Geography Reference
In-Depth Information
Table 6.1
General comments - question 1
Reviewer
Comments
1
All of the non-referenced information can be linked to the map, enriches map
information
2
A need for particular information - either their own information need or one
generated artificially (e.g. through a game of some sort)
Following from above, financial incentive to obtain information
For some, curiosity. For some, that it is fun
3
This is an excellent product for the person interested in moving to a new city and
wanting a general understanding of the new place
Integration of graphical media allows a much richer 'feel' for an area without a site
visit
4
The
GeoExploratorium
offers great possibilities for users to go through a geo-related
database including all the media capable of describing 'land information'. The
new 'tool' would help the user by correlating all the information linked to his
territory
5
Educational project, travel to and around area, add value to
Existing knowledge
6
Need for information (e.g. new visitor to town)
Knowledge of existence of the demo (e.g. being told by library staff)
Eagerness to experience new technology (e.g. by young people)
7
Financial gain - for business users
Availability of tourist data - for travel planning
Need for heritage/conservation/building data - for conservation studies
8
It is possible to draw panoramic maps, even large-scale ones, on the basis of
topographicmaps-Ihaveworkedwiththis technique even before the advent of
the computer. The resulting drawings will not prepare users for the actual
landscape, because they would realize insufficiently the result of cartographic
abstraction; they would not realize what has been left out - so the main
motivation for me would be to counteract the cartographic abstraction, and
allow users to better anticipate what is in store for them in the landscape: actual
shapes, vegetation, sounds, smells, etc.
9
If classroom situations were the norm, assigning students a task in which they were
required to research a particular subject would be a motivating factor. Once using
them, students would perhaps be encouraged to seek out other similar products
10
Public advertisement and display/demonstration of the product
11
The need to know more than where to go and how to get there. Any historical
information or current access to information via local services is available
through this product. The street directory only gives fundamentals
approach. The evaluation procedure demanded that it be 'built' on a sound educational
theory and implemented through a proven
modus operandi
. The core educational theories of
Bloom's learning behaviours, developed in his taxonomy of learning objectives (1956), were
considered appropriate for developing tasks for formal evaluation of the prototype product.
They were used to develop specific cartographic applications for testing. A summary of how
Bloom's learning behaviours can be translated into cartographic applications and how these
have been implemented in this cartographic product are provided in Table 6.2.
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