Multiple ways of Learning about Antarctica with Cybercartography

Sebastien Caquard, Peter Pulsifer and D.R. Fraser Taylor

Overview of the presentation

What is cybercartography?

Alternative ways of learning with cybercartography

The cybercartographic atlas of Antarctica

What is cybercartography?

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

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)

What is cybercartography?

=> Combination production/research for education

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)

Multiple ways of learning

The Cybercartographic Atlas of Antarctica

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

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

The Cybercartographic Atlas of Antarctica

Analyze the needs (Education and Psychology)

Image by A. Parush - HOTLab - 2005

- Designed based on the

UNA

- The user/student is

central

- Iterative process: analysis,

development, evaluation

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

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

=> Developing an atlas framework

The Cybercartographic Atlas of Antarctica

A first prototype:

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

=> Overall recommendations to improve the EFFECTIVENESS

Alternative ways of learning with cybercartography

- Modification and repurpose of an existing game

- Teach about (1) Antarctica environment; (2) global warming ; (3) scientific process

- Different perspectives

- Engaging manner

Improving the engagement: Developing a mod game

Game developed by J-P Fiset - GCRC - 2004

Alternative ways of learning

- Narrative + Hypertext + Live elements

- Content and structure determined by live information

- Standard Java Server Pages

- Engaging story to learn about Antarctica

Live hypernarrative

Alternative ways of learning

Prototype developed by R. Biddle - HOTlab - 2004

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

Alternative ways of learning

- Engaging way to access information

- High level of interaction

- Providing changing/multiple perspectives

- Different ways of learning (Affective/Incidental)

Mod game / Live hypernarrative:

=> Complementary to the effectiveness of the atlas

Alternative ways of learning

Conclusion

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

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?