Tag: Geoinformatics

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Applying Bloom’s Taxonomy to Geoinformatics Education

By Shahabuddin Amerudin

Abstract

This article explores the practical application of Bloom’s Taxonomy within the field of Geoinformatics, offering detailed examples at various proficiency levels within each of its three domains: Cognitive, Affective, and Psychomotor. Bloom’s Taxonomy, initially developed in the 1950s by Benjamin Bloom and colleagues, classifies educational objectives into these domains, providing a structured approach to designing curricula, assessing student progress, and cultivating comprehensive learning experiences. In Geoinformatics, where spatial data is of paramount importance, integrating Bloom’s Taxonomy into education equips educators with a powerful tool to tailor their teaching methods and shape well-rounded geospatial professionals. This article highlights the significance of Bloom’s Taxonomy as a blueprint for holistic and effective learning, emphasizing its role in fostering ethical awareness and practical expertise within this ever-evolving field.

Introduction

In the ever-evolving realm of Geoinformatics, where spatial data’s significance is indisputable, the demand for effective educational strategies is paramount. One such strategy, Bloom’s Taxonomy, a hierarchical framework initially devised by Benjamin Bloom and his colleagues in the 1950s, has emerged as a cornerstone in the evolution of contemporary educational practices. This taxonomy meticulously classifies educational objectives into three distinct domains: Cognitive, Affective, and Psychomotor, each with its array of learning proficiency levels. Acquiring a profound comprehension of Bloom’s Taxonomy equips educators with a formidable instrument for curriculum design, student assessment, and the cultivation of comprehensive learning experiences.

The Three Domains of Bloom’s Taxonomy

1. Cognitive Domain: “Think”

The Cognitive domain pertains to intellectual capabilities and encompasses a wide range of thinking skills. It provides a structured approach to developing students’ thinking abilities, from basic knowledge recall to advanced critical thinking. The levels within this domain include:

C1: Recall Data

At the foundational level, students are expected to remember factual information, such as dates, names, and definitions.

Example: Recall the latitude and longitude coordinates of major world capitals.

Significance: Foundational knowledge is essential in Geoinformatics, where location data serves as the backbone of spatial analysis.

C2: Understand

Moving beyond rote memorization, this level requires students to comprehend concepts, principles, and ideas. They should be able to explain and interpret the information.

Example: Explain the concept of spatial data and how it differs from non-spatial data.

Significance: Understanding the fundamental principles is crucial for effective data handling and interpretation.

C3: Apply

At this stage, learners are encouraged to put their knowledge into practice by using it in various situations. They demonstrate their ability to apply learned concepts to real-world problems.

Example: Use GIS software to overlay population data with land use data to identify areas with potential urban expansion.

Significance: Applying knowledge to real-world scenarios fosters practical skills for geospatial analysis.

C4: Analyze

Analytical thinking comes into play here as students break down information into its component parts. They identify patterns, relationships, and structures within the material.

Example: Analyze a topographic map to identify watersheds and determine the flow direction of rivers.

Significance: Analytical thinking is vital for interpreting complex spatial relationships.

C5: Synthesize

Synthesis involves creating something new by combining elements from different sources. Learners at this level integrate knowledge to form new concepts or solutions.

Example: Create a custom web mapping application that integrates data from multiple sources, allowing users to explore environmental factors affecting a specific area.

Significance: Synthesizing data facilitates the creation of advanced tools for spatial decision-making.

C6: Evaluate

The highest level in the Cognitive domain calls for critical evaluation and judgment. Students assess information, make informed decisions, and compare ideas based on set criteria.

Example: Evaluate the suitability of different projection systems for a specific cartographic project, considering factors like distortion and scale.

Significance: Evaluation skills ensure accurate and meaningful representation of spatial data.

2. Affective Domain: “Feel”

The Affective domain addresses emotions, feelings, attitudes, and behaviors. It recognizes that learning is not solely an intellectual endeavor but also a matter of the heart. The levels within this domain include:

A1: Receive (Awareness)

At the initial level, learners become aware of information or stimuli and show openness to receiving it.

Example: Become aware of the ethical considerations and potential privacy issues associated with the collection and use of geospatial data.

Significance: Awareness of ethical dilemmas promotes responsible data handling.

A2: Respond (React)

Responding involves reacting to stimuli with a chosen emotion, attitude, or behavior. It signifies a more active engagement with the information.

Example: Express enthusiasm for the potential of Geoinformatics in disaster management and the ability to save lives through accurate spatial data analysis.

Significance: Positive responses encourage engagement and innovation in the field.

A3: Value (Understand and Act)

At this level, students not only understand but also attach value to the information. They begin to prioritize certain attitudes and behaviors over others.

Example: Recognize the importance of open data policies in Geoinformatics and actively support initiatives that promote data transparency.

Significance: Valuing ethical principles drives advocacy and participation in ethical practices.

A4: Organize Personal Value System

Learners start organizing their values and beliefs into a coherent system, aligning their actions with their chosen values.

Example: Integrate the principles of sustainability and environmental stewardship into personal and professional practices within the Geoinformatics field.

Significance: Organizing values aligns individual behavior with broader societal and environmental goals.

A5: Internalize Value System (Adopt Behavior)

The highest level in the Affective domain represents a deep and lasting change in behavior. Students internalize their values, and these values guide their actions and decisions.

Example: Demonstrate consistent ethical behavior by refusing to participate in projects that misuse or misrepresent geospatial data.

Significance: Internalized values guide ethical decision-making in complex situations.

