EGIS (1994), copyright EGIS Foundation.
This paper examines education in GIS addressed to young graduates under 25 years (EEC scheme). Factors which have been considered in defining educational objectives, professional profiles, knowledge aimed at, educational methodologies and didactic are discussed as well as lab, materials and software issues. The results achieved and problems encountered in planning, implementing and reviewing courses are discussed. Job positions found by students after attending Formez courses are also presented. Particular reference is made to the 1992-93 six month course. Formez experience in education in GIS allows to draw some conclusions. One consideration is that the discussion presented shows evidence of the effectiveness of Formez education in GIS in the Italian context. This paper is also meant to provide useful insights to those involved in education in GIS and to those who act in a situation similar to that of Italy.
Education in GIS in Europe has undergone a remarkable development with the dissemination of a number of GIS courses.
At the same time Italy is still marked by the lack of education in GIS at high school, academic and post academic levels (Peccol, 1991, Roccatagliata,1993). Conversely several factors indicate a growing interest in the GIS field: Local and Regional governments who have established a GIS or are planning to do so and bodies of Central Government already establishing their own GIS -Cadastre, National Geological Service. Evidence of this interest is also given by the increasing offer of services, and education and training courses offered by private organisations -besides GIS vendors.
This growing interest in GIS, on the one hand and the lack of education in GIS on the other, have led Formez to play a role as Center of Excellence in Education in GIS technologies in Italy. Since early '80s Formez has established educational policies for GIS, by which it is involved in both public sector and private sector, and in EEC initiatives aimed at developing advanced technological skills for the marketplace.
Formez is an Education and Study Center of the Italian Government. It implements and coordinates complex educational and research programmes. The LAB*GIS carries out educational and research activities in Geographical Information Systems and Remote Sensing. Since 1985, Formez has organised courses on RS and GIS both for Public Authorities and for young graduates (these are part of the EEC educational schemes). Up to last year there have been two 3-month courses per year. In 1993 Formez has started a 6-month course in GIS.
[End Page 277]
Previous educational activities within the EEC framework have been presented in past papers (Piscedda, 1992).
This paper describes the: 1) educational objectives, 2) knowledge aimed at, 3) educational methodologies, 4) facilities and lab setting of the new education activity, the 6-month course, which is now being organised for 1994.
Aim of the course is to provide students with both a theoretical and practical background with focus in GIS application. The course place particular emphasis on combining education and training to the use of GIS for analysis and management of environmental resources. The basic goals are:
A practical objective is to facilitate employment of students in the GIS field. The kind of professional profiles to educate is one of people who know about the technology, management of information, data analysis and modeling, people who understand interactions between environmental features, are able to show the results of GIS applications and to disseminate GIS technology culture within organisations.
The outcomes of past course show that:
As stated knowledge aimed at depends on objectives of the courses (Toppen, 1990), that is on the kind of professionals the course is designed to educate.
According to the objectives above illustrated, the knowledge aimed at is that of a " GIS generalist", not a programmer, or system developer/analyst, rather a person who is able to understand the problem to be solved and select the appropriate GIS methodology: a problem-solving approach through GIS technology. In Italy there is in fact an urgent need for professionals who by showing immediately and correctly what can be done with a GIS, increase GIS awareness so that GIS can become accepted and used.
[End Page 278]
An application oriented approach allows to fulfill this goal.
The course consists of a sequence of 7 modules on cartography, aerial photo interpretation, basic computing, fundamentals of statistics, satellite remote sensing, GIS, workshop. Basic description of them is given below.
Cartography. This module introduces basic principles and concepts about maps, thematic mapping, information representation, map drawing and editing. This module is essential since most students, even from technical faculties, have little or no basic knowledge on maps, map reading and interpretation. This module also sets the course's underpinning goal of gradually educating students to image interpretation and to information extraction from maps and images, as each modules is designed to teach and develop analytic skills.
Photo interpretation. This module provides theoretical and practical knowledge on aerial photo interpretation as a source of information for thematic mapping. Very few students from technical faculties have used aerial photos.
Students in extracting different themes (geology, land use, land cover) are exposed to a wide range of features in different natural contexts.
Basic commuting. This module introduces principle of computer technology, hardware, operating systems, application software, computer graphics and also includes a basic training on workstations, Unix operating system, interfaces, files and workspaces management, data exchange by network.
Fundamentals of statistics. This module provides fundamentals of statistics, with particular respect to remote sensing and GIS.
Satellite Remote Sensing. This module provides students with advanced knowledge on image processing of satellite data.
At the end of these modules students have acquired a sound knowledge on GIS related disciplines.
The sequence of these modules and their placement before GIS allow students to build up that knowledge propedeutic to GIS. The GIS module brings in fact together the previous one in a consistent way, through the issues of data collection, data integration, data analysis and information extraction. It was felt that introducing GIS first and then going back to those disciplines would have been dispersive for the course purposes.
