Graphics Programs Reference
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Figure 7. The contents of the lab box (bottom left) that allow the students to perform a grid encoding
exercise
a face-to-face class one could easily create a grid
drawn on clear acetate and overlaid on the map for
the student to code. In the online world this could
be done by having the student perform the grid
process as they would in a face-to-face class and
scanned as pdf files to be returned. This method,
however, doesn't allow the faculty member to be
there to observe and assist nor does it allow for
collaborative teamwork to accomplish the task.
To convert this to a MUVE environment, I once
again used the building tools of Second Life to cre-
ate an 8 X 8 grid created by joining 64 flat square
prims together and texturing (coloring) each of
them with a black outline. In this way the student
would see 64 squares but could see through the
squares just as if it were mylar (Figure 7). I then
uploaded a land use map that the students could
physically overlay in Second Life. Because the
grid was composed of 64 individual primitives
the students could then color-code each of these
to match the type of land use from the map. As
before the exercise included written instructions,
learning objectives and behavioral indicators, as
well as necessary supplies.
It is important to realize that my GIS related
exercises were not limited to the grid cell based
environment or the blocks world. One of the more
difficult concepts for students to grasp in GIS is
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