Geomatics Education Research Articles

VIRTUAL REALITY (VR) ASSISTED GEOMATICS LAB DEVELOPMENT

Abstract. Virtual Reality (VR) lab components provide the opportunity to explore the efficacy of this technology on Geomatics education and lay the groundwork for the VR as an emerging education paradigm. Geomatics education at UF has been innovatively optimized towards a hybrid education system, with most of the curriculum taught using distance communication. Nevertheless, Geomatics teaching still involves intensive indoor and outdoor lab components. VR labs enable learning and practicing lab techniques as an alternative or supplement to live lab activities. These technically and physically demanding activities require intensive training on expensive lab equipment. The labs often go beyond allocated lab time and are susceptible to bad weather conditions. Using VR technology provides an integrated learning experience that mixes instructions with simulated physical activities, eliminating many limitations associated with lab instruction. In this study, we demonstrate the development of the total station device centring and levelling lab activity using the Meta Quest 2 Headset on the Unity Software Development Platform, as well as Unity’s XR Interaction Toolkit. Development challenges related to different setup components (e.g., bubble-level setup, effective gravity for editing tripod placement, component intractability) are presented. Among multiple challenges of using Unity for the development of an educational VR application, adjusting the functions of the XR Toolkit in order to get the desired outcomes stands as one of the largest difficulties. Unity’s physics is not intuitive for the intended purposes of this project, so multiple technical workarounds were required including the use of Unity’s UI (User Interface) features.

PYRS: A PYTHON PACKAGE TO PROCESS REMOTELY SENSED DATA FOR GEOMATICS EDUCATION

Abstract. PyRS is a Python package developed for processing remotely sensed data. It provides a user-friendly interface to handle various remote sensing tasks, including data reading, radiometric correction, image enhancement, image denoising, image segmentation, land cover classification, change detection, construction of remote sensing indices, quantitative inversion. PyRS includes a wide range of state-of-the-art algorithms and tools for processing optical data. PyRS is an open-source project that is continually updated and maintained by a group of developers. It is designed to be modular and extensible, allowing users to add new algorithms and functionality to the package. PyRS is widely used in the remote sensing community and has been applied to various applications, such as land cover mapping, crop monitoring, and disaster response. PyRS is a comprehensive and powerful Python package for processing remotely sensed data. Its user-friendly interface, broad range of functionalities, and open-source nature make it an attractive tool for researchers and practitioners in the remote sensing field. PyRS encapsulates the current mainstream remote sensing algorithms, which can greatly improve the scientific research efficiency of researchers in the field of remote sensing. The form of Python packages and the characteristics of open source make it more flexible and transparent than professional remote sensing processing software. PyRS will contribute to the progress and development of geomatics education.

NURTURING TALENTS OF GEOMATICS SURVEYORS TO MEET THE CHALLENGES OF LAND SUPPLY, WORKS PROJECTS AND SMART CITY OF HONG KONG

Abstract. The challenges brought by a growing number of large-scale land development projects (e.g., Northern Metropolis, Lantau Tomorrow, and related infrastructures) in Hong Kong must be met by innovative land acquisition planning and processes. A recent quick win solution to land supply for Works projects has been in trial commissioning the provisional draft land resumption plan preparations and related survey works from the government to consultants, specifically the Authorized Land Surveyor (ALS) in the private sector. The industry therefore must consider the necessary and diverse sources of expertise available, and the existing land surveying technical resources that will render support to such new initiatives. Collaboration is called for between the spheres of public sector, education, and works industry to successfully move the use of cadastral survey for land management forwards, bridging the gap between lands and works practices for efficient processing of Works projects, and smart city development of Hong Kong.This paper will examine the new approach of professional surveying that private practicing ALSs bring, and why the overall number of ALS and engineering surveyors in the construction industry is growing so slowly. It will additionally compare Hong Kong's practice with that of the mainland China, Singapore, and the UK to grasp global learning points. The paper recommends the establishment of a Cadastral Survey Lab (CSL) firstly to explore the policy implementation of a sound cadastral system. The processing of lot boundary determination by ALS is reviewed. The regulatory roles of the Land Survey Authority (LSA) are requested in approving new land boundary plans; this both replaces the Demarcation District (DD) Sheet boundary and improves land boundary records. Secondly, the CSL can serve as a coordinating body in curating various kinds of land records from diverse sources, and aids the research and knowledge management of cadastral survey, land law, land tenure, land registration systems, land boundary record keeping, problematic lot boundary determination, etc. These topics can be considered in the refining geomatics education curriculum, and furthermore developed into guidance notes for geomatics survey practitioners.The evolution of the traditional land surveying profession into the geomatics services has become a recent international trend that is growing in popularity in the survey profession. Combining geo-spatial data from the planning and design stages, alongside the use of standardised survey data processing in project implementation and asset management, would encourage data sharing, avoid duplicate efforts, and facilitate the formation of a digital city. The spectrums of geomatics education in universities should be widened with a refined curriculum on combining geomatics with cadastral survey that has evolved from the traditional lot boundary survey to multi-purpose cadastre, city information modelling, urban informatics, smart city administration, and a full-blown Spatial Data Infrastructure (SDI).

