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Systemy informacji geograficznej w programach edukacyjnych uniwersyteckich studiów przyrodniczych w Polsce

Widacki W.

Roczniki Geomatyki

2004

T. 2, z. 3

11-23

This paper presents education in GIS and related subjects, including remote sensing, in the Polish universities and pedagogy academies. Full-time courses in the studies of geography and other natural sciences are covered as well as post-graduate studies carried out by methods of distance learning. I shall deal with the subjects in the range of Geographic Information Systems. Remote Sensing and related subjects I shall use the name Geographic Information Systems and the acronym GIS regardless of what name or acronym used in a given university. Looking at the position of GIS in the curricula of studies in natural sciences, and particularly of geography, we should mention few subjects which preceded them and in a sense paved the way for them, such as cartography, topography and remote sensing. Subjects on offer. The subject of GIS was introduced to the curricula of geography studies in the academic year 1992/93 at the Warsaw University and Jagiellonian University, and at other universities in the following years. All subjects in the range of GIS and other related subjects may be divided into five groups: m Fundamentals of GIS m Applications of GIS m Remote Sensing m Subjects related to GIS m Virtual courses Fundamentals of GIS. In this group usually one subject presenting elementary knowledge GIS I and subjects at a more advanced level GIS II. In all centers GIS I is an obligatory course o f 30 to 75 hours. Apart from GIS l other courses (GIS II) are held on middle and advanced level. The greatest number of subjects in this group is at Poznan University (UAM), Warsaw University (UW) and Jagiellonian University in Kraków (UJ: Fig. l) as well as the greatest number of hours of classes (Fig. 2). Applications of GIS. This group defined as Applications of GIS covers specialized subjects, presenting the use of GIS in various natural sciences and expanding the elementary knowledge of GIS, at the examples of given branches of geography. Also field classes in GIS and remote sensing, carried out in the three universities, may be included to this group. Specialists of a given institute representing various sections of geography teach subjects in the group of Applications of GIS. Remote sensing. The subject of remote sensing has a well established position in curricula of geography studies. This is an automated subject today, at least partially. This subject is an important element supplementing GIS, even when it does not use digital data. The basie course in remote sensing was introduced to curriculum of geography studies 40 years ago and only in few universities it was supplemented by other more specialized subjects. The emergence of GIS fulfilled to much extent the need for advanced remote sensing subjects. An exception provided Geoinformation with remote sensing in the Warsaw University, for which a rich offer of remote sensing subjects was prepared (Fig. l. Fig. 2). Subjects related to GIS. In addition, in the curricula of geography studies there are subjects related to GIS as regards contents, methods and the use of data. They use digital data with all attributes of geographic data, but not necessarily, e.g. without location and topology. Statistical and graphic programmes are used, and not typical GIS software. In this group, there are cartography subjects, with the exception of basie course in cartography, and IT applications in various sections of geography. Subjects in this group supplement or replace subjects included to theprevious group . Applications of GIS. Employees and specialisations of GIS. The needs for staff members who are competent to hold, classes is not fulfilled and this gap is growing. Warsaw University is in a privileged situation because it may take advantage of services of employees of some government institutions. There are no such possibilities in other cities. As far as teaching staff is concerned, there are three models. The first one, the best example of which is UMCS, consists of a few employees of different specializations, holding classes in GIS, employed in various units of the department, for whom GIS is not the main specialization. This model prevails in most universities and pedagogy academies. The second model, with a few specialists from the university and many specialists in GIS from other institutions exists only at UW. The third model, with GIS specialists from one organizational unit (the GIS Unit), specialized in GIS and only to some extent supported by specialists from other units of the department, was implemented at UJ. In two universities (UAM, UW) introduction of a single GIS subject in the past decade led to emergence of specialized studies and specializations in GIS and remote sensing. In other centers, even with rich offer of GIS and related subjects, with the exception of the Jagiellonian University, shortage of specialized staff will hinder, at least for some time, opening of new specializations. Labs, software and textbooks. Universities are equipped with hardware and software in a very differentialed degree. Also, recommended teaching aids vary considerably. In most institutions there are general computer labs, used for various courses, including GIS classes, in two universities there are labs dedicated to GIS. Basie GIS courses use such software as Idrisi, ArcView, Geomedia, GeoInfo and TNTmips. In addition, advanced courses use such programmes as Erdas Imagine, ArcInfo and Mapinfo. In postgraduate UNIGIS studies at UJ also Geomedia is used. Distance learning in GIS. GIS studies by distant learning is offered by the Jagiellonian University in cooperation with Paris Lodron University in Salzburg in Austria within the framework of international network UNIGIS (Fig. 4). Graduates receive Certificates of Completing Post-Graduate Studies at UJ and Diplomas of Master of GIS of the University in Salzburg. In the first group of UNIGIS students in Poland, who started studies in 2004, there are geographers, surveyors, foresters, biologists and archeologists, working at universities and various government institutions as well as private entrepreneurs. Conclusion. The process of introducing GIS to curricula of geography studies and, in general, to curricula of natural sciences studies is not completed. The importance of GIS in the education process may be considered in two dimensions. The first dimension is that of the studies themselves. And the second . of the work prospects for graduates of these studies. Introduction of GIS to the curriculum has already changed the standard of geographers` work. Also, the method of collecting field data has changed, as well as their processing and presentation of the results of research (Widacki, 2004). Thanks to the knowledge and skills in the area of GIS, graduates of geography have much more work opportunities today than in the past, not only in Poland but in the whole market of the European Union.

