Evaluating the Process and Outcomes of Collaborative Conservation: Tools,Techniques, and Strategies

Abstract

Collaborative conservation has been touted as a viable option for addressing contentious natural resource stewardship issues in a way that represents the diverse voices impacted by, and involved in, conservation decisions. Engaging meaningfully in collaborative conservation involves overcoming a unique set of challenges while also realizing opportunities. In this special issue, we use the term collaborative conservation evaluation to encompass research and evaluation related to collaborative governance and collaborative natural resource management projects, programs, or decision-making processes that leverage a participatory approach, involve multiple stakeholders, and incorporate a range of contemporary evaluation approaches. Here, we provide a series of articles and tools intended to highlight different approaches to evaluation that utilize a variety of methodologies adapted for different contexts. We intend for these articles to spark further conversation and inspire future directions in evaluating collaborative conservation for researchers and practitioners.     

Is GIS appropriate technologyquest;

Abstract

Appropriate technology (AT) has become an integral part of the programmes for decentralized regional development in the Third World. ‘Appropriate’ techniques are usually low in capital costs; they can be maintained without a high level of expertise; and they do not involve patents, expensive copyrights and royalties. By these criteria a commercial geographical information system (GIS) is not an appropriate technology to be used in decentralized development However, the use of local renewable resources involves the adoption of end-use analysis for matching end-uses to specific sources so as to minimize the consumption of material and energy (i.e., minimize entropy). This matching requires much information which leads to what may be called the 'information-entropy trade-off; minimization of entropy requires an inverse increase in information. In this respect computers and GIS have an important contribution to make to decentralized regional planning. Drawing on a case study in Sri Lanka, this paper presents some ideas on how to incorporate GIS into local-level planning information systems.     

Integrating multi-criteria evaluation with geographical information systems

Abstract

Geographical information systems (GIS) provide the decision-maker with a powerful set of tools for the manipulation and analysis of spatial information. The functionality of GIS is, however, limited to certain deterministic analyses in key application areas such as spatial search. The integration of multi-criteria evaluation (MCE) techniques with GIS is forwarded as providing the user with the means to evaluate various alternatives on the basis of multiple and conflicting criteria and objectives. An example application based on the search for suitable sites for the disposal of radioactive waste in the UK using the Arc/Info GIS is included. The potential use of a combined GIS-MCE approach in the development of spatial decision support systems is considered.     

How effective are GIS in practice? A case study of British local government

Abstract

GIS have received increasing attention in recent years, particularly in local government. Despite the claims in the literature about the potential of the technology, to date there is still little information on the impact GIS applications are having on the organizations in which they are being implemented. With these considerations in mind this paper presents an evaluation of the findings of twelve case studies which were undertaken in a variety of British local government contexts during 1991 and 1992.

The evaluation of the findings of the case studies is divided into two parts. The first part indicates the limited impact GIS has had on the local authorities investigated even after at least two years experience. Given these findings the second part seeks to identify the issues which appear to be responsible for inhibiting the effective implementation of GIS in British local government. Overall it is suggested that some organizational cultures are inherently receptive and able to sustain the development of innovations such as GIS. However, whilst very few organizations are inherently innovative it was possible to identify four factors which appeared to enhance the chances of success. These are simple applications producing information which is fundamental to the work of potential users, user directed implementation involving the participation of all the stakeholders in the project, an awareness of the limitations of the organization with respect to the range of available resources, and a high degree of stability with respect to the general organizational environment, or alternatively an ability to cope with change. As a result the evaluation indicates that if GIS are to be effectively implemented much greater consideration must be given to the impact of organizational issues.     

An intelligent expert system shell for knowledge-based Geographical Information Systems: 1. The tools

Abstract

An intelligent expert system shell for the development of knowledge-based geographical information systems (GIS) is examined in this two-part article. Basic concepts and the overall architecture of the shell are discussed in the present part. Fuzzy logic and expert systems technology are demonstrated to be appropriate methods for approximating human reasoning and enhancing the level of intelligence in GIS. The shell can be employed as an effective and efficient tool for developing knowledge-based GIS.     

Conference Announcement. EGIS '94 Fifth European Conference and Exhibition on Geographical Information Systems (EGIS)

Abstract

The GIS literature abounds with strategies to guide the development of a corporate GIS as a single project but lacks discussion on the long term management of the GIS. This paper documents a recent study into GIS development in a state department over an 18-year period. It applies the productional perspective of GIS to model long term GIS development diagrammatically and identifies five patterns of GIS development. The outcomes reveal some long term characteristics of a corporate GIS, based on which a three-stage approach is developed to guide the long term development of an ideal corporate GIS.     

