Working Group 2.1
Developing academic networks for knowledge sharing
Experience has shown that regional networks of academic
institutions supports knowledge sharing in areas of education,
research and capacity development.
Objectives
To share knowledge and good practices in surveying curricula
and programs across educational institutions and across
countries – especially through existing and newly created
academic networks.
Contribute to the final Commission 2 report on professional
education.
To seek feedback from these academic networks on changes in
curricula and approaches to professional education that respond
to the changing nature of the surveying profession.
To discuss and describe core competences (knowledge, skills
and attitudes) for the education of future land surveyors and
land professionals.
Exploring the needs of society and endorsing universities
and other educational organizations to develop mechanisms and
processes that will help to meet those needs.
Knowledge sharing. Promoting sharing of
advances in professional education, research in surveying
education and training and initiate joint projects (curriculum
development, educational material development, joint courses,
quality assurance etc.). Improving dissemination of information
on educational theory and practice to the members across the
world
Supporting capacity building for surveying
education in the developing world, through strengthening
knowledge transfer (including with UN-GGIM, RICS and regional
academic networks).
Cooperation with other professions.
Reinforcing cooperation with Educational Commissions Report on
Professional Surveying Education Challenges, trends, and latest
approaches (methods and content of education) Regional Capacity
Development and Knowledge Sharing. Cooperation with other
professions Regional training and CPD of International
Organisations on the related professions.
Chair
Dr. Dimo Todorovski, the Netherlands
d.todorovski[at]utwente.nl
Specific projects
The University of Twente, Faculty ITC, has been actively
involved in the initiation and strengthening such networks of
academic institutions. Examples are the existing Eastern Africa
Land Administration Network (EALAN), as well as lastly initiated
Latin America Land Administration Network (LALAN). Within the
framework of these networks, short courses, tailor made
trainings, seminars and regional workshops are performed in
order to strengthen education and build capacities required in
particular region. During these activities, existing curricula
are presented with aim to update and further develop the
existing one, and this is a fruitful platform for new
initiatives sharing and experience exchange.
Leveraging off these networks this WG can conduct a
questionnaire of academic members in these networks to find out
the regional perspectives of curriculum needs and teaching
materials etc (supporting WG2.2). Perhaps also learning styles
(supporting WG2.3)
Collaboration with the Training and Research Cluster of the
Global Land Tool Network (GLTN) on a Knowledge Base on
Responsible Land Administration. Involve FIG as a partner in the
development, piloting and dissemination of the GTLN Knowledge
Platform on Responsible Land Administration. Under this project
6 Modules have been developed to first draft stage and the focus
in 2018 is on moving them towards online publication and freely
available. FIG can add value and as a GLTN partner I am sure we
can discuss adding the FIG badge to the output for example. We
would work with GLTN to move this forward (Cluster co-chair
Eugene Chigbu of TUM).
Possible engagement with: Diane Dumashi as overall chair of
the FIG Regional Capacity Development Network, Jennifer Whittal
is the incoming chair of the FIG Africa Regional Network and is
developing a Network of Academic Institutions in all of Africa,
Robert Sarib for Asia/Pacific, as well as Eugene Chigbu (Co-lead
of GLTN Training and Research Cluster). There is a strong
opportunity to coordinate the activities of Commission 2 working
Group 2.1, FIG Africa Regional Network, EALAN, NELGA, and the
GLTN rollout of the Responsible Land Administration Knowledge
Base.
The working group will further be involved in developing initiatives
to support professional education at other levels than the academic
education, such as the level of polytechnics and vocational training
institutions.
Strengthening knowledge management and organizational learning in
FIG and its members will be a theme for this working group. The use
of OICRF, Surveying Reference Library and Surveying Education
database, as a knowledge and learning platform for FIG will be
explored and further developed. This will be done together with the
responsible members and the FIG Secretariat. The new FIG website is
an important factor in this initiative.
What we are working on -
Contribute a chapter on the role of regional academic
networks to the Commission 2 report on surveying education.
Developing Latin America Land Administration Network
(LALAN); for FIG 2019 (or FIG 2020)
This session involves presentations and discussions related to the main chapters of the upcoming FIG report on blended learning for surveying education. Topics include staff and student perspectives, best practices, technology and infrastructure, and the benefits of blended learning.
