MSc Geographical Information Science / Course details

The unit will consist of two introductory lectures followed by a 5-day (including travel) residential field course to the Woodland Valley Farm in Cornwall.  

Staff and students will be met by partners working at Woodland Valley Farm in order that students can learn about the background of the landscape (e.g., beaver reintroduction, potential for solar farm installation, survival of temperate rainforest) and the ongoing research collaborations with course leaders that employ GIS modelling and analysis, setting the scene for the field work activities that will take place. Students will engage in group work and learn how to use a range of instruments, equipment and techniques for the acquisition of quantitative spatial data, including: real-time kinematic global navigational satellite systems (RTK-GNSS), camera drones, environmental sensor networks and participatory GIS software. Students will learn advanced cartographic techniques to produce high-quality and informative cartographic visualisations based upon these data.

Students will learn how emergent technology might be used to facilitate data collection at higher spatial and temporal resolutions, in order to gain deeper insight into medium and large scale environmental and geographical phenomena. This will be facilitated through the use of RTK-GNSS and camera drones to examine the effects of beaver reintroduction at Woodland Valley Farm, which cannot always adequately be captured using satellite-based remote sensing data. Students will learn about the operation of a camera drone (theoretical, regulatory and practical), the deployment of ground control points using a RTK-GNSS, the planning and execution of a data collection flight using a camera drone, and the processing of the imagery into a GIS dataset.

Students will learn to apply Public Participatory GIS (PPGIS) techniques to assess the suitability of Woodland Valley for solar farm installation, which forms the basis for assessment one. Students will also gain experience in spatial sampling techniques to study epiphyte distribution in a temperate rainforest. Throughout all the above projects, students will have the opportunity to experience, explore and apply fundamental GI Science concepts that apply widely across the rest of the course, including bias, scale, generalisation, accuracy, precision and geodesy.

The unit aims to:

Equip students with essential field data collection skills, including surveying, sensor deployment, geo-referencing and Participatory GIS. These skills are key approaches to data collection that are highly relevant to more applied aspects of the wider programme and are not possible to learn effectively in a classroom environment.

The unit will provide students with essential knowledge on data acquisition, processing and visualisation, as well as essential field techniques that are involved in the production of spatial data and derived products.

By taking this unit, students will gain valuable experience and skills in generating primary GIS data, rather than handling and processing secondary data alone, which is the focus of most other units on the MSc in GIS.

Although gaining proficiency with secondary data analysis is a key part of becoming a GIS expert, primary data collection requires a range of different skills and abilities, such as:

• an ability to conduct data collection campaigns (TS2), typically in a collaborative context (TS1),
• knowledge of and ability to use specialist equipment (PS1, PS4),
• understanding of relevant regulations (KU3), 
• in-depth and practical (rather than theoretical) understanding of the principles of techniques (KU1).

By developing expertise in these areas, students will no longer be reliant on data or methods generated by others. In contrast, relying on secondary data may limit students’ ability to design research projects and develop solutions to problems, both in academic and industry contexts. When working on new or difficult problems, suitable data may simply not exist.  

Alongside these skills, students will also develop teamwork and problem-solving skills in the field, which were not previously addressed at PGT level.

Finally, expertise in GIS techniques, such as spatial interpolation (PS3), is only useful if the results and implications of that work can be communicated effectively to others. Student outcomes will be improved as they develop skills in cartographic design, as assessed in A1 (KU2, IS3, PS5), and as they learn to describe, evaluate, and critically assess the GIS techniques, as assessed in A2 (KU4 – 6).

Data Acquisition for GI Scientists will enhance digital literacy for students by providing practical skills in command line software applications (PS2), experience of specific GIS techniques, such as spatial interpolation (PS4), digital cartographic skills (PS5) and experience of QGIS, one of the most widely used geographic information systems (PS6). This will compliment digital skills developed in other software on other courses, such as ArcGIS (GEOG60951), Python (GEOG71551) and R (GEOG70581). Students will have also developed transferable skills in handling, processing, and analysing spatial data (TS3).

The assessments have been designed to test students developing digital literacy, with an assessment focused on cartographic design (A1), as well as their understanding of and ability to evaluate and critique the studied GIS techniques (A2).