3. Psychomotor Domain: “Do”

The Psychomotor domain focuses on physical and manual skills. It recognizes that learning involves not only thinking and feeling but also doing. The levels within this domain include:

P1: Imitation (Copy)

At the basic level, learners imitate and replicate actions demonstrated to them.

Example: Copy the process of digitizing a paper map into a digital format using a GIS software package.

Significance: Imitation lays the groundwork for mastering practical skills in geospatial data handling.

P2: Manipulation (Follow Instructions)

This level involves following specific instructions to perform tasks or skills accurately.

Example: Follow instructions to create a map overlay that displays weather data on a GIS map in real-time.

Significance: Manipulation skills allow for the accurate execution of specific geospatial tasks.

P3: Develop Precision

As learners progress, they refine their skills to achieve a higher level of precision and accuracy.

Example: Develop precision in using GPS equipment to collect high-accuracy location data for geospatial research.

Significance: Precision ensures the reliability of geospatial data in research and decision-making.

P4: Articulation (Combine, Integrate Related Skills)

Articulation requires the integration of various related skills to accomplish complex tasks effectively.

Example: Combine skills in remote sensing, GIS, and statistical analysis to perform land cover change detection over time.

Significance: Articulation leads to the development of advanced capabilities for complex geospatial analyses.

P5: Naturalization (Automate, Become Expert)

The pinnacle of the Psychomotor domain signifies the mastery of a skill, where it becomes almost second nature, allowing for expert-level performance.

Example: Automate geoprocessing tasks using Python scripting to streamline data analysis workflows.

Significance: Naturalization signifies expertise, where geospatial tasks become almost second nature.

Conclusion

In conclusion, Bloom’s Taxonomy offers educators in the field of Geoinformatics a powerful and versatile framework for designing curricula and assessing student progress. By incorporating the Cognitive, Affective, and Psychomotor domains, educators can nurture individuals who possess a multifaceted skill set. This approach empowers students to think critically, articulate their values, and master practical skills essential for spatial analysis. The enduring relevance of Bloom’s Taxonomy in education underscores its significance as a blueprint for holistic and effective learning, equipping Geoinformatics professionals to excel in a complex and ever-evolving field while ensuring a strong foundation in ethics and practical expertise.

Suggestion for Citation:
Amerudin, S. (2023). Applying Bloom's Taxonomy to Geoinformatics Education. [Online] Available at: https://people.utm.my/shahabuddin/?p=7212 (Accessed: 27 September 2023).
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Navigating the Digital Frontier: A Bright Future for Geoinformatics Graduates

By Shahabuddin Amerudin

Source: https://www.karmelsoft.com/big-data-makes-background-checks-more-thorough/

In an age where data is king, and technology continues to shape the way we interact with our world, there’s a field of study that’s becoming increasingly vital and promising: Geoinformatics. For students with a passion for programming and system/application development, pursuing a degree in Geoinformatics can open doors to a world of exciting career opportunities and a future that’s anything but ordinary.

Source: https://www.giscloud.com/careers-backend/

Geoinformatics: Where Geospatial Meets Technology

Geoinformatics is an interdisciplinary field that bridges the gap between geospatial and technology. It harnesses the power of Geographic Information Systems (GIS), remote sensing, data analysis, and programming to understand and solve complex spatial problems. With a foundation in both geospatial and technology, graduates of Geoinformatics programs are well-equipped to tackle real-world challenges in various industries.

Source: https://www.seek.com.au/career-advice/role/developer

The Career Path of a Geoinformatics Enthusiast

For students who excel in programming and system/application development during their Geoinformatics studies, the career paths are diverse and filled with promise. Let’s explore some of the exciting avenues available to them, along with examples of technologies they can master along the way:

1. GIS Developer/Programmer: GIS developers and programmers create software applications, tools, and systems that leverage geospatial data to address complex problems. They might work with platforms like Esri ArcGIS or open-source solutions like QGIS. Proficiency in programming languages like Python and JavaScript is essential, as it enables them to develop custom geospatial applications and interactive mapping tools.

2. Spatial Data Analyst: Spatial data analysts specialize in collecting, processing, and interpreting geospatial data. They use tools like MySQL and PostGIS for spatial database management and Python for data analysis. Visualization libraries such as Matplotlib and D3.js help them create insightful 2D visualizations of spatial data.

3. Remote Sensing Specialist: Remote sensing experts work with satellite and aerial imagery to gather information about the Earth’s surface. They utilize software like ENVI or open-source tools like SAGA GIS and GRASS GIS for image processing. Proficiency in Python and machine learning frameworks like TensorFlow allows them to extract valuable insights from remote sensing data.

4. Geospatial Software Engineer: These engineers focus on creating software tools and applications tailored to the Geoinformatics domain. They may use integrated development environments (IDEs) like Visual Studio Code or PyCharm for efficient coding. Languages like Java and C++ are often employed for building high-performance geospatial software.

5. Urban Planner or Environmental Consultant: Geoinformatics professionals in these roles aid in city planning, environmental impact assessments, and sustainable development projects. They might employ proprietary software like Autodesk AutoCAD or open-source solutions like QGIS to analyze and visualize data relevant to urban planning.

6. Geospatial Project Manager: Project managers oversee geospatial projects from start to finish, ensuring they are completed on time and within budget. Tools like Jupyter Notebook facilitate data exploration and project management. Visualization platforms like Tableau help in creating geospatial data dashboards for project tracking.

