learn to get an example of that.
01:39:01
The last part is the evaluation. Here we have another interesting model. I don't know if you're familiar with the Kirk-Patrick model. He developed this in the 60s also. And then it was kind of updated later on. And it advances the assessment. And again, the evaluation is about how successful
01:39:21
the transfer of knowledge was. And he came up with these four levels, reaction, learning, impact, and results. There is a little bit different between the two ones. In the case of academic teaching, we normally stay at the level two.
01:39:40
We just make sure that the learning occurred so that the student learns something else. So the example of, well, do a map. Use proper visualization colors. Then I know that you know the principles of cartographic color. When we are doing organizational training, actually,
01:40:00
we aim higher because it has to be sustainable. And you want to see an impact that is going beyond the organization itself and expands to the society as a whole. That's why you're training an organization. I don't expect the municipality of Pristina to just learn by itself, but also that the learning is
01:40:23
spreading to other municipalities so that at the end, Kosovo is in some way a better performing country in some specific topic that I'm teaching. And this requires time because you cannot see this impact right
01:40:40
after the course. You cannot see how much of an impact your teaching has created, not even within one year time. So this requires a long-term follow-up. So normally, when you go to capacity development or organizational training, you engage in long-term collaboration.
01:41:01
And you do this follow-up, should do this follow-up from time to time, contact again the municipality to see how are you now doing this? How are you now doing this? Did you come up with new things? Are there adjustments needed? Let me quickly show you an example that will be the...
01:41:21
Always the same problem. I'll show my documentation. Sorry. As a teacher. As a teacher. So OK, what I will show now in the last part is in 10 minutes, I will show an example of training and how we use the same training in an academic center
01:41:43
and in an organizational training. So we talk about different teaching approaches, context-based, problem-based, inquiry-based. Here's another one. And this is the one that I use for this example, which
01:42:01
is experiential learning. We did not mention it before. And this goes with your question. For instance, I chose this experiential learning because I thought it was fitting perfectly the objective of this training. And also I felt comfortable with it. So I just read a little bit what was the approach about.
01:42:21
And I thought, yeah, I think it will work. And what is this experiential learning? It's very broad. But basically what you do is to teach the students based on experience. And the GI version of it would be you show a product, which is the end product. And you tell the students, look, this is a product
01:42:42
that we expect you to achieve at the end, to create at the end. And you ask them to use it, play around with it, see the different functionalities. And then you say, well, now I will give you all these teaching sessions. And then you will pick from these sessions
01:43:02
whatever you think is necessary for you to come up with this final product. So with that, make sure that the students are active because they need to solve the puzzle, put together all the pieces to create this final product. They already solved the product. And they are excited about that.
01:43:21
Well, at least I was excited about the product. You look very nice. And then they have the motivation to keep moving. This is what I just said.
01:43:41
It's about what the experiential learning is. And there is collaborative learning. Collaborative learning is not really an approach, but it's just teaching strategy, more of an implementation type of strategy, where you create groups, sit students together, learners together.
01:44:00
And you make big groups so that there are different backgrounds and different knowledges and even possible different nationalities in the case of international courses that we have, for instance. And you make sure that there is this complementarity in the group so that they can learn from each other. And there are different levels of knowledge
01:44:24
of the same topic. Even you can sit there and your example, for instance, doesn't have absolutely any geographical background, but they have a very good technical background, an IT background. Then you sit with that geographer. And this is a working group, collaborative group.
01:44:42
And your role in that part is as a facilitator. So first of all, you indicate what is the strategy about and what you are supposed to do. You say, you know, I'm not sitting you here randomly. I'm sitting you here because you are a good IT expert and you are a geographer. So I expect you to be behind the coding and you to be behind the spatial painting.
01:45:03
So you make this explicit to the student. And this is a complete example of what the students were supposed to do. I was a geo web app, like the one that you see here, using the open source, GIS tools, only open source.
01:45:21
And the case study itself, so the topic was only hand food security. So we were already constraining the geographical area and the topic. And we were providing the data so it was really not problem based, but experiential learning
01:45:40
because we were showing the result upfront and then with the data. And then we provide this data to them and then recreate the app. Why did we choose open source? I think I don't need to explain this in this context. But for all the good reasons that you all already know,
01:46:00
basically because of sustainability, but also because of the flexibility in this case that the open source tools allows you to have. And all the other advantages that we already know. I can skip this one. And we applied in two different settings and see how it worked.