Syllabus (indicative curriculum content):

Students will focus on three key data collection skills, including:

- Participatory GIS, using the Paper2GIS software.
- Spatial Sampling, focused on epiphyte distribution in temperate rainforest. 
- Use of Unmanned Aerial Vehicles (UAVs), focused on the effects of beaver reintroduction.

Classes will be delivered as a mix of lecture, practical demonstrations and field work. The course material will be delivered via Blackboard and physical materials in the field.

• Knowledge relating to the principles and application of GNSS surveying.
• Knowledge relating to the principles of cartography and effective visual communication using maps.
• Knowledge relating to the regulation and operation of camera UAVs.
• Knowledge relating to the principles of constraints analysis, with particular reference to solar developments.
• Knowledge of the principles of spatial sampling and modelling in an ecological context.
• Understand the key issues relating to biodiversity and landscape restoration in the context of an agricultural landscape.

• Accounting for fundamental GIScience concepts, including bias, scale, generalisation, accuracy, precision and geodesy.
• Spatial data handling and analysis for both raster and vector datasets.
• Cartography and map design.
• Translating research methods from academic works into operations using GIS software.

• The planning and operation of a camera drone flight.
• The use of command line software applications.
• The use of spatial interpolation techniques.
• The use of surveying instruments and remote data capture technology, including camera drone and DGNSS.
• Advanced skills in cartographic visualisation using QGIS.
• The use of the QGIS processing framework, including to interface with GRASS and SAGA.
• The use of the Paper2GIS software.

• Group work and problem solving, particularly in the context of working effectively in the field.
• Planning and executing of data collection campaigns.
• Handling, processing and analysing spatial data.

Assessment task 1
Cartographic visualisation illustrating the potential for Woodland Valley Farm for a Solar Installation.
Single A3 page cartographic visualisation (1,000 words equivalent).
40% weighting.

Assessment task 2
Report addressing one of two project questions, focusing on either beaver reintroduction at Woodland Valley Farm or spatial methods used to study epiphyte abundance. 
1,500-word report.
60% weighting.

Written feedback through Turnitin 15 working days after submission.

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Wang, Y., Huang, Y., & Song, C. (2019, October). A new smart sensing system using LoRaWAN for environmental monitoring. In 2019 Computing, Communications and IoT Applications (ComComAp) (pp. 347-351). IEEE.

Teaching and learning will be designed to be inclusive with all relevant materials being made available online in advance of sessions in accessible formats (visual media, lecture recordings).

Assessment instructions and criteria are clearly communicated in advance of the deadline via the VLE and via lecture recordings. The assessments are distinct (cartographic product, report) and are assessed on a range of criteria. A2 provides students with flexibility via a choice of topics (beaver reintroduction at Woodland Valley Farm or spatial methods used to study epiphyte abundance).

Software required for the course (e.g., QGIS) are open-source and freely available for students to use on personal- and University-managed computers, providing students with flexibility as to when and where they work best. QGIS is also highly configurable which will allow students to adapt the software to their specific needs e.g., icon sizes, colours.

For students with caring responsibilities, it will be discussed with the student what support they may require for the trip to work for them, and adjustments made on a case-by-case basis. Full details of the trip, including dates, will be communicated to the students at the outset of the academic year to enable them to plan in advance.

Although it is expected that all students will attend the field course, allowances can be made for students who are unable to attend e.g., due to Mitigating Circumstances or EDI issues. Students who are unable to attend will have access to all the course materials and will be able to complete the assessments.

Where a student is unable to attend the trip, they will be able to meet the ILOs through campus-based activities.   

EDI provisions for students with mobility challenges: 

This field course comprises visits to several field sites around Cornwall, with varying levels of accessibility. Where a DASS report indicates that one or more a students have mobility challenges, we will investigate reasonable adjustments to maximise the extent to which that student can engage with the field course. This process will involve discussion with the student to ensure that a mutually acceptable solution is reached. Our activities make use of the environment in and around Truro, Ladock and Bodmin. We are able to accommodate a range of accessibility requirements through the selection of suitable alternative field locations (e.g., closer to roads, car parks, toilets etc.). As per best practice, any such adjustments will not be communicated to the wider group of students (e.g., we will avoid references to “what we would normally do” and similar), to avoid unnecessarily singling out the individual(s) for whom adjustments have been made.