7. Academic and Research Career: For those inclined towards academia and research, pursuing advanced degrees can lead to careers as professors, researchers, or scientists in Geoinformatics-related fields. These professionals drive innovation and contribute to the growth of geospatial knowledge, often leveraging technologies like Hadoop and Spark for big data analysis.

8. Entrepreneurship: Entrepreneurial-minded individuals can establish their geospatial consulting firms, software development companies, or data analytics startups. They can harness cloud platforms like AWS, Google Cloud, or Azure to build scalable geospatial solutions.

9. Government Positions: Geospatial Officers, as per the description provided by the official website, are in high demand across various government agencies and departments. Their primary responsibility revolves around the creation of electronic maps, thematic maps, as well as limited and extensive topographic maps. These maps are essential for both government and public use, serving various critical purposes such as national defence, fostering national development, efficient resource management, supporting educational initiatives, and facilitating administrative functions. Furthermore, Geospatial Officers play a pivotal role in the management and analysis of spatial data, which is instrumental in shaping public policies, responding effectively to disasters, and planning infrastructure projects. In fulfilling these responsibilities, they often rely on specialized software solutions like Esri ArcGIS to streamline their operations and ensure the highest levels of accuracy and efficiency.

10. Innovation and AI/ML: As geospatial data becomes increasingly complex, professionals in this field can leverage innovations in artificial intelligence (AI) and machine learning (ML). Technologies like TensorFlow, PyTorch, and scikit-learn enable Geoinformatics experts to apply ML algorithms to spatial data for predictive modeling and pattern recognition.

Source: https://infograph.com.jo/Esri-Product/arcgis-developer-subscription/

The Promising Future of Geoinformatics Graduates

As we look to the future, the prospects for Geoinformatics graduates with programming and system/application development skills are incredibly bright. The demand for professionals who can harness geospatial data and develop innovative solutions continues to grow across industries. Moreover, the fusion of Geoinformatics with emerging technologies such as artificial intelligence, blockchain, and the Internet of Things (IoT) opens up new frontiers for innovation and career growth in the field.

In conclusion, Geoinformatics is a field that marries the age-old fascination with geospatial to the cutting-edge world of technology. For students who are passionate about programming and system/application development, a degree in Geoinformatics can be a ticket to a fulfilling and promising career that addresses some of the world’s most pressing challenges. As our world becomes increasingly interconnected, the skills and expertise of Geoinformatics professionals will continue to be in high demand, shaping a future where data-driven decisions drive progress and sustainability. Mastering the array of tools and technologies mentioned here will undoubtedly empower Geoinformatics graduates to thrive in this dynamic and evolving field.

Suggestion for Citation:
Amerudin, S. (2023). Navigating the Digital Frontier: A Bright Future for Geoinformatics Graduates. [Online] Available at: https://people.utm.my/shahabuddin/?p=6996 (Accessed: 5 September 2023).
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Spatial Career Guide – 5 Key Skills for Future GIS Software Developers – A Short Review

By Shahabuddin Amerudin

The article by Justin Holman titled “Spatial Career Guide – 5 Key Skills for Future GIS Software Developers” discusses the skills that are essential for a GIS software developer. The author encourages students to continue pursuing their degree in geography and take courses from other technical departments such as computer science, physics, and math to develop skills that are crucial for a career in software development. The article emphasizes the importance of being able to write solid code, solving challenging technical and non-technical problems, effective communication skills, teamwork, and quick learning abilities.

In the current situation, GIS software development has seen a significant advancement with the development of new technologies such as cloud computing, artificial intelligence, machine learning, and big data. Therefore, developers must possess advanced technical skills to adapt to these new changes. However, the five key skills mentioned in the article remain relevant today, and GIS students must continue to develop these skills to succeed in the industry. The ability to write solid code remains critical, and GIS students should learn popular programming languages such as Python and JavaScript, which are commonly used in GIS software development. Additionally, they must possess excellent problem-solving skills, quick learning abilities, effective communication skills, and the ability to work in a team.

Overall, the article by Justin Holman remains relevant today, and GIS students must continue to develop the five key skills mentioned in the article. The author’s emphasis on the importance of pursuing courses in geography, along with other technical departments, is still valid, as GIS remains the foundation of spatial analysis. Therefore, GIS students should continue to build a strong foundation in GIS while developing advanced technical skills to succeed in the ever-evolving GIS software development industry.

Source:
Holman, J. (2012). Spatial Career Guide – 5 Key Skills for Future GIS Software Developers. Retrieved from https://www.justinholman.com/2012/03/29/spatial-career-guide-5-key-skills-for-future-gis-software-developers/

Suggestion for Citation:
Amerudin, S. (2023). Spatial Career Guide - 5 Key Skills for Future GIS Software Developers - A Short Review. [Online] Available at: https://people.utm.my/shahabuddin/?p=6339 (Accessed: 12 April 2023).
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Cost-Benefit Analysis: A Guide for GIS Students to Make Informed Computer Purchasing Decisions

By Shahabuddin Amerudin

Conducting a cost-benefit analysis is an important step when deciding on the appropriate computer specifications for GIS students. This analysis allows students to weigh the benefits of investing in a higher-end computer against the costs associated with owning and maintaining the computer over time. Below are the steps to conduct a cost-benefit analysis:

  1. Identify the costs: When choosing a computer, there are a variety of costs to consider. These include the initial purchase price, as well as ongoing expenses such as maintenance, repairs, and upgrades. It is important to consider all of these costs when conducting a cost-benefit analysis.