The GIS module includes theory and applications: basic principles of GIS, data modeling, data acquisition and input, database accuracy,, error propagation and modeling, data analysis data output and presentation are the basic blocks dealt with.
During each block students carry out lab exercises both manually and on the computer. It was felt that manual exercises shifted emphasis from automatic provision of outputs from the computer, to "the logic of data manipulation" (Goodchild, 1992). GIS exercises on overlays, vector to raster conversion, data modeling are manually practiced and results compared to computer produced solutions.
[End Page 279]
In learning and practicing basic concepts it is important not to waste time on learning complex syntax of commands. Idrisi has proved effective in minimizing time devoted to software instruction; concept explained can applied straightforward. The first GIS week illustrates basic concepts and provides students with an overall picture on GIS, then each subject is investigated in further details in subsequent modules. Having in mind the whole picture, before merging in details, helps students to keep clear in mind the learning path.
Education methodologies are a combination of methods aiming to provide both theoretical knowledge and practical ability to solve problems and manage environment by using a GIS. In all modules education is achieved through: (i) theory, (ii) exercises, (iii) applications.
Theory is always accompanied by complementing exercises, which allow to test students understanding of the subject just taught and to practice it immediately. Thus full understanding of each concept is assured.
At the end of the theory short applications allow students to consistently apply and practice in a structured way topics learned. Careful planning of exercise constantly challenges students with personal decision-taking on how to achieve their goals. Clear understanding of the problem, definition of its terms and flow charts of operations involved are essential steps. At a very early stage such mental habit is very difficult to attain. Students tend to consider writing down procedures a time consuming process and, from a psychological point of view, it is perceived as a major self exposure to criticism. They will tend to discuss rather than writing.
The dilemma about education and training seems permeating the general debate in academic, institutional and private contexts. Education appears to deal with concepts and principles of GIS, whereas training seems to deal with acquiring skills for operating functionalities of a specific software. Depending on the institutions' mission and resources as well as on course objectives, education and training can be either exclusive or complementary.
If students are to be given GIS technological skills a six- month course has to provide them with both education and training. Specific software have been used for each approach.
For education a simple to operate software was needed, one which relieved students from operating complex functionalities. We felt that developing a Formez purpose written or customised software would have taken away from students the chance to learn an other commercial software. In this respect, the commercial software appropriate for education was Idrisi. Simple to operate, command go straight forward to concepts and require no training when coupled with explanation of GIS concepts.
Training on a large package takes place after a full cycle on education is completed.
Arc/Info was adopted as fully-blown commercial software for a twofold reason. Firstly because it is worldwide used, and because it is the only software fully supported and assisted by Esri-Italy in Italy. Hence training students on Arc/Info means training them on a GIS software most likely, as it is happening, to be adopted by central and local authorities and private companies as well.
In order to acquire the principle that basic GIS concepts are the same notwithstanding command change in different softwares, as part of intensive exposure to hands-on practice, students are
[End Page 280]
required to translate operations and functions performed with one package, Idrisi, into another package, Arc/Info GRID.
This very useful practice, beyond reinforcing analytic and modeling concepts, forces students to make their way through a new package on the mere grounds of basic concepts they have learned and practiced.
The training on Arc/Info is carried out by Esri-Italy on the basis of a programme developed and taylored for the course's specific needs.
Since Idrisi runs in a MS-Dos environment and Arc/Info and GRID in a Unix environment, students learn both operating systems. HP VUE interface is used for the Unix o.s.. Interfaces and/or macros in Arc/Info are not used: writing down full commands as well as the practice of reading and interpreting manuals is very useful; macros are developed by students during the workshop for executing routine tasks and for presentation of results on computers.
It is held that "GIS...requires an holistic approach to problem identification and problem solving" (Gordon, 1992), as in a GIS different natural features can be studied in relation to each other and be integrated in order to provide explanation to phenomena. This kind of approach involves different disciplinary backgrounds working together.
Sound insight on the relationships of phenomena are given during the modules which precedes the GIS section. During GIS lab practical sections students have to put their disciplinary knowledge together to analyse a given phenomenon. This is achieved through intensive team work and reasoning on how natural phenomena interact, to what extent each single discipline can explain or contribute to its understanding, and how to model it in a computerised GIS.
The interdisciplinary work brings about mutual understanding of different disciplinary roles and approaches to the perception, analysis and solution of problems. Role-playing context are simulated in which students have to apply GIS technology for solving problem for a client, with final presentation of the results given to the client.
Interdisciplinary work is supported by tutors from different disciplinary backgrounds so as to provide guidance throughout the lab practice.
