SHARING E-COURSES IN GI SCIENCE WITH EUROPEAN PARTNERS:
EXPERIENCES WITH A GEODATA VISUALIZATION COURSE
C.A. Blok
ITC
blok@itc.nl
The paper
will describe our experiences in the development and execution of an e-learning
course in Geodata Visualization. This course is developed in the framework of
the project ‘eduGI’ that aims at re-use and sharing of e-learning courses in GI
Science among the project partners. Currently, there are eight contributing
partners in seven European countries. Each institute develops and executes one
course for students of two or three
partner institutes, and - in return - receives two or three other
courses to be taken by their own students. For example: ITC executes the
Geodata Visualization course for students of the Harokopio University in Athens
(Greece) and Uppsala University (Sweden); it receives:
§ GeoSpatial Data Mining, from the New University of Lisbon (Portugal);
§ Data Acquisition and Integration, from the University of West Hungary;
§ Virtual Excursions, from Uppsala University (Sweden).
All the courses run on an educational platform of the New University of Lisbon. Some other common aspects are the level (M.Sc.), the study load (90 hours), and the credit for students who successfully complete the course (3 ECTS). Furthermore, the courses are evaluated by staff of the receiving institutes and by the course participants.
The project
is sponsored by the European Commission (EC), Directorate-General for Education
and Culture (Project’s reference: eduGI – EAC/23/05 DE 011).
It started in February
2006. All the pilot courses will be completed in May 2007, Based on the
evaluations, improvements will then be made, and decisions about future
exploitation of the courses, beyond the end date of the EC-sponsored project
(July 2007). The project’s home page is
at: http://www.edugi.net/eduGI.
The paper will first describe the general
project context in more detail. Then it will discuss the main underlying ideas
of the Geodata Visualization course. It will describe the course structure and
course components: study guide with learning instruction, e-lectures, tasks (to
be executed in small teams), synchronous contact sessions, self tests and exam.
Our positive and
negative experiences in the design and execution of an e-learning course at a
remote platform, recruiting of (in ITC’s case) remote students for the courses
that we received, and the cooperation with partner institutes will be
discussed. We will briefly compare our experiences in this e-learning project
with other types of e-learning or blended learning projects in which ITC is
involved, and end with some conclusions and recommendations.