Graphics Programs Reference
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my ideas of using Second Life evolved. I teach a
senior/graduate level class called Fundamentals of
Geographic Information Systems (GIS). In some
semesters this course is offered in a face-to-face
environment, while in others it is offered online.
The course presents the many aspects of the
software, hardware, data, people, and institutions
related to the input; storage, editing, and retrieval;
analysis; and output of maps and spatial data and
information. Because of its focus on maps it has
as a prerequisite a course in either map use and
analysis or cartography (map creation and geo-
graphic visualization).
The course has a lecture/reading component
in which the students are responsible for adding
substantial annotations to PowerPoint frames that
are largely graphical rather than text-based, and
are based on the course textbook. In addition to
this component the students have a laboratory and
a related project component that requires them
to use the supplied GIS software to manipulate
spatial data and maps. The lecture component is
meant to provide an environment for learning the
more conceptual nature of the software (e.g. data
structures, operations, etc.) and other non-software
related topics, while the laboratories and project
allow the students an opportunity to apply their
knowledge of GIS with real data and real analytics.
As I have taught this course I have been con-
cerned that the students are not obtaining a truly
deep understanding of some of the more basic
concepts about the maps and data they use, the
way the analysis algorithms work, and the qual-
ity of the results they obtain. Without this level
of understanding the students are not able to
perform meaningful analyses with the software.
Some of the simpler concepts related to maps and
spatial data require 3-D visualization and tactile
manipulation that the GIS software the students
use in labs does not provide. Commercial GIS
uses a 2-D graphical interface and has at present
no method of providing an immersive environ-
ment, although that is the agenda of at least some
GIS researchers.
The Second Life experiences I provided the
students were designed as an optional extra credit
experience. Because many students did not have
the computing resources necessary for Second
Life and others were concerned about its nature
as a role play game I did not require students to
use Second Life. For those students alternative
extra credit opportunities were provided.
My original idea for using Second Life was to
engage the student in serious discourse, especially
regarding their required GIS projects. Second Life
provides a social presence unlike typical Learn-
ing Management Systems Based online courses.
I created a pleasant environment in which the
students could gather, with little or no knowledge
of the tools of Second Life and work together in a
learning community (DeMers 2008a). This plan
however was reliant on students commencing
their projects at the beginning of the semester.
Unfortunately, this didn't happen because of the
steep learning curve of the GIS software and also
because of student procrastination. The students
themselves actually suggested the use of Second
Life as a means of review. While this approach
seemed to prepare the students for exams I was
still convinced that the immersive, experiential
power of Second Life was not being used to best
advantage. As such, in my second semester of
using Second Life in this course, I decided to
engage the students in more hands-on, tactile,
and visualization experiences.
One relatively easy approach that I took early
on was to engage the students in a simple exercise
requiring the creation of a virtual display board
such as one might see in a scientific meeting. I
taught the students how to use three simple primi-
tive objects - the one prim was the flat display
portion of the board, and the two smaller prims
were the small stands on the bottom ends of the
board. While second life does not require such
stands for the display board I find that Second
Life users are often more comfortable when the
nature of the created objects appears to simulate
real objects and obey natural and physical laws.
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