ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences
Publications Copernicus
Articles | Volume V-5-2020
03 Aug 2020
 | 03 Aug 2020


H. Haggrén, P. Ståhle, M. Vaaja, P. Rönnholm, P. Sarkola, M. Rautiainen, M. Nordman, and J. Nikander

Keywords: project-based learning, case learning, self-directive group work, SCRUM, self-reflection, facilitation

Abstract. The aim of this paper is to share our experiences and thoughts about a project course in geoinformatics. The course has been organised annually since 2017. We hope that this article provides ideas about when new project-based courses are designed or existing ones are renewed. We wanted to increase students’ motivation by providing assignments from companies or other organisations as well as cooperation with them. Working with real clients makes the project work much more interesting than projects without a real-life connection. We provide topics from various fields of geoinformatics, such as geoinformation technology, geodesy, photogrammetry, laser scanning and remote sensing. The students worked in small groups that were supported by an advisor and a facilitator. The advisor helps with substance and the facilitator assists with reflection and improving working process, i.e. not only to complete the task but also to learn about capabilities for project work, self-directive teamwork and learning to learn (meta learning). To sum up, during the course students increase their knowledge and expertise on geoinformatics, learn skills for client-centered project work and learn how to support their learning through self- and peer-reflection. In other words, the course aims to develop skills that are useful throughout the students’ forthcoming careers.