Multiple%20ways%20of%20Learning%20about%20Antarctica%20with%20Cybercartography

1
Multiple ways of Learning about Antarctica with
Cybercartography
Sebastien Caquard, Peter Pulsifer and D.R. Fraser
Taylor
2
Overview of the presentation
What is cybercartography?
The cybercartographic atlas of Antarctica
Alternative ways of learning with cybercartography
3
What is cybercartography?
4
What is cybercartography?

• A large research project Cybercartography the
  New Economy
• Directed by Prof. D.R.F. Taylor
• 2.6 M funded by Social Sciences and Humanities
  Research Council of Canada (SSRHC)
• 4 years (started 01/2003)
• About 50 people from different disciplines

5
What is cybercartography?

• Cybercartography is multiple
• - Multidisciplinary (Geo / Psycho / Sciences cog
  / Literature)
• - Multi partners (e.g. Atlas of Canada, Industry
  Canada, SCAR)
• - Multimedia
• Multisensory
• Multi users (general public, policy makers,
  scientists)
• - Multi topic (beyond geographical topics)

6
What is cybercartography?

• Outcomes expected
• 2 Cybercartographic Atlases (Antarctica Trade)
• Research (proofs of concept)
• (e.g. Internet Cartography / Open Standards
  Cartography / Interoperability / Formal
  Ontologies / Multimedia Cartography / Archiving
  digital data / Understanding the User (UNA) /
  Usability / Multisensory / Sound maps / Art and
  Cybermaps / Technologies for the Blind /
  Situational Awareness in Virtual Spaces /
  Navigation in Informational Spaces / Cognitive
  Theories / Learning Theories / Multidisciplinary
  / Gaming and engagement / Hypertext and live
  hypernarrative)

gt Combination production/research for education
7
Multiple ways of learning The Cybercartographic
Atlas of Antarctica
8
The Cybercartographic Atlas of Antarctica

• A comprehensive atlas of Antarctica
• Designed for High school students
• To communicate scientific information
• In an engaging manner
• Using elements of cybercartographic
• As well as to develop critical perspectives

9
The Cybercartographic Atlas of Antarctica

• A multidisciplinary approach
• Human factor psychology User Interface design
• Geography ( sciences) Content development
• Computer science Computer model development
• English literature / Art Critical perspective
• Cognitive sciences / Psychology Evaluation

10
The Cybercartographic Atlas of Antarctica
Analyze the needs (Education and Psychology)

• Designed based on the UNA
• The user/student is central
• Iterative process analysis, development,
  evaluation

11
The Cybercartographic Atlas of Antarctica
Develop the content (Geography / Scientists)

• - Following UNA and curriculum
• Compiling scientific information (modules e.g.
  exploration)
• Using some elements of cybercartography (e.g.
  multimedia)
• Multi-authors

12
The Cybercartographic Atlas of Antarctica
Develop the technology (Computer sciences /
Geomatics)

• - Interoperability
• Module interconnected
• Open source technology
• Follow the UNA

- Highly interactive - Easily usable - Easy to
update
gt Developing an atlas framework
13
The Cybercartographic Atlas of Antarctica
A first prototype
14
The Cybercartographic Atlas of Antarctica
Evaluation usability testing

• Assess navigation, terminology, features and
  functionality
• 7 undergraduate students
• Rapid learning curve
• Problem with Key UI (e.g. terminology,
  association map/text, web page model)
• Not very engaging

gt Overall recommendations to improve the
EFFECTIVENESS
15
Alternative ways of learning with cybercartography
16
Alternative ways of learning
Improving the engagement Developing a mod game

• Modification and repurpose of an existing game
• Teach about (1) Antarctica environment (2)
  global warming (3) scientific process
• Different perspectives
• Engaging manner

Game developed by J-P Fiset - GCRC - 2004
17
Alternative ways of learning
Live hypernarrative

• Narrative Hypertext Live elements
• Content and structure determined by live
  information
• Standard Java Server Pages
• Engaging story to learn about Antarctica

18
Alternative ways of learning
Prototype developed by R. Biddle - HOTlab - 2004
19
Alternative ways of learning
20
Alternative ways of learning
21
Alternative ways of learning
22
Alternative ways of learning
23
Alternative ways of learning
24
Alternative ways of learning
25
Alternative ways of learning
26
Alternative ways of learning
27
Alternative ways of learning
Mod game / Live hypernarrative

• - Engaging way to access information
• High level of interaction
• Providing changing/multiple perspectives
• Different ways of learning (Affective/Incidental
  )

gt Complementary to the effectiveness of the atlas
28
Conclusion
29
Conclusion

• Multiplicity of cybercartography
• Different ways to present info beyond
  traditional cartography
• Different ways to access info (e.g. maps, game)
• Different ways of learning (Effective /
  Affective / Incidental)
• Better adapted to the diversity of the students
  (MI theory)
• Better adapted to the Internet environment
• Better adapted to develop critical thinking

30
Conclusion

• Remaining challenges
• Integrate proofs of concept in the atlas design
  (e.g. live hypernarrative as the introduction of
  the atlas)
• Evaluation How do we evaluate affective
  learning?
• Reconsider the way of teaching with cybermaps
  how can we capture users attention in the
  Internet environment?