BoK workshop AGILE 2012, Avignon Statement on Usage of BoK at our institute Wolfgang Reinhardt AGIS / Institut für Angewandte Informatik Universität der Bundeswehr München Wolfgang.Reinhardt@unibw.de www.agis.unibw.de
UniBwM UniBwM = University of the Bundeswehr (German Federal Armed Forces) Munich Degrees approved by the state of Bavaria, courses equivalent to other state universities (Bachelor, Master, PhD) 15 study programs (Master level) Around 3400 Students Most students are soldiers for 12/13 years, but also non-soldier students Most students live on the campus Trimester system Staff is civil 2 / 18
UniBwM UniBwM = University of the Bundeswehr (German Federal Armed Forces) Munich Degrees approved by the state of Bavaria, courses equivalent to other state universities (Bachelor, Master, PhD) 15 study programs (Master level) Around 3400 Students Most students are soldiers for 12/13 years, but also non-soldier students Most students live on the campus Trimester system Staff is civil AGIS: Research group of the Chair of Geoinformatics at the University of the Bundeswehr Munich, Comp. Science faculty, around 10 scientists 3 / 18
Introduction Start of discussion related to BoK at EUGISES 2006 AGILE initiative European view started in 2007 Presentation at GI science 2008 Usage of BoK Curricula design Curricula comparision / comparability Extensions / Changes of BoK Suggestions Development of a tool 4 / 18
The European view GI S&T: Very valuable initiative, but - BoK is representing primarily a view from Geography (Reinhardt and Toppen, 2008) - BoK is not sufficiently considering SDI aspects like Geo Web Services, meta data etc. -.. From (Reinhardt and Toppen, 2008): GI S&T BoK Other disciplines Geography / Planning Geodesy / Surveying Computer Science 5 / 18
Background / Challenges in GI education Geographic Information education is manifold, there are: Courses with GI as the main subject (Master in GI ) Courses with GI as one main subject (Master in GI & ) Courses with GI as a side subject (with different weighting) The required competence profiles of graduates are also manifold, examples GI Software development GI Application development GI Data Management GI Data Analysis Usage of GI methodology in a certain domain Training Sales / Marketing 6 / 18
Example from our university (Master level): GI in Computer Science and Civil Engineering CS: Spezialisation Geoinformatics and Computer Vision (30 ECTS). GI related modules: Geoinformatics Basics (3 ECTS) Geoinformatics I (Reference Systems, datum, map projections.., 3 ECTS) Geoinformatics II (Spatial data bases and data types, analyses, quality, 3 ECTS) Geoinformatics III (Basics of services, geo web Services, security, 3 ECTS) Geoinformation programming, project based (3 ECTS) 7 / 18
Example from our university (Master level): GI in Computer Science and Civil Engineering CS: Spezialisation Geoinformatics and Computer Vision (30 ECTS). GI related modules: Geoinformatics Basics (3 ECTS) Geoinformatics I (Reference Systems, datum, map projections.., 3 ECTS) Geoinformatics II (Spatial data bases and data types, analyses, quality, 3 ECTS) Geoinformatics III (Basics of services, geo web Services, security, 3 ECTS) Geoinformation programming, project based (3 ECTS) CE: Basics in GI and Surveying, related to their further studies in planning and Water Management Geodesy, Surveying and GIS (which includes GI Basics and DTM) (6 ECTS) Geographic Information Systems (Data bases, analysis, visualization) (3 ECTS) 8 / 18
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GI in Computer Science and Civil Engineering Aspired Competences: CS: they should be able to design and implement SW / applications which also include (among others) any handling of Geographic Information (-> according to market) CE: they should acquire the necessary basic knowledge / competence to use GI methodology in water management and planning Questions: What is the core of GI topics which should be taught in every program with GI content? How can the overlap of content be maximised? Is the BoK suitable to describe the content of GI modules in other disciplines than Geography? Can the differences in the learning goals and the content be expressed with the BoK? 10 / 18
Suggestions to extend knowledge areas Background: Only minimal changes of BoK (max. compatibility) Deficits related to SDI should be eliminated Competences in implementation / application programming should be visible (as competencies in Data Management, Analysis..!) Analytical methods (AM) Conceptual foundations (CF) Cartography and Visualization (CV) Data Manipulation (DN) Geo Computation (GC) Geospatial Data (GD) Design aspects (DA) Data Modelling (DM) Spatial Data Infrastructure (SI) GI S & T and society (GS) Organizational and Institutional aspects (OI) Application Programming (AP) Reinhardt, Wolfgang (2011): Geoinformatics education in different disciplines - Challenges, approaches and experiences. In: Proceedings LeGIO workshop on GI education. ISBN 978-90-8826-217-3. 11 / 18
Discussion of Core Units, some examples core topics within AM, CF, CV, DA, DM, DN and GD should be addressed in any case. Extent has to be adapted to the total number of credit points available for GI and other subjects taught. The AM core units as well as the CF ones can be accepted as core also in Computer Science and Civil Engineering. CF can be treated shorter than in Geography. Related to Computer Science the main focus in this field is visualization of geographic and thematic data, not map making. Design aspects is interesting in these conjunction: In CS of course students are familiar with all aspects of data bases as well as with modelling languages and so on In Civil Engineering it is the opposite, they have an introduction into object oriented programming, but no DB knowledge at all GD includes the highest number of core units but topics like SDI, Services, Metadata, ISO and OGC Standards, Geo Web Services not represented adequately. (in one single unit!) -> SI core topics to be added OI core units are for sure important for almost all subjects. See paper 12 / 18
Deepness Suggestion of an easy to use model: Students Know about it Students can apply it in their domain Students are able to use the concepts for the design and implementation of any GI related application Added as attribute to a unit! Better comparability of curricula, transcript of records includes only names! 13 / 18
Considering Deepness in teaching Scalable structure of the teaching material (as the concept of GITTA / CH has foreseen it) Core: Addional: Deepening: Concept can be implemented on different levels, from modules even down to slides Also allows scalability 14 / 18
Mapping of own study programs Use of extended BoK Knowledge Area Content (%) GD 45 AM 15 SI 10 DA 15 CV 6 CF 5 OI 4 Civil Engineering Knowledge Area Content (%) SI 30 AP 25 GD 25 DA 8 AM 6 CF 3 CV 3 Computer Science In original BoK in both cases GD would be 55! The principle difference in the goals of the study program would not be expressable The structure also expresses whether a focus is given on applying or programming 15 / 18
Development of a BoK tool for curricula design Knowledge area course Unit Topic Theme Module Module unit Lecture Extended BoK 16 / 18
Bok-tool: DB (Access) + VB 17 / 18
Bok-tool: DB (Access) + VB Will be presented at EUGISES 2012 18 / 18
Future work Further development of BoK tool Extension of BoK Cooperations! 19 / 18
Thank you! Questions? Wolfgang.Reinhardt@unibw.de 20 / 18