RS and GIS Integration Course (GRS-60312)

Introduction

Arnold Bregt, Ron van Lammeren, Arend Ligtenberg, John Stuiver, Sytze de Bruin, Harm Bartholomeus, Aldo Bergsma, Philip Wenting, Jan Clevers, Martin Herold

and Lammert Kooistra (Course Coordinator)

Laboratory for Geo-Information and Remote Sensing – Wageningen University

RGIC: The Geo-Information cycle and back

validation

Theme: Innovation in geo-business!

to

Scientist Consultant

source: www.magicmud.com

From

Things to do this morning

First half:

Background course: modules, assessment, …

Planning

Academic Consultancy Training (ACT): objective, planning, …

Project groups

Fieldwork and excursion issues

Second half:

Communications skills I

Background RS and GIS Integration course

RS and GIS Integration Course = RGIC

History: AMC II and RGIC old style

OWI Requirement: Academic Consultancy Training (ACT)

Changes:

Modules & objectives: new module Design of Integrated Monitoring System

Assessment: increased importance of ACT

Website = http://www.geo-informatie.nl/courses/grs60312/

Learning outcomes RGIC (GRS60312)

Design an integrated monitoring system for a specified environmental process according to the concepts of integration in the geo-information cycle.

Contribute interactively to the determination of the goals of a project with a client (third party) and formulate a project plan (define results, suitable phasing of activities and distribution of tasks among team members).

Implement formulated goals through design and test of a processing protocol for calibration or validation of a geo-spatial model.

Select and integrate information gathered in their disciplinary field into a project deliverable as appropriate to the interdisciplinary design and in conformity to disciplinary quality standards.

Demonstrate the understanding of the proper use of GIS- and remote sensing concepts, methods and data when carrying out a project from A to Z.

Communicate and co-operate effectively with group members, client, process coach, content expert and other parties involved during the various stages of the project.

Accomplishing tasks within given constraints on time and other resources. Assess the contribution of themselves, team members and other stakeholders on

team functioning and execution of project tasks and appropriately reflect on these and give feedback in writing and verbally.

RGIC set-up

Academic Consultancy Training (ACT) project (20 d)

Phase 1 Phase 2 Phase 3 Project proposal Analysis Report & Presentation

+ excursions: 2 days

Management

skills

Project

management

Communication

(2 d)

Geo-skills

GSNS

LBS

Field

Spectroscopy

(4 d)

Design of Integrated Monitoring System (DIMS: 9 d)

Modules and objectives

Module Group composition

End-product Contact

Design of Integrated Monitoring System

ACT teams Report DIMS and presentation of demonstrator

Lammert Kooistra

Fieldwork ACT teams Validation and fieldwork plan

Lammert Kooistra

Excursion ACT teams Presentation and discussion (incl reflection paper)

John Stuiver Lammert Kooistra

ACT project ACT teams Proposal + end-product + process

Lammert Kooistra

Assessment I

No final exam

Course will be evaluated as follows:

DIMS (40%)

ACT project (60%) (details in assessment III)

All parts of the course have to be sufficient (5.5 at least) to pass the course.

Assessment II Assessment strategy (Toetsplan) GRS-60312 RS & GIS Integration Course

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1 Design an integrated monitoring system for a specified environmental process according to the concepts of integration in the geo-information cycle X X X

2 Formulate a project plan (define results, suitable phasing of activities and distribution of tasks among team members)

and contribute interactively to the determination of the goals of the project with a client (third party). X

3 Design and test a processing protocol for calibration or validation of a geo-spatial model according to the formulated project goals. X X

4 Select and integrate information gathered in their disciplinary field and produce a project deliverable as appropriate

to the interdisciplinary design and in conformity to disciplinary quality standards. X X

5 Demonstrate the understanding of the proper use of GIS- and remote sensing concepts, methods and data when carrying out a project from A to Z. X X

6 Analyze and reflect on communication and co-operation with group members, client, process coach, content expert and

other parties involved during the various stages of the project. X

7 Organize and accomplish tasks within given constraints on time and other resources. X X

8 Assess the contribution of themselves, team members and other stakeholders on team functioning and execution of

project tasks and appropriately reflect on these and give feedback in writing and verbally.X

contribution to final mark (%) 25 5 10 10 25 12,5 12,5

Planning I

week 1

Monday May 6 (C30) Tuesday May 7 (C30) Wednesday May 8 (C30) Thursday May 9 Friday May 10

Morning (8:30-12:15) intro course/project (LK) 8:30 kick-off meeting DIMS 8:30 projectman (AB) holiday DIMS: design

Communications Skills I Ascenion Day

Afternoon (13:15-17:15) first meeting coach preparation meeting

(RL, SB, HB, JS, AL, LK) feedback session commissioner deadline expectation paper

week 2

Monday May 13 Tuesday May 14(C30 ) Wednesday May 15 Thursday May 16 Friday May 17

