Video Supports the Lecturing Star

This paper examines the potential of pedagogically designed video demonstrations in supporting lecture and tutorial notes in the Spatial Information Sciences. In the Department of Spatial Information Sciences (DSIS) in the Technological University Dublin (DIT) Land Surveying is taught across a wide variety of disciplines. Typically such modules have an equal weighting between written examination and field based project learning. To accommodate this highly practical subject area, 50 % of contact time is normally dedicated to field exercises whereby students, in groups of no more than five, receive demonstration on diverse surveying instrumentation and subsequently complete practical project work as part of their formative assessment. To enhance the students’ practical learning experience in the Land Surveying module and provide a mobile (m-) learning resource a number of short videos with voice over instruction have been developed. These u-tube clips, of approximately three minutes in duration each, show the correct use of automatic levels and digital theodolites. The videos are intended as an enhancement rather than a replacement to the more traditional forms of demonstration and notes based instruction and combined provide an easily accessible multi-media approach to learning. This study highlights the effectiveness of designing high quality m-learning resource material for use in a wide range of disciplines by undergraduate students during their basic Land Surveying modules. Furthermore, it evaluates the effectiveness this student-centric approach to practical learning

GeoLearn - Multi-Media Resources

This paper examines the potential of pedagogically designed video demonstrations in supporting the learning requirements of students in the Spatial Information Sciences (DSIS). Currently, over three hundred full and part-time students in the College of Engineering and Built Environment undertake a module in Land Surveying each semester and although these students range in discipline and academic level (NQAI 6 - 8), they all share a need for basic information and instruction in the area of practical land-surveying techniques. To accommodate this highly practical subject area, fifty per cent of contact time is normally dedicated to group-based field exercises, the results of which are formally assessed. To enhance the students’ practical learning experience in Land Surveying modules and provide a mobile (m)learning resource a number of short videos with voice-over instruction have been developed. These YouTube clips, of approximately three minutes in duration each, show the correct use of automatic levels and digital theodolites and can be directly accessed in the field via a web and video enabled mobile platform. This study highlights the effectiveness of designing high quality mlearning resource material for use in a wide range of disciplines by undergraduate students during their basic Land Surveying modules. Furthermore, it evaluates the effectiveness this student-centric approach to practical learning in terms of learners’ potential for mlearning, learner motivation and also perceptions of understanding and retention with regard to course content for both fulltime students and professional learners. Outcomes of the study indicate that the use of videos hosted on YouTube is very positive as it presents few barriers to learners in terms of access and useability

Assessing the Effect of Constructivist YouTube Video Instruction in the Spatial Information Sciences on Student Engagement and Learning Outcomes

This paper examines the potential of pedagogically designed video demonstrations in supporting the learning requirements of students in the Spatial Information Sciences (SIS). Currently, over three hundred full and part-time students in the College of Engineering and Built Environment undertake a module in Land Surveying each semester and although these students range in discipline and academic level, they all share a need for basic information and instruction in the area of practical land-surveying techniques. To accommodate this highly practical subject area, 50% of contact time is normally dedicated to group-based field exercises. To enhance the students’ practical learning experience in Land Surveying modules and provide a mobile (m)learning resource a number of short videos with voice-over instruction have been developed. These short YouTube clips show the correct use of survey equipment and can be directly accessed in the field via a web and video enabled mobile platform. This study highlights the effectiveness of designing high quality mlearning resource material for use by undergraduate students. Outcomes of the study indicate that the use of videos hosted on YouTube is very positive as it presents few barriers to learners in terms of access and usability. Learners were shown to have the tools and desire to engage with mlearning materials. Furthermore, the use of multi-media resources was shown to be effective in improving learners’ confidence in their practical abilities and increased their retention of key topics when formally assessed. From this study it can be concluded that video and related quality multimedia mlearning materials will play a significant role in serving the needs of 21st Century learners