Systemy informacji geograficznej i ich rola w naukach przestrzennych

Widacki W.

Geoinformatica Polonica

2001

T. 3

47-55

Artykuł przedstawia zmiany, jakie pod wpływem Systemów Informacji Geograficznej zaszły w naukach przestrzennych, oraz wpływ GIS na sposób podejścia do przedmiotów badań przez przedstawicieli tych nauk. W przeciwieństwie do dawnych, szczegółowych i czasochłonnych studiów terenowych, obecna aparatura badawcza umożliwia prowadzenie automatycznych a często zdalnych pomiarów. Relacja między badaczem i przedmiotem jego badań stała się relacją pośrednią, a sama praca terenowa, jeśli jest prowadzona, trwa znacznie krócej niż dawniej. Powstał nowy wzorzec pracy naukowej. Lokalizacja obiektów i zapis ich topologii daje nowe możliwości formalizowania i kwantyfikowania relacji przestrzennych. W przeszłości znaczenie cech przestrzennych było znacznie mniejsze. Badacz, wybierając cechy ilościowe oraz cechy przestrzenne, a pomijając jakościowe i nieprzestrzenne, dostaje inny i jakby zniekształcony w stosunku do poprzedniego obraz przedmiotu badań. Standardy postępowania naukowego, organizacja bazy danych, a także język wpływają integrująco na badaczy i na nauki, które reprezentują. Dzięki Systemom Informacji Geograficznej zmieniają się nauki przestrzenne, a także produkt finalny procesu badawczego.

The paper examines changes, which have occurred in the spatial sciences under the influence of Geographical Information Systems (GIS), and also the relation between the scientist and the object of his studies. Contrary to the former detailed terrain examination, the nowadays equipment can provide the automatic and often remote measurements in the field. The relation between scientist and the study object has become mostly indirect. The fieldwork lasts less than before. A new paradigm of the scientific work has been created. The object location and its topology give new possibilities to formalise and quantify spatial relations. These relations were much less recognised in the past, and now their role is more distinctive. The user choosing the quantitative and spatial features, and eliminating the qualitative and non-spatial ones, receives a picture of the studied object, which differs from that of the past. The standard procedures, database organisation, and the language are playing the integrating role for scientists using them, and for the science, which they represent. Thanks to GIS the spatial sciences and the final product are changing.