Morning (8:30-12:15) meeting commissioner Intro DIMS (RL): DIMS: design DIMS:design project proposal

communication &

Afternoon (13:15-17:15) project proposal visualization

guest lecture: Dawn Wright (Chief Scientist ESRI) feedback session

week 3

Monday May 20 Tuesday May 21(C30 ) Wednesday May 22 Thursday May 23 Friday May 24

Morning (8:30-12:15) holiday Intro DIMS (LK):fieldwork feedback fieldwork plan DIMS: fieldwork or project proposal

Whit Monday and validation plan design

Afternoon (13:15-17:15)

deadline fieldwork plan deadline concept proposal

week 4

Monday May 27 Tuesday May 28 Wednesday May 29 Thursday May 30 Friday May 31

Morning (8:30-12:15) fieldwork Skills for geo-business in Achterhoek near Groenlo (5 overnight stays) Communication Skills II

GNSS (PW, LK) field spectroscopy DIMS: validation fieldwork DIMS: validation fieldwork

Afternoon (13:15-17:15) (HB, JC, LK)

13:00 return to Wageningen

Planning II

week 5

Monday June 3 (C30) Tuesday June 4 Wednesday June 5 Thursday June 6 Friday June 7

Morning (8:30-12:15) Project proposal:feedback Analysis phase Analysis phase

deadline DIMS report session deadline final proposal

Afternoon (13:15-17:15) DIMS: final presentations (RL, SB, HB, JS, AL, LK) Analysis phase

(LK, RL, MH)

week 6

Monday June 10 Tuesday June 11 Wednesday June 12 Thursday June 13 Friday June 14

Morning (8:30-12:15) analysis phase excursion analysis phase analysis phase analysis phase

SHELL and ESRI

Afternoon (13:15-17:15) (JS, LK)

week 7

Monday June 17 Tuesday June 18 Wednesday June 19 Thursday June 20 Friday June 21

Morning (8:30-12:15) analysis phase excursion analysis phase analysis phase analysis phase

ALLIANDER

Afternoon (13:15-17:15) (JS, LK)

week 8

Monday June 24 Tuesday June 25 Wednesday June 26 Thursday June 27 Friday June 28

Morning (8:30-12:15) reporting reporting prepare presentation presentations projects evaluation meeting

with coach

Afternoon (13:15-17:15) (RL, SB, HB, JS, AL, LK)

deadline project report deadline reflection paper

Open innovation: connecting in geo-business

Steven Johnson:

Where good ideas come from

TED talk: start at 12:20

http://www.youtube.com/watch?feature=player_embedded&v=0af00UcTO-c

Story on the invention of GPS

http://en.wikipedia.org/wiki/Steven_Johnson_(author)

Course philosophy

Real life: different activities

Independence

Own responsibility

Keep an eye on the process

group

yourself

Grab the opportunity to learn how to do geo-business

… and have fun!

Academic Consultancy Training (ACT)

Academic Consultancy Training (ACT)

Content

Project topic

Project proposal

Report

Final presentation

Process

Team: roles, meeting skills, negotiation, etc.

Individual: learning outcomes, reflection

Communication with commissioner, expert, coach you

team

commissioner

coach

expert

Course guide ACT in RGIC

Course guide available on website

Project Management Skills (Wed May 8: 8:30)

Communication Skills I + II

Available rooms and computer facilities

Team site

Self assessment dossier

Goal: to structure the monitoring of your progress on aims of course and self-defined learning outcomes

Basis for coach to assess process of student

Application letter: motivation project choice + CV

Expectation paper: self-assessment + learning outcomes

Reflection paper: reflection on outcomes and progress

Interviews (2x): individual between coach and student

Assessment III

ACT module is 60% of complete mark of RGIC course

ACT assessment composed of following parts:

Written self assessment (passed (Go) or failed (No Go))

Project proposal (15%) (coach 50% + SPM teacher 50%)

Product (42.5%) (50% - expert, 25% coach, 25% commissioner) Note: The oral presentation part of the final product is included in the mark of the coach.