  2. Identify the benefits: The benefits of investing in a higher-end computer may include improved performance, increased productivity, and the ability to run more advanced GIS software. Consider the potential benefits that a higher-end computer may provide and weigh them against the costs.

  3. Assign values: Assigning values to the costs and benefits can help to compare the two. This can be done by assigning a monetary value to each cost and benefit. For example, the cost of a computer may be RM4,000, while the benefit of improved productivity may be valued at RM2,000.

  4. Calculate the net benefits: Once all costs and benefits have been assigned a value, subtract the total cost from the total benefits to calculate the net benefits. If the net benefits are positive, then the benefits outweigh the costs, and investing in a higher-end computer may be worth it. If the net benefits are negative, then it may not be worth investing in a higher-end computer.

  5. Consider alternatives: If the net benefits of investing in a higher-end computer are negative, consider alternatives such as purchasing a lower-end computer or upgrading an existing computer. These alternatives may provide a better cost-benefit ratio.

By conducting a cost-benefit analysis, GIS students can make informed decisions when choosing a computer for their coursework. This analysis helps to weigh the potential benefits of investing in a higher-end computer against the costs associated with owning and maintaining the computer over time.

Here are some examples of cost-benefit analysis for purchasing a computer for GIS students:

Example 1: Costs

  • Initial purchase price: RM 4,000
  • Annual maintenance and repairs: RM 500
  • Upgrades every 2 years: RM 1,000

Benefits:

  • Improved productivity and performance: valued at RM 2,000

Net Benefits:

  • Total costs over 4 years: RM 6,500
  • Total benefits over 4 years: RM 2,000
  • Net benefits over 4 years: -RM 4,500

Based on this analysis, investing in a higher-end computer may not be worth it as the net benefits are negative.

Example 2: Costs

  • Initial purchase price: RM 2,000
  • Annual maintenance and repairs: RM 250
  • Upgrades every 3 years: RM 800

Benefits:

  • Improved productivity and performance: valued at RM 2,500

Net Benefits:

  • Total costs over 4 years: RM 3,350
  • Total benefits over 4 years: RM 2,500
  • Net benefits over 4 years: -RM 850

Based on this analysis, investing in a lower-end computer may be a better option as the net benefits are higher compared to Example 1.

Here are some additional examples of cost-benefit analysis for GIS students:

Example 3:  High-End Desktop Computer vs. Mid-Range Laptop

A GIS student is deciding between purchasing a high-end desktop computer or a mid-range laptop for their coursework. The high-end desktop computer costs RM6,000, while the mid-range laptop costs RM4,000. The student assigns a value of RM2,000 to the benefits of the high-end desktop computer, including improved performance and the ability to run more advanced GIS software. The student assigns a value of RM1,500 to the benefits of the mid-range laptop, including portability and convenience. The student calculates the net benefits of the high-end desktop computer by subtracting its cost from its benefits: RM2,000 – RM6,000 = -RM4,000. The net benefits of the mid-range laptop are calculated similarly: RM1,500 – RM4,000 = -RM2,500. Since both options have negative net benefits, the student may consider other alternatives, such as a lower-end desktop computer or a used laptop.

Example 4:  Upgrading vs. Purchasing a New Computer

A GIS student has an older computer that is beginning to slow down and is considering whether to upgrade their current computer or purchase a new one. The cost of upgrading the current computer is RM1,500, while the cost of purchasing a new computer is RM3,000. The student assigns a value of RM1,000 to the benefits of upgrading, including improved performance and the ability to run more advanced GIS software. The student assigns a value of RM2,000 to the benefits of purchasing a new computer, including improved performance, reliability, and a longer lifespan. The student calculates the net benefits of upgrading by subtracting its cost from its benefits: RM1,000 – RM1,500 = -RM500. The net benefits of purchasing a new computer are calculated similarly: RM2,000 – RM3,000 = -RM1,000. Since both options have negative net benefits, the student may consider alternatives such as a lower-end new computer or a refurbished computer.

Example 5: High-End Desktop Computer

A GIS student is considering purchasing a high-end desktop computer for RM8,000. The expected lifespan of the computer is five years. The cost of owning and maintaining the computer over five years is estimated to be RM3,000, including periodic upgrades and repairs. The benefits of the high-end computer include improved performance, increased productivity, and the ability to run more advanced GIS software. Based on market research, it is estimated that the higher-end computer will increase the student’s potential earnings by RM5,000 per year.

To conduct a cost-benefit analysis:

  1. Identify the costs: The cost of purchasing the computer is RM8,000, and the cost of owning and maintaining it over five years is estimated to be RM3,000.

  2. Identify the benefits: The benefits of investing in a higher-end computer include improved performance, increased productivity, and the ability to run more advanced GIS software. Based on market research, it is estimated that the higher-end computer will increase the student’s potential earnings by RM5,000 per year.

  3. Assign values: Assign a monetary value to each cost and benefit. The cost of purchasing the computer is RM8,000, and the cost of owning and maintaining it over five years is RM3,000. The benefits of investing in the computer are estimated to be RM5,000 per year, over five years the total benefit is RM25,000.

  4. Calculate the net benefits: Subtract the total cost of RM11,000 (RM8,000 + RM3,000) from the total benefits of RM25,000 to get a net benefit of RM14,000. Since the net benefit is positive, investing in the high-end computer is worth it.

  5. Consider alternatives: If the net benefit of investing in the high-end computer is negative, consider alternatives such as purchasing a lower-end computer or upgrading an existing computer. These alternatives may provide a better cost-benefit ratio.

