Geomatics and Open Textbooks (original) (raw)
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Sur la base d'une expérience de 100 ans de formation en géomatique à l'Université Laval, certaines tendances en matière d'enseignement peuvent être extraites. Cet article aborde le contenu des cours universitaires en géomatique et les méthodes d'enseignement de cette discipline. Le contenu des cours doit s'ajuster à la convergence des technologies considérant, entre autres exemples, que les moyens de localisation sont intégrés dans des appareils ubiquistes de plus en plus miniaturisés. Un enjeu important dans la conception de l'enseignement est la « demi-vie » du matériel pédagogique enseigné. D'égale importance est le contexte sociétal de l'utilisation des technologies géomatiques. En même temps, les méthodes d'enseignement doivent évoluer à cause des pressions exercées par les changements technologiques. Une conclusion importante est que l'enseignement de la géomatique requiert des investissements substantiels dans les infrastructures géospatiales.
" GEOMATICS " : 26 YEARS OF HISTORY ALREADY
Cet article résume l'histoire du néologisme « géo-matique », depuis son apparition jusqu'à nos jours. Il indique que son succès est lié directement à l'apport d'une nouvelle vision reflétant le potentiel de l'ère numérique pour construire des processus plus flu-ides de production de données à référence spatiale. Cet article reconnaît également le rôle clé joué par cer-tains intervenants aux débuts de cette vision. L'article se termine par une note convaincante quant à l'adoption du terme « géomatique » dans plusieurs pays et plusieurs langues.
Integration of Geomatics in Research & Development
The use of Geographical Information Systems (GIS) within the society as well as in academic work has increased rapidly over the last decades. This also means that Geomatics has started to create problems in both academic and non-academic worlds. Firstly because it bridges borders that have been in place for a long time and secondly because Geomatics, or rather the basic concepts of Geomatics, is increasingly used. In the eighties it was natural that departments dealing with Geomatics were located at technical or natural faculties. Today this is not the case anymore. Spatial analysis has proven to be important in all disciplines. We can find examples of strong GIS units in e.g. humanities (archaeology, human ecology, language studies etc.), social science (human and economic geography, economy, economic history etc.) and medicine (social and occupational medicine, epidemiology etc.). This means that Geomatics is part of research in most disciplines and that many users are facing the ...
Geomatics tools and education: status, integration and perception
This research attempts to determine the perception of the concept of territory with used by ICT geomatics tools present in the Web 2.0 in of university students in Chile and Spain. Through understanding the concept of territory and how this are translated into digital vision, was intended establish the students' perceptions about the use of these tools, their meanings and forms of communication. This study explores the use of ICT tools and geomatics by students and perceived spatial dimensions with these tools: territoriality, affectivity-significance and communicability. The use of geomatics tools remains at a basic level, reaching an initial opportunity to share specific elements such as the location, the reference and visual elements that exist in the territories. This opens the possibility of using these tools in the field of education about the territory.
Educational and Training Experiences in Geomatics: Tailored Approaches for Different Audience
ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences
The recent outbreak of geospatial information to a wider audience, represents an inexorable flow made possible by the technological and scientific advances that cannot be opposed. The democratization of Geomatics technologies requires training opportunities with different level of complexity specifically tailored on the target audience and on the final purpose of the digitization process. In this frame, education plays a role of paramount importance, to create in the final users the awareness of the potentials of Geomatics-based technologies and of the quality control over the entire process. This paper outlines the current educational offer concerning the Geomatics Academic discipline in the Italian higher education system, highlighting the lack of dedicated path entirely devoted to the creation of specifically trained figure in this field. The comparison with the International panorama further stresses out this necessity. The purpose of this work is to present different educational approaches by distinguishing between the starting knowledge level of the students/participants and the final aim of the training activities. Three main audiences have been identified: i) experts, who already know some basics of Geomatics to understand the theoretical concepts behind its technologies; ii) intermediate audience, who are interested in learning about Geomatics technologies and methodologies, without any previous or poor education concerning these topics; iii) non-experts, a mix of a wide group of people, with different educations and interests, or without any interest at all. For each group, the multi-year experience concerning educational and training activities for the geomatics-based knowledge transfer in all the multi-level approaches of the GECO Lab (University of Florence) is presented.