Process (42.5%) (50% coach, 50% mutual assessment team) Note: The mark of the coach is leading for the average mark of the students’ mutual assessment and when students are treated unfairly (too high or too low grades) during the mutual assessment, the coach may overrule such mutual assessments

ACT planning 2013 Schedule ACT RS&GIS Integration Course Date Time Room

week activity

1 Start of course + Communication Skills (part I) Mon 6-May 8.30 - 12.15 C30

Meeting with team coach Mon 6-May from 13:30 planned 2 h tbd

Training project management Wed 8-May 8.30 - 12.15 C30

Prepare first meeting with commissioner Wed 8-May 13.15 - 17.15 PC37/PC38

Hand in expectation paper Fri 11-May by email to team coach

2 First visit to commissioner Mon 13-May appointment

Work on project proposal Mon 13-May 13.15 - 17.15 PC37/PC38

Personal starting interview Mon-Wed 13-16-May appointment with team coach

Work on project proposal Fri 17-May 8.15 - 17.15 PC37/PC38

3 Work on project proposal Fri 24-May 8.30 - 17.15 PC37/PC38

Hand in concept project proposal before 17:00 Fri 24-May by email to coach

4 Communication skills (part II) Fri 31-May 8.30 - 12.15 Groenlo

5 Discussion of proposal (1 hour per team) plus

written feedback on main points

Tue 4-June appointment between 10.00 - 12.00

Work on project proposal Tue 4-June 8.30 - 17.15 PC37/PC38

Hand in final project proposal before 12.00 Wed 5-June by email to coach and client

Work on project: analysis phase Wed-Fri 5-7-June 8.30 - 17.15 PC37/PC38

Teacher gives written feedback plus mark

for proposal before Friday 12.00

Fri 7-June

6 Work on project: analysis phase Mon-Fri 10-14-June 8.30 - 17.15 PC37/PC38

Midterm meeting + introduction mutual assessment Mon 10-June appointment with team coach

7 Work on project: analysis phase Mon-Fri 17-21 June 8.30 - 17.15 PC37/PC38

8 Work on project: analysis phase Mon 24-June 8.30 - 17.15 PC37/PC38

hand in final product/preparation of final

presentation before 17.00 Tue 25-June by email to coach and client

hand in final reflection paper Wed 26-June by email to coach

presentation of the project Thur 27-June appointment tbd

final team assessment Fri 28-June appointment coach

final performance interview Fri 28-June appointment coach

Team planning

Team composition

Team planning

Fieldwork and excursion issues

Validation in the GI cycle

“real”

land use

validation error matrix

source: www.lgn.nl

Solution: fieldwork

Planning Fieldwork: Skills for Geobusiness

Sunday May 26: Arrival at Reirinck from 19:00

Monday May 27: GNSS

Tuesday May 28: field spectroscopy

Wednesday May 29: fieldwork DIMS

Thursday May 30: fieldwork DIMS

Friday May 31: communication skills II + return to Wageningen (13:00)

Change to practical points fieldwork PPT

Excursion issues

Excursion 1 Tuesday June 11: ESRI (Rotterdam) and SHELL (Rijswijk) Departure: 7:30 AM in front of GAIA (by bus) Return: 20:30 PM

Excursion 2 Tuesday June 18: ALLIANDER (Arnhem) and TBD Departure: 8:00 AM in front of GAIA (by bus) Return: 19:00 PM

Final presentations at customer day in Wageningen Thursday June 27: End presentations and posters for commissioners

and other interested colleagues (ideas welcome)

General Program

Company introduction student team (15m)

Which initial and final view do you have on the company/organisation?

How do they position the organisation in the GI-field?

What role do you see for yourself in such type of organisation?

Presentations companies (…)

Final discussion (30m)

Initial view on company

Changing views

Your role/ambitions

Final product for excursion

In the final reflection paper write a specific paragraph on the excursions focussing:

Science/research vs. consultant/engineer

Dilemma’s

Differences in working approach, culture

How do you see your role in a future career

After break communication skills I

RS and GIS Integration Course (GRS-60312)

Communication Skills part 1

Communication skills I

For all teamwork: DIMS and ACT

In RS & GIS Integration Course

Objective: develop and train your professional skills

Ranging between team skills (self) reflection skills

Communication skills I

What could you expect of your future working situation?

Working in a project team: what does that mean?

Formal: meeting skills, team functions, commissioner, …

Group process: (give and receive) feedback, Rose of Leary, negotiation

What and how can I learn from working in a project team?

Reflection on group process and your role in this

Formulate learning goals + looking back if and you achieved them: expectation and reflection paper + individual meetings

What could you expect in your future working situation?

Phd Junior consultant

source: www.magicmud.com

Three layers of communication

procedure

process

In a team:

Objectives

Results

Facts & figures

Project

Structuring

Planning

Work plan

Action points

Power

Interests

Beliefs

Secrets

Conflicts

content

Communication: content and relation

That’s indeed a very good point that you put forward!

On content level comment about quality of argument.

On relational level the sentence could have different meanings:

This could break the discussion open!

Good point, bad timing!

Good point, why didn’t I think of it.

Again one of those points, let’s move on.

…

How people communicate

Emotional message Business messages

Words 7 20

Voice language 38 35

Body language 55 45

Working in a project team: what does that mean?