01:46:21
So first we applied, I think, that picture in an organizational setup. This was the geo municipality. This was the ministry of lab administration in Bhutan. So these were all staff members of the lab administration ministry.
01:46:41
And then we applied as a regular course in our program of study, master's studies, a short course with no credits. So just like the lifelong learning or vocational training, but in the academic setup.
01:47:00
That's how we extracted it. So we came up with five dramatic learning units that were taught simultaneously. So you see the five. So there's an introductory one. You can discard this introduction one was to make sure that all the attendance were at the same level. And if they were not detecting who were not
01:47:21
at the same level. So who, for instance, in the organizational example were absolutely not having any idea of what geospatial is. Then to take special attention to them later on. And then you have four units, databases, spatial analysis,
01:47:41
programming, and dissemination. And they are done simultaneously. Simultaneously means that you will have concepts coming from these different topics. And it's done simultaneously because the end product, which is a web app, requires different components
01:48:01
from these different units at different moments in time. So this is something that you do for the student. You present the content at the moment that he or she needs it. The only thing that you don't do is don't explicitly say, now that you know how to create a database, go and quit.
01:48:20
He or she should understand that, OK, this database may be useful as the running storage capacity behind my web app. And I don't know if it is, oh, yeah, I cannot run it here, probably. But I will show you in a minute if I can go online now.
01:48:41
This was the demo. So when we start the course, we just, in the first lecture, we show this one. I will show you in a minute how it works, which is the final app. In this case, for the time, in the case of the students in the faculty, it was, sorry, I'm
01:49:01
moving out of the camera, right? Then it was a good one. But what the students see is this app, final app. They can play around with the app. They see the functionalities. They like it normally. They say, oh, wow. And they start asking, oh, are we able to do this at the end of the course? Well, yes, if you do these things correctly,
01:49:20
then you will be able to do it. And this is the experiential learning. With that, you have them motivated. And then you start your teaching path, giving different teaching components that the student will pick to construct, to build his final product.
01:49:41
And this is more how it was organized. So for the academic track, what we need is at the end, we provide a certification. So they have four assessment moments.
01:50:01
And these assessment moments are, for the academic, is theoretic, theory, and practical. So we will do an exam where they need to answer questions. And we also ask them to show how far they are with the application. So they have some milestones here and here and here. For the organizational training, it depends.
01:50:22
In this case, they want just an attendance certificate. So we just let it as it was. They were there. We were there. At the end, we check the product. And we did the follow-up. Actually, there is a colleague. This was in the COVID time. That's why you see us online. Actually, there is a colleague of ours.
01:50:42
He's still there following up on this one. But we did not do any assessment. But it can also be done if we want to provide a certification that also says, well, this person passed or successfully completed
01:51:02
this course. You can also do it. I will show you in a minute how this experiential part, which is the most important. I hope I can run it.
01:51:20
But in the meantime, you can come up with questions or comments or whatever if you have one or you want to share your experience. Do you think I will be able to run this?
01:51:43
Oh, yes. But it will not be properly displayed in the video, I think. But it doesn't matter. I want my learners to receive it. Will this work?
01:52:02
I think it's now working. Let me see. Yeah. You don't see much happening. But the video is running.
01:52:22
So you see the coordinates in the way. So this is the product that I see. I'd like you to move forward so that you see the most interesting parts. But in any case, they see this map. They see the different functionalities.
01:52:41
They can zoom out, zoom in. And this is what they have as the motivator. Oh, there you see the part. So they see this. In the case of Bhutan, for instance, this was very motivated for them. Because they say, OK, this is what we actually need.
01:53:03
Their objective was to create something for realistic purposes. So when they saw this map, final product, they say, oh, yeah, this is what we want. So the motivator worked very well. So they were all very motivated.
01:53:21
It was something like 25 staff members. They were all there. Some of them were there because the boss asked them to be there. So they were not very active. But many of them were active. And actually, the current development by the learners is online.
01:53:40
Probably I can share the link later on. And for the case of the internal, the in-house course for Burundi, we did the same thing. Now what you see is Burundi. So this is the exam. So you see some functionalities.
01:54:00
And the student needs to understand how or which part of the learning will be useful to come up with such a product at the end. That's all from my side. Do you have questions, comments? Yes?