International Conference on Geomatics Education—Challenges and Prospect

International Conference on Geomatics Education—Challenges and Prospect

International Conference on Geomatics Education—Challenges and Prospect (Postponed)

International Conference on Geomatics Education—Challenges and Prospect (Postponed)

International Conference on Geomatics Education – Challenges and Prospect

The Photogrammetric RecordVolume 37, Issue 179 p. 359-359 Notes International Conference on Geomatics Education – Challenges and Prospect First published: 12 September 2022 https://doi.org/10.1111/phor.13_12423Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume37, Issue179September 2022Pages 359-359 RelatedInformation

Haunted Walks of District Six: Propositions for Counter-Surveying

This article traces a pedagogical trajectory in South African higher education that started in engineering education and leads to walking-as-research. Situated on District Six, a well-known site of apartheid forced removals, a cartographic and diffractive methodology is utilized to trace the development of this pedagogy, as well as walks that have emerged out of mapping the site by means of geographic information system (GIS). We develop propositions related to a practice we call counter-surveying, and we trace two walks of District Six with people who are connected to the site. Recognizing the hauntological power of walking, we walk into the past and diffractively read the walks together with South African history, geomatics education, and posthumanist theory. Premised on relational ontologies, we attend to the ghosts of District Six and explore different ways of interrogating issues of land and education, while opening up a space for Otherness.

Hauntings Across the Divide: Transdisciplinary Activism, Dualisms, and the Ghosts of Racism in Engineering and Humanities Education.

In this paper, we report on an intervention across continents and disciplines that brought together differently positioned students in South Africa and the USA. A collaboration between our classes—an introductory Geographic Information Systems (GIS) class in South Africa and a composition class in the United States—was facilitated and investigated by us. The point of departure of the intervention was to service socially just and anti-racist pedagogies through experimentation. Drawing on posthumanist, feminist, and new materialist theory, we investigate the hauntings of several prejudices and stereotypical tropes that foster racism. We link the concept of hauntology to Plumwood’s (1993) theorization of dualisms. We then draw a cartography of geomatics education in South Africa, focusing on the subjectification of geomatics graduates in particular and engineering graduates in general. We then zoom to our collaboration, and focus on several interactions amongst the cohorts to show instances of hauntings that perpetuate anti-Black, anti-Muslim, and related silences. We find that analysis of dualisms can highlight racist hauntings, and can also provide guidance on how to flatten hierarchies. Our transdisciplinary activism allows us to harness the positivity of difference to trouble binaries. We conclude with some thoughts on pandemic pedagogy in an unequal world.

Convergence of Geography and Computer Science: An Academician's Peripheral Vision for Future Geographers

New technology is becoming a part of our daily lives. We are now confronting new challenges such as energy sustainability, global warming, etc. The problems that our lifestyle generates, it is necessary to take a holistic approach to problem solving. Geomatics engineers known as land surveys and mappers who design, develop and operates systems for collecting and analysing spatial information about the land, oceans, natural resources and manmade features. As late as the 1990s, the basic tools were used in this field, nowadays a wide range of technologically advanced tools are used like digital total stations, Global Positioning System (GPS) equipment, digital aerial imagery and GIS, which integrates hardware, software and data for capturing, managing and analysing and displaying all forms of geographically referenced information. This article addresses the requirement of geomatics education in the current education system and focuses the need to inculcate the basic IT skills required to have the foundation for the convergence of Geography and Computer Science and Information Technology.

