The lesson design elements had been identified, and much of the lesson text had been written before the joint-venture development with Geomatica was proposed. Having identified the desired outcomes of the programme and formulated the exercises that would assess whether those outcomes could be met, informed the decisions regarding the knowledge and skills that had to be covered in the content of each lesson. The task analysis method (Table 5.2) had helped to organise the lessons into a hierarchy of progressive difficulty. The lesson design elements are illustrated in Box 7.2 and briefly described.
• Lesson title is a map analysis skill and also names the topic of the lesson
The MapTrix Geomatica programme consists of lessons (and exercises) on eight specific map analysis skills. The hierarchy used to develop the map analysis skills was based on task analysis and guidelines offered by industry representatives and members of the Commission on Children and Cartography in the International Cartographic Association (as discussed in Chapter Five).
• Why learn about it?
The importance of making learning relevant was stressed by Sandford (1986 and 1989) and others. Highlighting, at the start of each lesson, who might find the information important and why was included to motivate learners to take an interest in the topic. If possible, discourse should be encouraged between learners so that they can articulate their understanding, especially of terms that have special significance in Geography (Butt, 2002). With a map substituted for text, Owen (2003) also found that discourse between learners at a computer terminal enhanced learning.
• Terms that must be understood
The task analysis method was used to identify the prior knowledge required for each lesson. This was listed as the terminology that would have to be understood. Each of these terms was identified and classified as either a geographic, cartographic or mathematical term, carefully explained and placed in an alphabetical glossary. The terms relevant to each lesson were then identified and presented at the start. Butt (2002) placed much emphasis on using appropriate language for learning in Geography. This is important in the level of complexity in written texts as well as the terminology used by the teacher when giving oral or written guidance and instructions and especially when asking questions. A simple reading strategy that has been shown to improve student retention and understanding is one in which readers interact conversationally in small
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groups around a text with directions to question, clarify and summarize (Brown and Palincsar, 1982).
Box 7.2
Lesson design elements of the prototype MapTrix Geomatica Programme
Each lesson in the prototype of the MapTrix Geomatica Programme for learning to analyse spatial information contains some or all of the following elements (see Appendix 7.7, relevant slides from Lesson 1 are indicated in italics below):
• Lesson Title
o Each title is task related e.g. Identify boundaries, Describe direction etc
• Why learn about (the title)? (slide A)
o Practical real-world relevance e.g. Position and co-ordinates are the basis of all modern systems for mapping, managing and improving the environment using GIS
• Before you start, make sure you understand the following terms: (slide B) o Tabulated glossary which includes
Term
Definition
(with reference to spatial information)
Words with similar meanings plus explanations and/or examples
• What you need to know NEXT about (the title) (slides C to G)
o Main body of the lesson explained with variations in text colour and font, practical hints, animated illustrations and screen shots from maps etc
• RULE or key concept (slide H)
• Mathematics sub-lesson
o Explanation with examples of the mathematical operations relevant to the title e.g. the formulae for calculating area of a square, triangle and circle
o In many cases mathematical concepts were also dealt with in the main skill lesson and glossary
• GIS sub-lesson (slide I)
o Where relevant and introducing only those concepts and tools required for the specific analysis task
• GIS practice (slides J and K)
o Activate the link to a digital atlas of South Africa with various data layers and including selected topographic map sheets with matching vertical aerial photography, satellite images, DEM’s, sun shaded DEM’s etc and perform tasks related to the lesson title
• What do you need to be able to DO: (slides L and M)
i. to show real world understanding - answer a series of questions relevant to the title, that are evident in the learner’s environment
ii. with maps - including a list of specifically named map analysis tasks with examples
• Demonstrate your ability to perform the lesson tasks manually, using a topographic map by: (slide N) i. writing down the answers to the questions on one of 2 exercises (identified by playing cards) ii. marking your answers.
o If you get less that 8 out of 10 for the first exercise, complete the other exercise. Aim for 8 out of 10 to show that you have mastered this spatial analysis skill.
• What next? (slide O)
o Move on to the next lesson on the skills ladder. DEM = digital elevation model
• What you need to know next (new knowledge that has to be learned)
Lessons comprise various learning materials presented to the learner on screen as text (using different fonts and colours to emphasise different concepts), animated graphic illustrations and video clips using screen shots to demonstrate the use of icons. The material is designed to assist learners to understand a new concept or learn the techniques required for a new skill. Sometimes,
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background information is presented in a CHAT BOX. Where a technique is illustrated, the step by step method is clearly described with examples.
• RULE or key concept
A screen summary focuses attention on the main new piece of information
• Mathematics sub-lesson
Part of the learning material for some lessons in the MapTrix Geomatica programme includes sub- lessons to teach mathematical skills and concepts (see the last column in Table 7.1). In some cases these are included within the main skill lesson and not identified specifically as a mathematics lessons
• GIS sub-lesson
In Table 7.1 the GIS sub-lessons A to H are outlined. It must be acknowledged that the material for these lessons was supplied from Geomatica and linked to the text supplied by the author. Only those GIS lessons required to teach the A lessons (for Grade 10) in the prototype programme have been prepared. If the trials of the MapTrix Geomatica prototype prove successful, further GIS lessons will be prepared.
• GIS practice
Guided activities using the various data layers in the digital atlas and selected tools are undertaken by following on-screen instructions. These are offered to help learners get a sense of the types of information they should be deriving from manual execution of the tasks required in the exercises.
• What you need to be able to DO
Suggested activities for discussion and/or investigation relate to real world application of the map analysis skills. Learners are placed in the role of map users in their own local areas where possible and given tasks with local relevance. The digital atlas accompanying the programme contains the data for South African relief, hydrology, administration, climate, transport and more, providing a valuable resource to support learning across the geography curriculum and to provide background data to investigate local issues with or without accompanying local topographic maps and aerial photographs. This approach is strongly recommended by many researchers (Walker, 1976; Naish, 1982; IGU CGE, 1992; Wiegand, 2006a and b) and supports the requirements of the curriculum for conducting local studies, including fieldwork (DoE, 2003).