By conducting a cost-benefit analysis, the GIS student can make an informed decision when choosing a computer for their coursework. This analysis helps to weigh the potential benefits of investing in a higher-end computer against the costs associated with owning and maintaining the computer over time.

Suggestion for Citation:
Amerudin, S. (2023). Cost-Benefit Analysis: A Guide for GIS Students to Make Informed Computer Purchasing Decisions. [Online] Available at: https://people.utm.my/shahabuddin/?p=6318 (Accessed: 9 April 2023).
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Choosing the Right Computer Specifications for GIS Students: A Case Study of the Geoinformatics Program at Universiti Teknologi Malaysia

By Shahabuddin Amerudin

The Geoinformatics program at Universiti Teknologi Malaysia is a four-year undergraduate program that prepares students for careers in geospatial technology, mapping, and surveying. As part of the program, students are required to use GIS software to analyze and visualize geospatial data, which requires a computer with adequate specifications to handle the demands of the software.

To ensure that their students are equipped with the appropriate technology, the Geoinformatics program at UTM has suggested minimum and recommended specifications for computers to be used by their students. The minimum specifications include at least 8GB of RAM, an Intel i5 processor, and a 2GB dedicated graphics card. However, the recommended specifications include at least 16GB of RAM, an Intel i7 or higher processor, and a 4GB dedicated graphics card.

While these specifications may seem high, they are necessary to ensure that students can complete their coursework effectively and efficiently. For example, running software such as ArcGIS can require a lot of memory and processing power, and a computer with inadequate specifications may cause delays or even crashes, resulting in lost work and frustration.

To help their students make informed decisions when choosing a computer, the Geoinformatics program at UTM has also provided guidance on cost-benefit analysis. They recommend that students consider the total cost of ownership, including both the initial purchase price and ongoing expenses such as maintenance, upgrades, and repairs, when making a decision.

Additionally, the program encourages students to consider the balance between performance and cost when choosing a computer. While a higher-end computer may provide better performance, it may come at a higher cost that may not be justifiable for a student on a tight budget. Therefore, students are advised to choose a computer that provides enough performance to meet their current and future needs without breaking the bank.

By providing clear guidelines and recommendations, the Geoinformatics program at UTM is ensuring that their students are equipped with the appropriate technology to succeed in their coursework and future careers. The program recognizes the importance of having a computer with adequate specifications to handle the demands of GIS software and is preparing their students for success in a rapidly evolving field.

In conclusion, the Geoinformatics program at Universiti Teknologi Malaysia provides a case study for how universities can guide their students in choosing the appropriate computer specifications for GIS coursework. By providing minimum and recommended specifications, as well as guidance on cost-benefit analysis, universities can ensure that their students are equipped with the appropriate technology to succeed in their coursework and future careers. As the field of GIS continues to evolve, it is important for universities to stay up to date with changes in technology and software requirements to ensure that their students remain competitive and prepared for the demands of the industry.

Suggestion for Citation:
Amerudin, S. (2023). Choosing the Right Computer Specifications for GIS Students: A Case Study of the Geoinformatics Program at Universiti Teknologi Malaysia. [Online] Available at: https://people.utm.my/shahabuddin/?p=6314 (Accessed: 9 April 2023).
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Choosing the Best Computer for GIS Students: Minimum, Recommended, and High-End Specifications

By Shahabuddin Amerudin

Geographic Information Systems (GIS) have become an increasingly important tool in various fields such as environmental science, urban planning, and disaster management. As GIS technology advances, it is essential for GIS students to have a powerful computer that can handle complex spatial analysis tasks and workloads. This article will discuss the minimum, recommended, and high-end computer specifications for GIS students.

Minimum Computer Specifications for GIS Students

GIS software can be demanding on a computer’s resources, so the minimum specifications are essential for GIS students to ensure their computer can run GIS software smoothly. The minimum computer specifications for a GIS student should include:

  1. Operating System: Windows 10 or latest version
  2. Processor: Intel Core i5 or equivalent
  3. RAM: 8 GB or more
  4. Graphics Card: Dedicated graphics card with at least 2 GB of VRAM
  5. Storage: Solid State Drive (SSD) with at least 256 GB of storage
  6. Display: 15 inch or larger with at least 1920 x 1080 resolution
  7. Internet Connection: Broadband internet connection with at least 10 Mbps download and upload speed

While these specifications are the minimum, students should consider investing in higher-end components if they want a smoother and faster GIS experience.

Recommended Computer Specifications for GIS Students

The recommended computer specifications for a GIS student are designed to handle more demanding GIS tasks, such as advanced spatial analysis and 3D modeling. The recommended specifications should include:

  1. Operating System: Windows 10 Pro or latest version
  2. Processor: Intel Core i7 or equivalent
  3. RAM: 16 GB or more
  4. Graphics Card: Dedicated graphics card with at least 4 GB of VRAM
  5. Storage: Solid State Drive (SSD) with at least 512 GB of storage
  6. Display: 15 inch or larger with at least 1920 x 1080 resolution
  7. Internet Connection: Broadband internet connection with at least 10 Mbps download and upload speed

The recommended specifications should be considered if students plan on working with larger data sets, performing advanced analysis, or using specialized GIS software.