Geomatics Education: Need Assessment

Abstract. Education system is divided in to two classes: formal and informal. Formal education establishes the basis of theory and practical learning whereas informal education is largely self-learning, learning from real world projects. Generally science and technology streams require formal method of education. The social and related aspects can be taught through the other methods. Education is a media through which the foundation of the knowledge and skill is built. The statistics reveals the increase in the trend of the literate population. This may be accounted due to the level of urbanization and migration to the cities in search for the "white-collar jobs". As a result, a shift in the employment structure is observed from a primary sector to a secondary and tertiary sector. Thomas Friedman in his book ‘The World is Flat’ quotes the impact of globalization on adaptation of science and technology, the world has become large to tiny. One of the technologies to mention here is geospatial technology. With the advancement in the satellite remote sensing, geographical information system, global positioning system, the database management system has become important subject areas. The countries are accounting hugh budget on the space technology, which includes education, training and research. Today many developing countries do not have base maps, they are lacking in the systemic data and record keeping, which are essential for governance, decision making and other development purpose. There is no trained manpower available. There is no standard hardware and software identified. An imbalance is observed when the government is promoting the use of geospatial technology, there is no trained manpower nor the availability of the experts to review the accurateness of the spatial data developed. There are very few universities which impart the degree level education, there are very few trained faculty members who give standard education, there exists a lack of standard syllabus. On the other hand, the industry requires high skilled manpower, high experienced manpower. This is a low equilibrium situation. Since the need is enhancing day by day, the shortage of the skilled manpower is increasing, the need of the geomatics education emerges. This paper researches on the need assessment of the education in geospatial specialization. It emphasises on the challenges and issues prevail in geospatial education and in the specialized fields of remote sensing and GIS. This paper analyse the need assessment through all the three actors: government, geospatial industry and education institutions.

The Analysis Of Smartphone Apps In Geomatics Education

Abstract. Geomatics is a discipline of collecting, processing and analysing geospatial data. Data collection is a core process of geomatics which usually adopt precise equipment to measure geospatial data. With the development of technology, a smartphone in this present era is not simply for communication; several low cost measurement devices such as Global Positioning System (GPS), gyro and camera are assembled in a smartphone. Although the devices assembled in a smartphone could not meet the needs of accuracy requirement for many geomatics applications, millions of mobile applications (Apps) can be downloaded and installed from Google Play and Apple Store freely, and a variety of sensors can be chosen for user. Considering that the popularity and convenience of a smartphone, and assuming that the accuracy of those collected data is acceptable for learning purposes, it is expected that a smartphone can be employed in geomatics for hand-on education. For example, Vespucci OSM Editor is an App to edit the OpenStreetMap on Android. The user may have the hand-on experience on GPS positioning, web services and mapping via Vespucci OSM Editor. The aim of this paper is to collect and analyze different Apps for geomatics education. The Apps are classified into four categories, namely, surveying, remote sensing, GPS and Geographic Information System (GIS). In this paper, more than 20 free Apps are collected and analysed for different hand-on studies in geomatics education. Finally, all the related Apps are listed on a website for updating.

The Evolution of Geomatics Education in Zimbabwe

The Evolution of Geomatics Education in Zimbabwe Geo information management plays a very significant socioeconomic role in the modern world and different professionals in this domain need to take time to appreciate their important contribution. Since the 1960’s a rapid professional evolution has greatly transcended the traditional role of the land surveyor creating clear shifts in role paradigms and blending this skill more firmly with the strengths of several other disciplines to give birth to the science of Geomatics.

AN INTRODUCTION OF SURVEYING AND GEOMATICS EDUCATION WITH E-PLATFORM IN NCTU, TAIWAN

Abstract. This article presents the current status of Surveying and Geomatics education provided by Department of Civil Engineering at National Chiao Tung University, Taiwan. The Surveying and Geomatics Education at NCTU is introduced first. Then the current status of using E-learning platform for Surveying and Geomatics courses is described. This platform, also known as E-Campus, is designed and implemented by NCTU Digital Content Production Center. This paper also shows some statistical numbers of Surveying and Geomatics courses using E-Campus. The practical results indicated that the average login for undergraduate student is from 38 to 60 times per student for each course while the average login for graduate student is from 69 to 105.

ISSUES AND CHALLENGES IN GEOMATICS EDUCATION IN HARYANA STATE, INDIA

Abstract. In Haryana, the beginning of Geomatics may be traced back to the establishment of Haryana State Remote Sensing Application Centre (HARSAC) now renamed as Haryana Space Application Centre at Hisar under the aegis of Department of Science and Technology, Govt. of Haryana with the active support from Department of Space, Govt. of India in 1986. Though, Gurgaon has developed as Geomatics hub housing many national and international collaborators but mostly involved in RS& GIS applications and rarely as a training centre. Looking to the needs of the trained manpower in Geomatics, PG diploma course in remote sensing and GIS was started by MDU, Rohtak in 2005 followed by CRM, Jat College Hisar in 2007. GJU, Hisar came up with M. Tech. degree in Geoinformatics in collaboration with HARSAC, Hisar two years before i.e. in 2009. MDU, Rohtak has also come up the M. Tech. programme in Geoinformatics this year. The Geo-sciences disciplines including the department of Geophysics, Geology, Geography and Environmental Sciences in different universities in Haryana are also having a compulsory paper on RS, GIS and GPS emphasizing more on the fundamentals and applications specifically in their specific domains. The Department of Geophysics, Kurukshetra University, Kurukshetra has also established Geoinformatics lab with funding from UGC to cater the training needs in this sector. The present paper discusses critical issues related to the present status, grey areas and future scenario of Geomatics education in Haryana.

