This unit is only visible for tutors.
This unit is only visible in author view. Here you will find the following background information on the case study:
Why two habitats? | Background considerations for processing two potential habitats are as follows: the students will first get to know the material and develop a strategy for a habitat as well as consider the necessary GIS tools and processing steps. Since the material is new to them, it will take longer to process these steps. By means of a second habitat they will repeat the working and processing steps and thereby deepen and strengthen their knowledge |
Work sequence diagrams | At the conclusion of phase 3 (Planning) the tutor cannot expect the students to deliver two perfectly detailed work sequence diagrams on the new material. The goal
of this phase is for students to develop two rough concepts that reflect input data, their basic ideas (linkages), as well
as output data and results.
All students will present their rough concepts in the form of a interim presentation and then discuss them with their fellow students. After successful completion of this phase (ok by tutor) the students can start the realization phase. By means of experiences and trials during the execution phase the students will be able to refine their working sequence diagrams to a detailed final form depicting their approach with the corresponding processing steps. |
Cartographic aspects | The cartographic requirements will vary between schools but the learning goals of the GITTA Basic Module "Cartographic representation"
should be implemented as the minimum requirements.
Similarly, the program to use for preparation of maps is not restricted in this case study. Regarding the case study task, it is up to the student if they create one or two map layouts. |
Presentation | The interim and final presentations are thought to simulate situations that students might encounter frequently during their professional life or also at conferences: Students have to convincingly demonstrate their work to their contractors and answer critical question posed by their fellow students. Each student is both a agent (=presenter) and a contractor (=listener). Additionally, students will learn about and discuss alternative ways to find solutions, data processing and preparation. |
Individual or team work | This case study is suited for both individual work and working in pairs. |
It is recommended to make the introductory, interim, and final presentations mandatory sessions.
Test phase experiences have shown furthermore that students appreciate a regularly scheduled (e.g. weekly) meeting time when they can access tutorial help if they so choose.
The diagram below emphasises the time line structure of this case study. Depicted are the 6 phases of a case study, the hourly estimates for each phase, as well as mile stones.
Start: | The students receive all case study materials for their disposal. They are expected to familiarize themselves independently prior to the mandatory introductory session (M1). |
Mile stone 1:
introductory session (mandatory) |
At the end of phase 1, the students will be informed of the important dates (mile stones) and ways of communication at a mandatory session. This will give students a chance to discuss problems and have questions answered. Following this session the students can start with the problem analysis and planning, according to their own time management. |
Mile stone 2:
interim presentation (mandatory session) |
Test phases have shown that a mandatory session to present their work sequence diagrams and discuss them with their tutors is meaningful for students after phase 3 (planning). This also helps the tutor to follow students' thought processes more easily. Following the ok by their tutor students can start with the execution, according to their own time management. |
Mile stone 3:
Final presentation (mandatory session) |
At the final presentation the students will present their work results in a 10 minute presentation to their fellow students followed by a 5 minute discussion. |
End | End of the case study. |
Below you will find a suggestion for a model solution (in German). solution proposition.