High-End Computer Specifications for GIS Students

A high-end computer for GIS students is essential for handling the most demanding GIS workloads. The high-end computer specifications should include:

  1. Operating System: Windows 10 Pro or latest version
  2. Processor: Intel Core i9 or AMD Ryzen 9
  3. RAM: 32 GB or more
  4. Graphics Card: Dedicated graphics card with at least 6 GB of VRAM
  5. Storage: Solid State Drive (SSD) with at least 1 TB of storage
  6. Display: Dual 27 inch or larger monitors with at least 2560 x 1440 resolution
  7. Internet Connection: Broadband internet connection with at least 10 Mbps download and upload speed

A high-end computer can handle large data sets, complex spatial analysis, and advanced 3D modeling with ease. High-end components can help GIS students work more efficiently and with greater accuracy.

Specifications for Laptop for GIS Students

The specifications for desktop and laptop computers for GIS students are generally similar, but there are some differences to consider. Desktop computers typically have more space for components and cooling, which means they can have more powerful processors and graphics cards. Laptops, on the other hand, have limitations on their size and power consumption, which can make it more challenging to find components that meet the requirements of GIS software.

Additionally, laptops require a balance between performance and portability. A laptop with high-end specifications may provide powerful processing capabilities but may be heavier, bulkier, and have lower battery life, which can be a disadvantage for GIS students who require a laptop for fieldwork. On the other hand, a laptop with lower specifications may be more portable but may struggle with more demanding GIS tasks.

Therefore, when choosing a laptop for GIS work, students should consider the same minimum, recommended, and high-end specifications as for desktop computers. However, they should also take into account factors such as weight, battery life, and portability to ensure that they have a laptop that can handle their GIS coursework and fieldwork while being easy to carry around.

Conclusion

GIS students must consider investing in a computer that can handle the demands of GIS software. The minimum, recommended, and high-end computer specifications outlined in this article are essential guidelines for choosing the best computer for GIS work. Students should consider the specific GIS software they plan on using and ensure that their computer meets or exceeds the recommended specifications.

References

  1. “GIS Hardware and Software Requirements,” Esri, accessed April 9, 2023, https://www.esri.com/en-us/arcgis/products/system-requirements.
  2. “Best Laptops for GIS and Mapping,” GIS Geography, updated February 24, 2023, https://gisgeography.com/best-laptops-for-gis-mapping/.
  3. “GIS Computer Requirements,” Duke University Libraries, accessed April 9, 2023, https://guides.library.duke.edu/gis-computer-requirements.
  4. “GIS Software & Hardware Recommendations,” University of Illinois at Urbana-Champaign, accessed April 9, 2023, https://guides.library.illinois.edu/c.php?g=347286&p=2340647.
  5. “Geographic Information Systems,” Environmental Science.org, accessed April 9, 2023, https://www.environmentalscience.org/geographic-information-systems.
  6. “GIS in Urban Planning,” Planetizen, updated August 16, 2021, https://www.planetizen.com/gis-in-urban-planning.
  7. “GIS for Disaster Management,” GIS Lounge, accessed April 9, 2023, https://www.gislounge.com/gis-for-disaster-management/.

Note: These resources provide more information about GIS and its applications, as well as additional guidance on selecting a computer for GIS work. Students should also consider consulting with their lecturers or academic advisors for more information about the specific requirements of their GIS program. Ultimately, investing in a computer with sufficient specifications will help GIS students work more efficiently and effectively, resulting in better analysis and insights.

Suggestion for Citation:
Amerudin, S. (2023). Choosing the Best Computer for GIS Students: Minimum, Recommended, and High-End Specifications. [Online] Available at: https://people.utm.my/shahabuddin/?p=6307 (Accessed: 9 April 2023).
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Exploring the Subfields of Geoinformation

Some other thought:

  • “Geoinformation” is the overarching term that encompasses all the fields related to the collection, management, analysis, and dissemination of geographic information.

  • Under “Geoinformation”, we have several subfields:

    • Geographic Information Systems (GIS): A system for capturing, storing, analyzing, and displaying geographically referenced information.
    • GIScience (also known as geospatial science or geoinformatics): The scientific study of the principles and methods used in GIS, including geographic concepts, data structures, algorithms, and software used in GIS, as well as the social and ethical implications of GIS technology.
    • Geomatics: The field of study that deals with the measurement, representation, analysis, and management of spatial data, including a wide range of technologies and techniques such as remote sensing, surveying, and cartography.
      • Land Information System (LIS): A subfield of geomatics that focuses on the collection, management, and analysis of land-related data, often involving the use of GIS and other geomatics technologies.
    • Geoinformatics: The field that combines elements of GIS, computer science, and statistics to create new ways of understanding and managing spatial data.
    • Geoinformation Technology (also known as geospatial technology): The use of technology to acquire, process, analyze, and visualize geographic information, including a variety of technologies such as GIS, remote sensing, and GPS.

This network description shows how the term “Geoinformation” is the overarching term that encompasses all the other fields related to the study and application of geographic information, and these fields are more specific areas of focus within the field of geoinformation. Geomatics is a broad field that encompasses different subfields such as LIS that also use GIS and other geomatics technologies to understand and manage geographic information.

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Geomatics and Geoinformatics

Geomatics is a broad field that encompasses a wide range of technologies and techniques, including GIS, remote sensing, surveying, and cartography. It is applied to a variety of fields such as land use planning, natural resource management, environmental monitoring, transportation, and emergency response.

Geoinformatics is a field that combines elements of GIS, computer science, and statistics to create new ways of understanding and managing spatial data. It is focused on the use of information science and technology to acquire, process, analyze, and visualize geographic information.