Geomatics education in Saudi Arabia: status, challenges and prospects

Geospatial technology has been identified as one of the three most important emerging fields along with nanotechnology and biotechnology. The application of the technology is expected to grow and become more diversified in the coming years. In Saudi Arabia, the utilization of geotechnology is growing but still limited compared to the Western world. The growth of geomatics technologies could be aided by strategic manpower development through adequate geospatial education. The paper discusses the need for geospatial education and the development of the emerging technology in the Kingdom. It highlights the status of geomatics education and elaborates on the demand for skilled geospatial personnel by the industry. It also discusses the challenges hindering the development of geomatics education. The field of geomatics will develop further if adequate and needed attention is given to geospatial education and training.

Development of educational courses on space science technology in Nepal

Space science and Geomatics education in Nepal is recently started on some of the training institution and university of Nepal. Preliminary subjects required for space science and technology have been introduced into science curricula at the higher secondary level of the Nepalese’s school, however the benefit of space science and technology have not been appreciated enough. Facilities and resources of teaching science and technology at educational institutions are not yet developed. Attempts have been made to incorporate the elements of space science and technology into undergraduate level of education of the university.
 This paper starts with the discussion on the space science education in Nepal at the school and college level and mainly focus on initiation taken by the training institution and university of Nepal to introduce the subjects of space science and technology at their curriculum on geomatics engineering and other engineering education. Some recommendation have been made to introduce the different type of educational courses and/or training on space science and technology, which will meet the needs of development to built a general capability in space science as a necessary support for infrastructure development of Nepal and consequently will help to promote the educational activities on space science education in the country.

Use of Bloom's taxonomic complexity in online multiple choice tests in Geomatics education

Tests are the most common method to evaluate teaching effectiveness throughout the period of instruction (formative) and assess student learning outcomes at the end of the instruction period (summative). Teaching geomatics is not an exception to this rule. The recent proliferation of computer hardware and software technologies now makes Multiple Choice (MC) type assessment methods more attractive. MC tests provide more objective measures on assessing student learning with efficiency over the Internet. In this study we show, using in-house software, that multiple choice tests when combined with technology, especially multimedia, can be flexible and easy to use. The interface has two unique features: 1) it accommodates questions of various multimedia formats, diagrams, tables, images, or equations that can be conveniently incorporated into the examination; 2) it tracks the students' time spent on each question during the examination. We found that 79 percent of the variation in the average time students spent on each question can be explained by Bloom's taxonomy (with a correlation coefficient on 0.89. Hence by grouping exam questions at Bloom's taxonomic levels we can detect student learning difficulties effectively within each level.

Geomatics in Southern Africa - A Perspective

This paper reviews developments in geomatics/surveying over the past forty years in southern Africa. It describes the impact of global technological changes and highlights the achievements of the geomatics industry in southern Africa. Current weaknesses, especially in the realm of geomatics education, are also described.

Knowing our Customers: A Quantitative Analysis of Geomatics Students

In recent years, there have been considerable changes to the Hong Kong education system, some of which directly influence the management of tertiary education. At the same time, the Department of Land Surveying and Geo-informatics of the Hong Kong Polytechnic University has also gone through stages of restructuring. These changes were necessary to adjust to the global broadening of the profession of land surveying to geomatics, and also to respond to the changing philosophy in university education. In order to promote effective geomatics education, a project is being conducted to analyse if these changes are beneficial to our graduates and employers in industry, based on the survey results performed on our graduates. First, patterns of changes in the Hong Kong secondary school education system, in the geomatics courses of the university, and in career requirements of the geomatics profession are identified. Second, a complete student profile, including details of entrance qualifications, attainments upon graduation, on-going careers and/or continuing post-graduate education, is analysed. The overall aims are to identify the preferred qualities of candidates to be admitted to our department, the preferred qualities of our graduates, and whether our curriculum has successfully transformed preferred candidates to preferred graduates.

The Development of Geomatics Education in Hong Kong

The Development of Geomatics Education in Hong Kong