The workshop is the stage of the course in which students are required to apply the capability they have acquired in order to transform information about the real world (the project assigned) so as to organise it, combine it and selectively use it in the solution of problems (those put forward in the project).
Project development includes evaluating and integrating the database, acquiring data (remote sensing, maps, data in digital format, statistic data); data input and integration; data analysis, presentation and visualisation.
The project is carried out by interdisciplinary groups and is related to environmental protection and planning. Tutors and lectures assist through its completion.
Formez LAb-GIS was set up in 1993 by Hewlett Packard and Formez with the goal of using advanced computing and GIS technologies for education and research.
HP provided technological support with high performance, networked workstations, softwares and system management. Formez provided well established experience in the field of education, research
[End Page 281]
and application. The establishment of the Lb-GIS was a striking enhancement of the potential of Formez education in GIS.
With the particular emphasis on innovation transfer and technology diffusion the LAB*GIS has strengthened Formez education in GIS alongside with a 6-month course on GIS held in '92/93.
The lab facilities consist of 3 workstations 900/700 series (750, 720, 710), X-Terminal, plotter Draft Master, Printer.
Facilities for education include 7 workstations 710 networked with the lab running Arc/Info GRID 6.1 (including all other Arc/Info modules), Erdas Imagine. Other softwares are also used: Idrisi, Genamap, Grass, AutoCAD.
Research, activities supporting courses, preparation of materials are carried out in the lab.
HP also provides a grant to a full time GIS project assistant, the system manager, sw/hw support.
Formez task to educate and train young people under 25 is proving effective in creating professional skills in applying GIS technology to environmental protection and planning. There have been 7 GIS courses with an average of 17 participants each for a total of 119.
About 50 ex-participants out of 119 are now working in the GIS field and related techniques -RS, Photo interpretation.
They are employed in private nation wide organisations like Telespazio, Olivetti, Alenia and in smaller companies, in the public sector, in universities. These educated and trained professionals can help GIS to become understood and operative organisations, and more generally GIS diffusion and dissemination.
The diffusion of application oriented GIS skills through the kind of education illustrated is a vital factor in promoting the take-up of GIS in Italy.
This is certainly a challenging task for Formez which has to stimulate the demand of education in GIS and also anticipate future needs. In this respect Formez is already making plans ahead, by planning specialising courses on specific GIS application (cadastre, LIS, monitoring) which, once the first is realised, would prove that widespread basic GIS knowledge in Italy has become established, and more in depth specialisation is needed. The fact that Formez is a reference institution in education in GIS a sign being on a good path.
Ehlers, M. et al. (1989), Integration of Remote Sensing with Geographic Information Systems: a Necessary Evolution, Photogrammetric Engineering & Remote Sensing, Vol.55, No.11. November 1989, pp.1619-1627.
Goodchild, M. F., Kemp K. K., (1992), NCGIA education activities: the core curriculum and beyond. International Journal of Geographical Information Systems,6,309-320.
Gordon, W. R. Jr, Soubra N. M., (1992), Geographical information systems and planning in the USA: selected municipal adoption trends and educational concerns. International Journal of Geographical Information Systems,6,267-278.
[End Page 282]
Lauer, D.T. (1991), Institutional Issues Affecting the Integration and Use of Remotely Sensed Data and Geographic Information Systems, Photogrammetric Engineering & Remote Sensing, Vol.57, No.6, June 1991, pp.647-654.
Raper, J., Green, N., (1992), Teaching the principle of GIS: lessons from the GISTutor project. International Journal of Geographical Information Systems,6,279-290.
Peccol, E., (1991), GIS in higher education in Italy. Proceedings Second European Conference on Geographical Information Systems, Brussel, April 2-5, 1991.
Piscedda, S., Giardina, M.,(1992), Proposal for a curriculum on GIS in Italy: A non Academic and Post University curriculum, Proceedings Third European Conference on Geographical Information Systems, Munich, March 23-26, 1992.
Piscedda, S. et al. (1990), GIS Post-Graduate Educational Programs in Italy: Methodologies and Approaches. In: EGIS'91. Poster at EGIS'91, Second European Conference on Geographical Information Systems. Brussel, April 2-5, 1991.
Roccatagliata, E., Primi, A., (1993), GIS education and research in Italy: a preliminary survey. Paper handed in at EGIS'93, Fourth European Conference on Geographical Information Systems. Genova, March 29-April 1, 1993.
Toppen, F. Groen, J. (1190), Job Opportunities and GIS Curriculum Development; GIS Courses in Human Geography at the University of Utrecht. In: EGIS'90. Proceedings First European Conference on GIS. Amsterdam. Wiggins, L.L., Ferreira, J. jr., (1992), MIT's computer resource lab: A research and educational facility for GIS in urban planning. International Journal of Geographical Information Systems,6,299-307.
[End Page 283]