In terms of academic ranking, it depends on the specific institution and program. Some institutions might have a specific program for geomatics or geoinformatics, some have a broader program that covers both fields and some other institutions have different levels of degrees for example a Bachelor’s or Master’s program for geomatics or geoinformatics. However, in general, both fields are considered important and have their own unique applications and areas of expertise.

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An Overview of Geographic Information Systems, GIScience, Geomatics, Geoinformatics, and Geoinformation Technology

Geographic Information System (GIS) is a system for capturing, storing, analyzing, and displaying geographically referenced information. This can include data such as maps, satellite imagery, and demographic information. GIS allows users to create, edit, and analyze spatial data and create visual representations such as maps and 3D models.

GIScience (also known as geospatial science or geoinformatics) is the scientific study of the principles and methods used in GIS. It encompasses the study of geographic concepts, data structures, algorithms, and software used in GIS, as well as the social and ethical implications of GIS technology.

Geomatics is the field of study that deals with the measurement, representation, analysis, and management of spatial data. It encompasses a wide range of technologies and techniques, including GIS, remote sensing, surveying, and cartography.

Geoinformatics is the use of information science and technology to acquire, process, analyze, and visualize geographic information. It combines elements of GIS, computer science, and statistics to create new ways of understanding and managing spatial data.

Geoinformation Technology (also known as geospatial technology) is the use of technology to acquire, process, analyze, and visualize geographic information. It encompasses a variety of technologies such as GIS, remote sensing, and GPS, and is used in a wide range of applications including land use planning, natural resource management, environmental monitoring, transportation, and emergency response.

In summary, all these terms are related to the field of geography and the study of geographic information, but they all have slightly different focus areas. GIS is a system for capturing, storing, analyzing, and displaying geographically referenced information. GIScience is the scientific study of the principles and methods used in GIS. Geomatics is the field of study that deals with the measurement, representation, analysis, and management of spatial data. Geoinformatics is the use of information science and technology to acquire, process, analyze, and visualize geographic information. Geoinformation Technology (geospatial technology) is the use of technology to acquire, process, analyze, and visualize geographic information in various applications.

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Kunjungan dari bekas pelajar – Sdri. Azne Hazira bt. Sukor

Hari ini seorang bekas pelajar PSM saya, Sdri. Azne Hazira bt Sukor telah datang ke UTM Johor Bahru di atas urusan pengesahan dokumen dan mengambil kesempatan untuk menziarahi saya. Beliau sekarang bekerja di Perunding Ukur DC di Subang dan sebelum itu berkhidmat di Geoinfo Services, Taman Melawati, Kuala Lumpur selepas sahaja tamat pengajian di dalam program Sarjana Muda Sains (Geoinformatik).

Pada sesi pengajian 2018/2019 beliau telah berjaya menyiapkan sebuah thesis Projek Sarjana Muda bertajuk “Determination of Potential Water Pipeline Bursting using Stochastic Approach in Geographical Information System”. Di dalam projek PSM tersebut beliau telah mendapat kerjasama daripada Pejabat Harta Bina (PHB) bagi membekalkan data awalan dan Sekolah Kejuruteraan Awam, Fakulti Kejuruteraan bagi khidmat nasihat tentang proses pengagihan bekalan paip air di kawasan UTM.

Selamat maju jaya diucapkan kepada beliau.

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Kurikulum Abad ke 21

Kursus SBEG3163 – System Analysis and Design dan SBEG3583 – GIS Software System akan menggunapakai kaedah Blended Learning/Active Learning sejajar dengan penilaian, pengajaran dan pembelajaran pada Kurikulum Abad ke 21 untuk Program Sarjana Muda Sains Geoinformatik Dengan Kepujian.

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Very special instructions in the exam room for Geospatialist

  1. You are trained to be a Geospatialist and not a story writer, answer point to point.
  2. If you have missed my classes and have not prepared, don’t waste your time, instead, pray to God.
  3. Do not unnecessarily smile at the person sitting next to you, they may also not know the answer, moreover, exam hall is not the right place for networking.
  4. Do not get nervous if your friend is taking more sheets, they may be just showing off to make you nervous.
  5. It’s good to have a lot of beautiful options in life but all questions are compulsory here.
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Garis Panduan Penilaian Kualiti Data Geospatial

Oleh Jawatankuasa Teknikal Standard MyGDI (JTSM) 2010

Garis panduan ini disediakan bagi tujuan penilaian kualiti sesuatu data geospatial oleh pembekal data. Ia merupakan satu prosedur yang jelas dan konsisten bagi membolehkan pembekal data menyatakan sejauh mana produk mereka memenuhi kriteria spesifikasi produk yang ditetapkan. Ini membolehkan pengguna data menilai data tersebut sama ada memenuhi keperluan mereka atau sebaliknya.

Spesifikasi produk adalah kriteria yang penting dalam menjalankan penilaian kualiti data geospatial. Bagi maksud garis panduan ini, spesifikasi produk merupakan penerangan teknikal yang jelas dan tepat mengenai sifat-sifat sesuatu produk data geospatial serta boleh digunakan dalam pelbagai keadaan dan kegunaan oleh pihak-pihak yang berkenaan.

Walau bagaimanapun, bagi sesuatu produk data geospatial yang belum mempunyai spesifikasi produk, garis panduan ini masih boleh digunakan untuk menilai kualiti data geospatial tersebut. Sehubungan dengan ini, peraturan-peraturan berkaitan kualiti data sedia ada boleh digunakan untuk menyemak tahap pematuhan kualiti data tersebut.