Formal (content & procedure):

meeting skills: purpose, planning, agenda, procedures, making decisions, brain storming

team functions: chairing, writing minutes

Commissioner: contact, getting information, keeping informed, negotiation

Process:

(give and receive) feedback

Roles: Rose of Leary and Belbin

Negotiation

Feedback rules

Self-assess first (“How do you think that it went?”)

Distinguish your observation (what you see and hear) and your interpretation (what it means for you)

Be specific (do not generalize) in your feedback

Be positive (what was good and what can be improved?)

Feedback is a means to help you to improve your communication skills!

Feedback

NOT: You were very nervous

Instead:

(facts): I found your speed of speaking very high

(interpretation): That made me think that you were nervous and also that what you were saying must not be so important.

(effect): The effect on me was that I had difficulty understanding what you were saying and staying interested.

Leary’s Rose: a theory about human interaction

leading

aggressive

compe-

titive

helping

co-operative

dependent withdrawn

defiant

opposed

below

together

above

REFLECTION

What and how can I learn from working in a project team?

What and how can I learn from working in a project team?

Reflection on group process and your role in this

Formulate learning goals + looking back if and you achieved them

Expectation and reflection paper + individual meetings with your coach

Reflection

Like looking in the mirror: how do I function in …

Helps to become more aware of how you act and maybe how to discover what your ideal way of learning is

You are your own mirror!

Personal reflection

1st person: world from own perspective: others are object without own point of view

2nd person: others have their own perspective, more interpretations of certain situation

3rd person: you can look from a distance to your own interactions with other people

Schematic view of different aspects of a person

Reflective learning cycle

Formulate learning goals

Reflective learning in RGIC

Coach: group meetings + personal interviews

Self assessment dossier:

Application letter: motivation project choice + CV

Expectation paper: self-assessment + learning goals

Reflection paper: reflection on outcomes and progress

Once in a lifetime experience!

Try to find a balance

Formulate personal learning goals

Think about experiences so far: both strong and weak points

Formulate what you want to learn

Formulate your goals positively

Goals can be formulated at different levels: knowledge, skills, attitude

Indicate the way you want to achieve your goals: formulate specific activities

Indicate at which level you are now and what level you want to achieve

Formulate personal learning goals: example

Who has already thought about it?

Formulate personal learning goals: examples

“I want to know more about accepted negotiating strategies in a professional context”.

“I want to learn and practice to be a chairperson in a decision making meeting”.

“I want to feel more confident during a meeting”: having sufficient knowledge about the topic of the meeting

putting my potential input on paper on beforehand

active interventions during a meeting

trying to realize why I feel so nervous and by doing this, try to overcome the nerves

communicating to the meeting that I have this problem of nervousness and asking them to assist me in one way or the other

Formulate personal learning goals: inspiration

“I” domain mainly: Keeping of appointments; Listening; Pro-active approach to process coaching and reflective learning; Self reflection; Accepting and using feedback; Pro-active execution of assigned team function (controller, member, manager, secretary); Pro-active execution of team tasks;

“I-We” domain mainly: Quality of oral feedback on group process; Collaboration; Persuasion; Application of Belbin team role model to a project team; Commitment to the group; Stimulation; Communication within the group;

“I-It” domain mainly: Pro-active approach to content coaching; Output orientation; Flexibility in approach to the project; Contribution during discussions on the basis of own disciplinary background;

Formulate personal learning goals: inspiration

“I-We-IT” domain mainly: Approach to procedural side of team work; Quality of oral feedback on products; Quality of written feedback on products

“It” domain mainly: Academic attitude in contribution to report; Written contribution on the basis of own disciplinary background; Commitment to the product; Commitment to the commissioner; Ability to separate means and goals while executing a project proposal; Ability to compile and select relevant information; Ability to integrate contribution with total project perspective; Contribution to written presentation of product(s) (lay-out)

“We” domain mainly: Team roles, Team thinking

“We-It” domain mainly: Academic attitude/contribution in discussions; Quality of written feedback on group process; Communication with external people; Cross disciplinary contribution to report; Cross disciplinary contribution in discussions

Formulate personal learning goals: level

Prepare expectation paper

Deadline: Friday May 10 end of the day

Send your paper to coach of project team

Appointment in week 2

Instructions:

Course website: http://www.geo-informatie.nl/courses/grs60312/material2012/Format_expectation_paperRGIC2012.pdf

Assignment Learning goals (20 minutes)

Groups of 2

Everybody is preparing 2 learning goals for him/herself for 2 different levels

Discuss the learning goals together: why, do they agree with stated rules, are they realistic

Summary

ACT: next to content also process is a learning outcome

Try to build in ‘reflection moments’:

Make short notes after meetings

During team meetings

Read background material CS

Communication skills I

END

Communication skills II

Team roles

Core qualities

Mutual assessment

Afsluiting

© Wageningen UR