Geomatics in the Era of Citizen Science
Geomatics
Geomatics has long been recognized as an information-technology-oriented discipline whose objective is to integrate and deliver multiple sources of geolocated data to a wide range of environmental and urban sciences [...]
2018
The purpose of this text is to consider the cartographic and remote sensing languages whilst thinking about the composition of a force field that is inseparable from thinking space and corporeity, including its paradoxes. From the perspective of a micropolitical analysis in the deleuzian-guattarian key, elements of symbolic cartography such as scale, projection and symbology are employed to operate with maps and tributary images of remote sensing, aiming to understand space and corporeity in a multi-scale way. Thus, we generated crossovers from a micropolitical perspective between diverse educational practices with elementary school students, between 9 and 10 years of age, from elementary education, 4TH Grade, and students from the Science Teacher Education Program (LCN) at the School of Arts, Sciences, and Humanities (EACH) São Paulo University (USP) in Brazil.
Geomatics Education: Need Assessment
ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 2014
Education system is divided in to two classes: formal and informal. Formal education establishes the basis of theory and practical learning whereas informal education is largely self-learning, learning from real world projects. Generally science and technology streams require formal method of education. The social and related aspects can be taught through the other methods. Education is a media through which the foundation of the knowledge and skill is built. The statistics reveals the increase in the trend of the literate population. This may be accounted due to the level of urbanization and migration to the cities in search for the 'white-collar jobs'. As a result, a shift in the employment structure is observed from a primary sector to a secondary and tertiary sector. Thomas Friedman in his book 'The World is Flat' quotes the impact of globalization on adaptation of science and technology, the world has become large to tiny. One of the technologies to mention here is geospatial technology. With the advancement in the satellite remote sensing, geographical information system, global positioning system, the database management system has become important subject areas. The countries are accounting hugh budget on the space technology, which includes education, training and research. Today many developing countries do not have base maps, they are lacking in the systemic data and record keeping, which are essential for governance, decision making and other development purpose. There is no trained manpower available. There is no standard hardware and software identified. An imbalance is observed when the government is promoting the use of geospatial technology, there is no trained manpower nor the availability of the experts to review the accurateness of the spatial data developed. There are very few universities which impart the degree level education, there are very few trained faculty members who give standard education, there exists a lack of standard syllabus. On the other hand, the industry requires high skilled manpower, high experienced manpower. This is a low equilibrium situation. Since the need is enhancing day by day, the shortage of the skilled manpower is increasing, the need of the geomatics education emerges. This paper researches on the need assessment of the education in geospatial specialization. It emphasises on the challenges and issues prevail in geospatial education and in the specialized fields of remote sensing and GIS. This paper analyse the need assessment through all the three actors: government, geospatial industry and education institutions.
Contribución didáctica al aprendizaje de la geografía
Los capítulos de este volumen han sido revisado por pares ciegos. Los evaluadores, pertenecientes a universidades españolas y extranjeras, integran un comité científico y aparecen al final del presente libro. A todas estas personas se les quiere agradecer la tarea de revisión, que garantiza la calidad científica de esta obra.
Teachers' and Students' Requirements on Geomatics and Geoinformatics Education
pixel-online.org
The technical education (including the education on the field of geomatics, geoinformatics and geoinformation technologies) is changing very rapidly. It is connected not only to technological development but also on new pedagogical methods and principles (and technologies) and need of lifelong learning. This paper tries to compare the two basic views on the educational questions. On the one hand there are learners and students, on the second hand there is very important opinion of teachers and training experts.