Task analysis questions
What prior knowledge is required?
1. Read a map
2. Use a compass to find north What new knowledge
must be learned?
North convention on maps What specific task(s)
must the learner be able to do?
Rotate (turn) local map sheet to match position of features on the ground. Use direction indicator on map to identify north
at what skill level? within 5 minutes, direction arrow on map to match compass arrow exactly
a. Orientate a map
using what equipment? topographic map, compass
Task analysis questions
What prior knowledge is required?
Read and understand the key and words used on the map What new knowledge
must be learned?
Relate key and words to geographic concepts represented, distinguish between natural and constructed features etc
What specific task(s) must the learner be able to do?
Recognise that map symbols represent features, know names of features, identify symbols, differentiate between symbols, recognise symbols, match symbols to features, answer questions about information on the map at what skill level? within a reasonable time and with a high degree of accuracy
b. Read a map
using what equipment? local topographic map
Task analysis questions
What prior knowledge is required?
Cardinal points What new knowledge
must be learned?
Demonstrate an understanding of the mechanism of a compass What specific task(s)
must the learner be able to do?
Place compass of a flat surface away from metal objects, wait for it to settle, turn the compass housing until N lies directly above the marked end of the magnetised needle, identify landmarks in a northerly direction
at what skill level? within 2 minutes and with a high degree of accuracy
c. Use a compass to find north
using what equipment? magnetic compass
Once a task has been described and the pre-requisite tasks identified, then higher order skills are identified for which the new task becomes, in turn, a prerequisite. With reference to the task of map orientation in the example in Table 5.2, a higher level skill is the accurate orientation of a map to true north by calculating current magnetic declination. Such a unit should be taught later, possibly in a higher grade.
Based on the skills listed in the former syllabus documents (e.g. Transvaal Education Department, 1983) together with the author’s experience of teaching map skills courses for adults in the workplace (Innes and Engel, 2001a and 2001b) a proposed outline for a map analysis learning programme structure, based on eleven different tasks, was developed. An attempt was also made to distinguish between the levels of difficulty or complexity of each task (see Table 5.4).
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Regular users of spatial information were needed to help provide answers to a number of questions, with a view to guiding education and training in this area:
• Which spatial information products were used most often in the workplace?
• Which tasks were regularly performed using spatial information in the workplace and to what level of accuracy?
• How difficult were the tasks to perform and which ones should school leavers be able to perform?
• What was understood by the term spatial literacy?
To obtain answers to these questions, a four-part questionnaire was developed requiring participants to fill in a series of code boxes. For the first two sections, possible options were listed with open ended questions for additional information. Participants were asked to code their responses as follows: A = Very often (everyday or alternate day), B = Quite often (once or twice a week), C = Seldom (one or twice a month). They were also requested to supply a small amount of biographical information (see Appendix 5.1).
In respect of this aspect of the study, a postal questionnaire survey was initially considered notwithstanding the difficulties encountered during the survey reported in Chapter Three. A user- needs survey had been conducted by the national mapping organisation (NMO) and respondent details were available (Spencer-White, 1999). However, as reported below (section 5.2.2), an opportunistic population sample (Ebdon, 1985) in the form of a focus group became available. This made it possible to conduct a participatory research exercise (Bless and Higson-Smith, 1995) in which the researcher acquired the information necessary for the learning programme structure and the participants benefited from information that assisted in their own understanding of the training needs of their entry level staff.
5.2.2 Population sample – work-place focus group
The author was invited to make a presentation at a meeting of the Western Cape GIS User Group (CaGIS). The topic of the presentation was the MapAware Project and the work being undertaken by the NMO to promote spatial competence (Innes and Engel, 2001b). This was of special interest to the group members who were seeking ways to improve the skills of their entry-level staff. The group met regularly at that time to discuss issues related to various GIS applications and the spatial information industry in general. CaGIS later formed the core of the Western Cape branch of the Geo-Information Society of South Africa (GISSA) (www.gissa.co.za). This invitation was
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recognised as a unique opportunity to interact with a focus group of spatial information users and the author agreed to make the presentation on condition that the members present at the meeting agreed to participate in the survey.
Figure 5.2 Years of study following matriculation (m) of the GIS focus group members (e.g. m + 3 = matriculation plus three years of further study)
In order to evaluate whether the 21 members of the focus group had specialised training in GIS, they were asked to indicate the number of years of study beyond formal schooling that they had undertaken. The results in Figure 5.2 show that only 14% of the sample had less than three years tertiary training, the balance had three or more years of training. As might be expected from staff with a relatively high level of training, 48% were in supervisory or management positions, making them suitable candidates to consult regarding entry-level skills expectations.
A breakdown of the employment sectors represented by the respondents shows that the majority of the users were employed in the public sector, responsible for the provision of services (Figure 5.3). Those serving in local civic authorities were the largest group, the second largest worked in the Surveyor-General’s (SG’s) Office in Cape Town. One small group was employed by a private GIS company and the remaining members were employed by the Western Cape Provincial Administration Department and by South Africa’s Electricity Supply Commission (Eskom). The group thus represents a variety of spatial information users at a relatively senior professional level.