Audrey Martin (Ireland), David Mitchell (Australia) and Dimo Todorovski (Netherlands): Lessons from the COVID-19 Pandemic: Staff and Student Perspectives (11757) [abstract] [paper] [handouts] [video]
William Kelly (United Kingdom), David Mitchell (Australia) and Dimo Todorovski (Netherlands): On Good Practices in Blended Learning (11758) [abstract] [paper] [handouts] [video]
Mohsen Kalantari, David Mitchell (Australia) and Dimo Todorovski (Netherlands): Blended Learning Technology and Infrastructure (11759) [abstract] [paper] [handouts] [video]
Dimo Todorovski (Netherlands) and David Mitchell (Australia): Benefits of Blended Learning for Surveying Education (11760) [abstract] [paper] [handouts] [video]
The aim of this session is to explore how the SDG Goal 4 targets and indicators would benefit from regional academic networks drawing on the lessons learned as we transitioned to fully online education.
Effective regional academic networks allow effective sharing of knowledge with good online learning management systems and learning materials, and the online platforms also allow good teachers to reach more students through effective regional networks connected online. This will potentially help support improvements in
Targets 4.3 and 4.5 - by improving access for both women and men.
Target 4.7 - the networks make it easier for learners to acquire the knowledge and skills needed to promote sustainable development.
Menare Royal Mabakeng, Stephnie De Villiers, Celina Awala, Ase Christensen and Uchendu Eugene Chigbu (Namibia): Supporting Capacity Development in Land Administration in Namibia: The NUST Experience (11034) [abstract] [paper] [handouts] [video]
Rodolfo Salazar, Ginella Jacome (Ecuador) and Dimo Todorovski (Netherlands): Latin America Land Administration Network (LALAN), Covid19 and SDG 4 (11084) [abstract] [paper] [handouts] [video]
Rosario Casanova and Paula Caram (Uruguay): Teaching on the ethical use of geographic information in America (11120) [abstract] [paper] [handouts] [video]
Jossam Potel (Rwanda) and Monica Lengoiboni (Netherlands): The Eastern African Land Administration Network and Covid 19: Effects and Implications (11148) [abstract] [paper] [handouts] [video]
Uchendu Eugene Chigbu (Namibia), Elias Danyi Kuusaana (Ghana) and Menare Royal Mabakeng (Namibia): Structural Holes in Academic Networks: Lessons from Bridging Competency Gaps in Land-Related Education and Learning in Africa (11170) [abstract] [paper] [handouts] [video]
2020
Session 2: Blended learning: lessons from our responses to
COVID:19 - in cooperation with FIG Commission 2
- Education
During 2020, there have been significant developments in
surveying professional education due to the COVID-19
restrictions. Many surveying academic institutions rapidly
adapted by moving learning and teaching completely online.
This session aims to focus on the lessons from these
experiences for future blended learning.
The aim of this session was to hear from examples of academic networks that have been established and their experiences, and also to discuss how we can further develop these networks and establish new ones. The format will be 4 presentations followed by a discussion. These presentations describe established academic networks in Africa and Latin America as well as discuss opportunities for the FIG Asia Pacific Capacity Development Network and the Global Land Tool Network to enhance professional education.
Rob Sarib, David Mitchell, Mohsen Kalantari (Australia) and Dimo Todorovski (Netherlands): Opportunities for Fostering Development of Academic Networks in Asia and the Pacific Through the FIG Asia Pacific Capacity Development Network (10147) [abstract] [paper] [handouts]
Dimo Todorovski (Netherlands), Rodolfo Salazar, Ginella Jacome (Ecuador) and Christiaan Lemmen (Netherlands): Establishment of Latin America Land Administration Network (LALAN) (10145) [abstract] [paper] [handouts]
Agnes Mwasumbi and Felician Komu (Tanzania): The Role of the Eastern Africa Land Administration Network (EALAN) in Promoting Land Administration Education in Eastern Africa (10148) [abstract] [paper] [handouts]
Uchendu Eugene Chigbu (Germany), Sait Siraj (United Kingdom) and Jaap Zevenbergen (Netherlands): The Global Land Tool Network: The Role of the International Training and Research Cluster in the Strategy 2018-2030 (10149) [abstract] [paper] [handouts]
Jennifer Whittal (South Africa): An Academic Network for Africa (10146) [abstract] [paper] [handouts]