01:54:21
I find it interesting that I appreciate you did this during COVID online. You said a sentence that triggered me about the work of motivated participants. I think during COVID, because of moving online, there are other kinds of incentives for learners to be active. And the ones that normally have the wrong incentives,
01:54:41
like, for example, in face-to-face training, where you have your paper deemed in international work, they don't show up in the online, because they don't have those benefits then from there to there. Exactly. You get food or a dollar. Or money. So I see, I saw that there's a positive incentive of moving online. The people I see that you have there,
01:55:01
with all their technical struggles to be there online, they were more motivated than in the average donor with the class that you have abroad. Yeah. Out of the financials. Yeah. This is totally true. And we even marked, because the challenge there was the collaborative part, because how do you know if they are sitting together? Because in each one hour, two hours,
01:55:23
we let them work together in this collaborative setup. How do you know? You cannot provide anything like any guidelines. What we managed, even because this was a request from the ministry, but they were very active. So they even created these rooms, two rooms.
01:55:42
So we divided them in three groups, actually. And they were sitting in two rooms with camera. And it was very nice. So we could go online from time to time and see that they were working there. And we go to say, hey, genuine feedback. And well, there are also the very nice thing
01:56:01
is that in the case of Bhutan, they came up with their own data. So that was really because this was very smart from their bosses that they say, OK, you need to clean this data anyways. So all you need to know more in your desk, or you do it while taking this course. And it was very nice.
01:56:21
It was a very good move because, yeah, anyways, you need to do it. Then we spent a lot of time on topology, for instance, on correcting the layers. This was part of the course. We extended it. This is the flexibility part. So we were planning for only one lecture on data quality, I think in the first week.
01:56:41
And then we said, no, we will require more. And then we took two or three lectures on data quality, specific points of data quality related to their data. And the exercises were not actually exercises that we developed for them. But it was actually they came to us with their actual problems.
01:57:02
So, OK, this is the exercise. Then we need to solve it. So it was, in that sense, very impactful. On the job training. On the job training. I think it's always a very high motivation. Yeah, totally. Although it was not physically, because we know you have these two versions on the job,
01:57:20
it's really that you can have people sitting on their actual computer and working with the work on their current data. Or you can have them somewhere else. In this case, the ministry itself, they didn't have a place, a room to sit and so this was happening somewhere else in another building, national building.
01:57:41
So there was some transfer, but it was directly, it was on the job in the sense that they were working with their data. So this definitely was very interesting for them. Any other questions? No, I just wanted to comment regarding the feedback,
01:58:01
asking feedback from learners. And you mentioned somehow flexibility. There are some students that they cannot be seated for two hours. So some students request specifically that they need a break, five minutes break. Or for example, when in spite of failure of attention,
01:58:23
providing instruction for the exercise, not necessarily is clear to them. So asking that kind of feedback to be sure and how do you see this. Because I see this a lot in the software Carpentries.
01:58:40
And yeah, that really helps. And I see that when we provide feedback to the instructor, then they adjust and are trying to move them. Yeah. No, totally. And yeah, actually, one hour is even too long. So if you see the original program for this workshop,
01:59:03
I take this one as an example of organizational training. It was three blocks of a little bit more than an hour because I can see, OK, this is people who are professionals who are interested in this. So you take all this into account. When you are working with students that are simply
01:59:20
there in a program, you don't have all these extra modulators. So one hour of unidirectional teaching can be too much. So normally, you break it. Now, in this case, because we started later, the room changed. So this flexibility needed. And then at the end, OK, I'm giving it in two long blocks. But normally, you cannot expect people
01:59:42
to keep their attention longer than 45 minutes. OK. But for me, it's asking feedback. Oh, yeah. Asking. This, the flexibility also comes from that. Exactly. Because what you can have. Asking feedback. Exactly.
02:00:00
Yes, especially when you are doing something like this, which is totally customized. So you need to understand, is this actually meeting your needs? Yes or no, because it's the example of your map in Indonesia. Okay, any other questions? No?
02:00:21
Thank you very much for being here today, sorry for the changes in time and everything. I hope this was useful for you, because we are so very few. I don't know how long it will take for the video and the materials to be shared.
02:00:41
I can also send it to you directly by email. If you give me your emails or your names and with that you have this material in case you find it useful and interesting for your teaching. Thank you. And for the rest, enjoy your lunch.