Teaching with Open Source Software
This presentation highlights the integration of open source software in teaching Geographic Information Systems (GIS) at the University of California, Davis. It defines GIS as a computer system adept at managing geographically referenced data. The teaching incorporates spatial and aspatial components, highlighting applications such as thematic map displays and change detection analysis in California oak woodlands. Despite challenges with software reliability, the benefits include heightened student engagement, constructive feedback, and opportunities for involvement in program development, fostering enthusiasm and collaboration among students.
Teaching with Open Source Software
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Presentation Transcript
Teaching with Open Source Software Richard E. Plant Departments of Biological and Agricultural Engineering and Plant Sciences University of California Davis, CA
Definition of a geographic information system: • “a computer system capable pf assembling, storing, manipulating, and displaying geographically referenced information, i.e., data identified according to their locations.”(Lo and Yeung, Concepts and Techniques in Geographic Information Systems 2007, p. 2)
Spatial Data • Georeferenced data consists of two components: • Aspatial component: the phenomenon or phenomena being recordedThis is called attribute data • Spatial component: the location and spatial properties of the phenomenonThis is called geographic data
Applications of GIS • Display of thematic maps resulting from the analysis of geographic processes
Aerial Photos 1952 1993
Georegistered 1952 1993
Graduate seminar (run by TAs) • Each week • One student presents the week’s lab • All students work the lab • Students turn in comments and criticisms
Problems • Buggy software • Not ready for prime time • Necessary to carry out many operations in R • Version inconsistency
Benefits • Anticipated • I got a constructive criticism of the labs • The students learned an ArcGIS alternative • Unanticipated • Some of the students really got into it • Enthusiasm for subject • Student involvement in program development • Contact with developers • Sense of ownership and participation • Sense of shared challenge among the students • Continuation of seminar into other open source programs