Garis Panduan Penilaian Kualiti Data Geospatial – SIRIM

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Geoinformatics Education and Training at Universiti Teknologi Malaysia

By Mohamad Nor Said Mohamad and Ghazali Hashim, Department of Geoinformatics, Faculty of Geoinformation and Real Estate, Universiti Teknologi Malaysia (2013)

Human resource development is a part of the major components that constitute a successful implementation of Geographical Information System (GIS). Technical knowledge and skill is always required in ensuring a GIS is applied effectively, no matter for what purpose. Hence, a properly designed curriculum at various levels of teaching and learning of the subjects related to the discipline is very important. Universiti Teknologi Malaysia (UTM) has taken a lead in this very demanding field by offering a bachelor degree program in Geoinformatics since 1994. The curriculum was initially designed by referring to various academic development and GIS applications and implementation throughout the world. It is further improved from time to time to suit and fit the local requirements both by the industries and the government authorities such as Ministry of Higher Education (MoHE), Malaysian Qualification Agency (MQA). Having a current number of about 500 graduates, the GIS industries seem to grow significantly and thus help the government speeding up various development projects with the use of GIS. At a higher level, UTM also offers postgraduate programmes mainly to carry out researches related to various issues related to GIS implementation and developments. With the establishment of Malaysian Centre for Geospatial Data Infrastructure (MaCGDI), UTM plays greater roles in collaborating with this agency in providing professional training as well as contributing expertise towards helping the development of Malaysian Spatial Data Infrastructure (SDI). This paper reports on various academic and research activities as well as professional training conducted by UTM.

Download paper

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Definition of GIS

GIS stands for Geographic Information Systems, but the “S” is increasingly being used to stand for science and studies as well. Geographic Information Science, and Geographic Information Studies are used increasingly. No universally agreed-upon definition has been put forth. Surprisingly, a number of GIS texts do not even attempt to define the term.

Traditionally, GIS is a computer-based system for collecting, managing, analyzing, modeling, and presenting geographic data for a wide range of applications.

Geographic Information Science, then, is the discipline that studies and uses a GIS as a tool. GIS is not simply creating maps with a computer. The technology is a very powerful tool for analyzing spatial data; while maps can be and are produced with GIS, their main power is analytical.

GI scientists do not consider themselves primarily as mapmakers. Although they may produce maps as an end product, their primary emphasis is on analysis of the data. In fact, it is comparatively recently that GI systems people have given much thought to presentation of data.

Edited from: Tyner, J. (2010). Principles of Map Design. The Guilford Press.

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Cartography

Cartography has been defined by the International Cartographic Association as “the art, science and technology of making maps, together with their study as scientific documents and works of art.” It has also been defined as “the production—including design, compilation, construction, projection, reproduction, use, and distribution—of maps” (Thrower, 2008, p. 250)

The term geographic cartography is frequently used to distinguish the kinds of maps that geographers use in world and regional studies to distinguish it from engineering cartography, which is used for the type of maps that city engineers create for water lines, sewer lines, gas lines, and the like that would be used in planning and engineering. Many of the principles apply to both; the difference is one of scale.

Source: Tyner, J. (2010). Principles of Map Design. The Guilford Press.

 

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Best Postgraduate Student Award 2019

Milestone Achievement Unveiled: Dr. Ir. Fazilah Bt Mat Yatim Completes Intensive Research Pursuit, Garnering Well-Deserved Commendations

In a triumphant culmination of her academic journey, Dr. Ir. Fazilah Bt Mat Yatim, a dedicated and accomplished PhD student, has reached the pinnacle of her research endeavor, marking a significant milestone in the field of [Field of Study]. With profound admiration and hearty congratulations, her peers, mentors, and the academic community at large join together to acknowledge her remarkable feat.

The monumental “Hooding Ceremony,” meticulously planned to honor the profound achievement of Dr. Ir. Fazilah Bt Mat Yatim, is poised to transpire on the first day of November in the year 2019. This celebratory event is poised to grace the elegant surroundings of Dewan Kencanapuri, nestled within the prestigious enclave of Pulai Springs Resort, Johor Bahru, setting the stage for an evening filled with reflection, accolades, and collective pride.

Dr. Ir. Fazilah Bt Mat Yatim’s journey has been marked by relentless dedication, unyielding passion, and a pursuit of excellence that has set her apart. Her research voyage, spanning a substantial period, stands as a testament to her unwavering commitment to advancing knowledge and contributing to the scholarly discourse within her chosen field. As she embarks on the next chapter of her academic and professional journey, her success serves as an inspiration to aspiring scholars, affirming the boundless rewards of hard work, diligence, and unshakable determination.

The forthcoming “Hooding Ceremony” is anticipated to draw an esteemed gathering of academics, peers, family members, and friends, all eager to extend their heartfelt congratulations and honor the accomplishment of Dr. Ir. Fazilah Bt Mat Yatim. The ceremonious event promises to be a blend of tradition and innovation, punctuated by the resonant applause that accompanies the donning of the doctoral hood—a symbol of scholarly achievement and an emblem of the transformative impact that her research promises to impart.

As the sun sets on November 1st, 2019, and the vibrant atmosphere of Dewan Kencanapuri becomes awash with a sense of accomplishment and anticipation, Dr. Ir. Fazilah Bt Mat Yatim’s name shall be etched into the annals of academic excellence, a shining star that will undoubtedly continue to illuminate the academic landscape for generations to come.