The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences
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Articles | Volume XLIII-B5-2020
Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci., XLIII-B5-2020, 199–205, 2020
https://doi.org/10.5194/isprs-archives-XLIII-B5-2020-199-2020
Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci., XLIII-B5-2020, 199–205, 2020
https://doi.org/10.5194/isprs-archives-XLIII-B5-2020-199-2020

  24 Aug 2020

24 Aug 2020

TOWARDS SDG 4: TRADE-OFFS FOR GEOSPATIAL OPEN EDUCATIONAL RESOURCES

S. Coetzee1, V. Rautenbach1, A. Çöltekin2, C. Pettit3, M. Madden4, S. Christophe5, and O. Lkhamjav6 S. Coetzee et al.
  • 1Department of Geography, Geoinformatics and Meteorology, University of Pretoria, Pretoria, South Africa
  • 2Institute for Interactive Technologies, University of Applied Sciences and Arts Northwestern Switzerland, Switzerland
  • 3City Futures Research Centre, Faculty of Built Environment, UNSW, Australia
  • 4Center for Geospatial Research Department of Geography University of Georgia Athens, Georgia, USA
  • 5COGIT Lab, IGN-France, Paris, France
  • 6Chair of the Mongolian Geospatial Association Ulaanbaatar, Mongolia

Keywords: geospatial, educational resource, open education, catalogue, learning object metadata, metadata, teaching

Abstract. Through the ISPRS scientific initiative presented in this paper, we aim to make geospatial educational resources available and discoverable to those who teach and those who want to learn. In earlier work, we designed and implemented a prototype catalogue for geospatial educational resources, aimed at a target audience in higher education. The success of search and discovery in any catalogue relies heavily on the metadata that describes catalogue entries. Initial feedback showed that users find it difficult to use some of the metadata elements in the prototype to describe their teaching materials. In order to better understand their difficulties and further refine the metadata for describing educational resources that are used for geospatial purposes specifically, we asked a number of participants to describe geospatial educational resources according to four sets of metadata attributes. This paper presents the results of the study and recommends a set of metadata attributes that are specifically useful for geospatial educational resources. Implementation trade-offs are discussed, e.g., deciding between metadata attributes that are very specific or more generic, and catalogue entries that are immediately available to Web search engines without any quality checks vs. catalogue entries that are moderated by a community of educators before publishing them. By providing metadata about geospatial educational resources, the international geospatial community can contribute to the UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.