GeoLearn: Multi-media Resources

This paper examines the potential of pedagogically designed video demonstrations in supporting the learning requirements of students in the Spatial Information Sciences (DSIS). Currently, over three hundred full and part-time students in the College of Engineering and Built Environment undertake a module in Land Surveying each semester and although these students range in discipline and academic level (NQAI 6-8), they all share a need for basic information and instruction in the area of practical land-surveying techniques. To accommodate this highly practical subject area, 50% of contact time is normally dedicated to group-based field exercises, the results of which are formally assessed. To enhance the students’ practical learning experience in Land Surveying modules and provide a mobile (m)learning resource a number of short videos with voice-over instruction have been developed. These YouTube clips, of approximately three minutes in duration each, show the correct use of automatic levels and digital theodolites and can be directly accessed in the field via a web and video enabled mobile platform. This study highlight the effectiveness of designing high quality mlearning resource material for use in a wide range of disciplines by undergraduate students during their basic Land Surveying modules. Furthermore, it evaluates the effectiveness of this student-centric approach to practical learning in terms of learners’ potential for mlearning, learner motivation and also perceptions of understanding and retention with regard to course content for both full-time students and professional learners. Outcomes of this study indicate that the use of videos hosted on YouTube is very positive as it presents few barriers to learners in terms of access and usability

An Evaluation of the Performance of Network RTK GNSS Services in Ireland

The national Geodetic infrastructure for the island of Ireland has developed rapidly to a fully GNSS compatible coordinate reference system - Irish Transverse Mercator (ITM) which is realised through a Continuously Operating Reference System (CORS) network of active GNSS stations. The National Mapping Authority’s CORS network provides data for post processing and streamed raw data for real-time network (NRTK) solutions. This NRTK raw data is currently being used by both Leica and Topcon to provide independent NRTK solutions. A second CORS network, known as VRS Now Ireland, with both RINEX and NRTK capabilities, was established in 2008 by Trimble and provides users with a third supplier of real-time GNSS solutions. This study is the first in the public domain to evaluate the performance of NRTK services in Ireland and is intended to provide guideline information for geo-spatial practitioners. Based on collecting NRTK data at nine locations within a 50 km radius of Dublin City, and using ’normal’ observing and processing methods, an accuracy of 22 mm ±8 mm with respect to published IRENET 2D coordinates and 29 mm ±14 mm with respect to the IRENET-derived orthometric heights was achieved. The three systems were shown to be generally comparable although some initialization problems were experienced. The addition of GLONASS observables made no significant difference to the results

Aligning Learning Outcomes with Professional Competencies in Geomatics Education

The Geomatics industry is a highly specialised field incorporating advanced technical instrumentation and complex measurement systems which form part of local, national and international Spatial Information Systems. As spatial information forms the basis for many aspects of construction, architecture, planning and development, the knowledge and skills required by the qualified Geomatics professional are varied. The professional surveyor must attain the required academic standard and satisfy professional criteria. The BSc in Geomatics in the Technological University Dublin (DIT)is the only programme inIrelandproducing Geomatics professionals. It is accredited by a number of professional bodies including the Society of Chartered Surveyors (SCS) and the Royal Institution of Chartered Surveyors (RICS) and is designed to produce graduates who have academic integrity coupled with real-life problem solving skills thus servicing societal needs. The subject area ‘Geodetic Surveying’ is taught in each year of the Geomatics Degree Programme and traditionally brings together a number of core surveying principles and practical problem solving skills which are reflected in the summative and formative module assessments. In this exercise the formative assessment element of module SSPL3005 (Geodetic Surveying 3), which is a 5 ECTS (European Credit Transfer System) module delivered to third year students, focused on an industrial simulation exercise as a means of meeting the demands of relevant stakeholders, viz. Students, Academic standards, Professional Bodies and Industry. This simulation exercise emulates the TV show ‘The Apprentice’ whereby students, operating in teams, had to solve a practical survey problem and present, and defend, their findings on camera before a panel consisting of two course tutors and a chartered surveyor who is the director of a large survey practice. This paper outlines the pedagogical approach of using industrial simulation for survey education and evaluates the methodology employed and the outcomes achieved. It also highlights the challenges in aligning academic curricula and assessment with the professional competencies required by industry