Learners are instructed to complete one of the exercises related to the topic. Each exercise comprises ten questions which direct the learner to perform the tasks that provide evidence that they have acquired the relevant map analysis skill. Once they have finished answering the questions, they open the model answer sheet and assess their answers. Successful completion (a high percentage of correct answers) shows whether they have attained competence in the execution of the tasks based on the map analysis skills. If their success rate is less than masterful (80 %), they are instructed to attempt another exercise to gain more practice.
• What next?
Guides the learner to the next lesson in the skills hierarchy
7.3.3 Structure of the MapTrix Geomatica prototype
MapTrix Geomatica has a two-part computer-linked structure using two different software packages, viz. GIS, containing all spatial data in a digital atlas, and the operating files. The learning materials (lessons, exercises and answers) are presented on PowerPoint. The user moves constantly between programmes (preferably using the alt and tab keys).
• The GIS component
Naperian GIS Technologies are the creators of the GeomaticaTM product suite. This South Africa focussed, GIS based learning material is designed to expose teachers and learners to key subjects such as Mathematics, Science and Information Technology but also incorporates History, Social Sciences and other learning areas (www.geomatica.co.za). One of the principles upon which their product offering is based is forming relationships with product users. They provide initial training and website support and assistance to teachers, focussing on the provision of skills and resources for project-based activities across a range of subject areas. Their start-up GIS lesson was adapted and used to introduce the GIS component of the MapTrix Geomatica programme to all trial participants (Appendix 7.6). The organisation's emphasis is on supporting teachers to use technology in education in an interactive classroom environment. Updates are regularly incorporated in keeping with the best practices of constructivist models of instructional design (Stott, 2004).
University
of Cape
Town
A synergy clearly exists between using a GIS to encourage learning across the curriculum and using GIS to develop map use skills. While Geomatica encompasses a cross-curricular approach, the aim of the current research is limited to the development and evaluation of a self-instruction method for the analysis of spatial information. Although a comprehensive data set of South African maps is used to illustrate certain tasks and GIS functionality, the assessment of analytical competence is based on topographic maps only.
The original selection of map extracts for MapTrix was conducted between 1994 and 1996 (Table 3.1) at a time when map symbols had been adapted for digital map production but the whole country had not yet been remapped. When preparing the exercises for the current programme, the most up to date topographic map extracts of those originally selected for MapTrix were used. To ensure coverage of all nine provinces in South Africa some maps in the original selection were replaced by extracts covering a new selection of areas. Using the TNT range of GIS software programmes from MicroImages, a digital atlas was developed which incorporated a range of data focussing on each selected topographic map extract. This included the raster and vector data for the full topographic map sheet, an alphanumeric reference grid for the selected extract plus satellite images, colour or black and white aerial photography and orthophoto maps (where available).
To put each extract into context, the software presents the geo-referenced map extracts linked to the South Africa data set, which includes layers showing boundaries (down to municipal level), infrastructure, climate, relief and hydrology. The digital elevation model (DEM) can be either sun- shaded or layer tinted (or both) to enhance the relief presented by contour lines. When the sun- shaded DEM is visible behind the slightly transparent topographic map extract, it dramatically enhances visualisation of the relief of the area, greatly assisting learners to understand the representation of relief by contour lines.
A GIS toolkit is available so that measurements such as distance, bearing and area can be made. Profiles (cross-sections) can also be drawn instantly on screen and used to guide or check those produced manually. References to the spatial datasets incorporate the playing card suites and numbers used for the MapTrix original.
University
of Cape
Town
Figure 7.1 Prototype MapTrix Geomatica homepage showing some of the components of the programme: the 8 lessons on the lower bars, exercises indicated by playing cards, answers in the envelope, South African data accessed via the globe and the glossary. Links between the components are only possible when the hyper-index navigator icon (button) is active
• The PowerPoint component
A carefully structured self-instruction programme was designed, based on the guidelines reported earlier, to teach eight map analysis tasks. The design elements of each lesson are illustrated in Box 7.2. Sub-lessons on basic mathematical concepts and some elementary GIS functionality have been added to the relevant learning units (lessons). PowerPoint was used to present the learning material using concise and clear text, animated illustrations, voice-over explanations and short movie clips. The components are accessed via the hyperlinked GIS home page (Figure 7.1).
The lessons are identified on the active bars on the lower half of the homepage screen (Figure 7.1). The order in which the lessons appeared on the prototype homepage was unfortunately incorrect but trial participants were given the correct order to follow. Once learners click a lesson title, a lesson screen opens where they can either proceed with the skills lesson or select the Mathematics or GIS sub-lesson if relevant to the topic (Figure 7.2). Each lesson’s opening screen also carries a reminder about how to use the lessons.
University
of Cape
Town
Figure 7.2 Sample lesson page: selecting the area inside the white boundary activates the main lesson, activating the GIS lesson button takes the learner to the GIS lesson and to the practice activities, the ‘how to use the lesson’ button is active on each lesson’s front page
Learners follow each lesson, screen by screen reading and/or listening to information, considering the questions raised, activating animated illustrations or video clips (where relevant), interacting with the GIS software to locate features by using the various zoom tools or switching from one data layer to another (see examples of slides from Lesson 1 in Appendix 7.7). Step-by-step explanations of mathematical operations are supplied as well as examples of all calculations for relevant lessons. The glossary of terms relevant to each lesson is also available from the hyperlinked home page so explanations of unfamiliar terms can be accessed at any point in the programme, not just at the start of each lesson.
The questions in the exercises based on each lesson include reference to the skills learned in the previous lessons(s) so that these are constantly reinforced as the learner progresses through the programme. The exercises are in Adobe files. These can be accessed on screen or printed out and supplied to users to write their answers in the spaces provided on the question sheets (example in Appendix 8.5). To practice the manual map analysis skills as required for school based assessment, MapTrix work cards with the relevant map extracts are supplied so that learners can perform the measurement tasks manually. As they complete each exercise, learners can check and score their work using the model answers on screen.