The Implementation and Effectiveness of Geographic Information Systems Technology and Methods in Secondary Education

Abstract

Geographic information systems (GIS) technology and methods have transformed decision-making in society by bringing geographic analysis to the desktop computer. Although some educators consider GIS to be a promising means for implementing reform, it has been adopted by less than 2 percent of American high schools. The reasons behind the interest in GIS, its slow implementation, and its effectiveness in teaching and learning are unclear. To address these concerns, this research describes the extent to which GIS is being implemented in American secondary education and assesses the effectiveness of lessons that use GIS. A survey of 1,520 high schools that own GIS software, along with experiments and case studies in three high schools, provided primary data for assessing the implementation and effectiveness of GIS.     

A participatory framework for developing public participation GIS solutions to improve resource management systems

Participatory approaches elicit information from multiple stakeholders while planning and implementing resource management systems. Such elicited information is often associated with significant variability. Public participation geographical information science (GIS) (PP-GIS) solutions can reduce this variability by helping stakeholders to measure the factors involved and provide the elicited information. We propose a ‘Quality Function Deployment’-based participatory framework for developing such PP-GIS solutions. It is demonstrated using a case study to enhance an existing PP-GIS into a solution for rainwater harvesting systems in Indian villages. The novelty of the proposed framework is that it identifies metrics and carries out comparative analysis of three existing solutions: participatory rural appraisal, participatory mapping and PP-GIS. In the case study, PP-GIS scored less than participatory mapping as it scored less on usability and affordability. To improve PP-GIS in these aspects, an easy-to-use mobile and web based, free and open source PP-GIS solution, Watershed GIS, was developed. It scored better than the three existing solutions and its usage resulted in substantial reduction of variability in criteria values and thus better ranking of alternatives, with the average coefficient of variation decreasing from 0.12 to 0.05.     

A constructivist approach to using GIS in the New Zealand classroom

The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems.     

From Geographic Holism to Geographic Information System

Substantial changes in a core idea of geography, integration, have occurred since Alexander von Humboldt published Kosmos (1845-1862). These changes are part of a larger shift in Western civilization to mechanistic reasoning. This shift led to the strengthening of system-based analysis, central to the development of geographic information systems (GIS). The duality of holism and the systems approach has led to an apparent contradiction in geography. R. Hartshorne in The Nature of Geography described this contradiction, but as did Alfred Hettner and Emil Wisotzki before, moved to partial systems as the core concept of geographic integration. Hartshorne's concept of vertical integration is the antecedent for the ubiquitous GIS layer model. The reduction of geographic relationships and processes to mechanistic components (layers) aids the systematic approach, but may lessen geographic understanding of a place's interrelationships. Although the partiality of the system approach was already acknowledged by Finch and Hartshorne in the 1930s, the tension between holistic and system approaches in geography remains. Holism and system-based approaches are indeed complementary methods for developing geographic understanding. Using holistic approaches to understand geographic phenomena, before we teleologically (following a purpose) analyze phenomena as a system, extends GIS to include broader interrelationships of geography in specific locations.     

The development and applications of geographic information systems for urban and regional planning in the developing countries

Abstract

In the past 10 years, geographic information systems (GIS) have been widely used in urban and regional planning in the developed countries in Australia, North America and Europe. However, the use of GIS in urban and regional planning in the developing countries is limited and still at an early stage of development. This paper examines the current use of GIS in urban and regional planning in the developing countries in Asia. The major hindrances in the use of GIS in the developing countries is related not so much to the technology of GIS but more to data availability, leadership, organization structure and planning practice. For GIS to be more useful to urban and regional planning in the developing countries the development of a sustainable strategy in developing GIS and staff training is needed. International assistance agencies and GIS software companies can play an active role in making GIS available and usable to the planners in the developing countries.     

Teaching generic GIS using commercial software

Abstract

The debate between training and education in GIS in a university or college setting and whether or not commercial systems should be used in such institutions may be far from resolution, but an indication of the level of interest shown in hands-on, computer-based GIS education using a commercial system is the appearance and growth of the Institute for GIS in Education. The Curriculum Development Toolkit produced by the Institute has involved academic input and evaluation, and contains both generic GIS background information and system-specific computer-based learning materials, used in over 200 academic institutions world-wide.     

Research Paper. The predictive use of GIS to model property valuations

Abstract

GIS is a technology which is ideally suited to analysis of the market values of properties, since such values are based upon spatial comparisons as well as individual property attributes. Great Britain now has a new mechanism of local taxation, the council tax, which is based upon the capital values of properties. Central to the implementation of this tax has been the potentially controversial assignment of properties to valuation ‘bands’. This paper posits that a geographical model embedded within a GIS provides an alternative means of devising credible capital values, and anticipates some of the prospects for the use of GIS in local revenue-raising.     

Book Reviews

Abstract

This paper summarizes a research project conducted to investigate the strategies developed by middle school students to solve a route-finding problem using Arc View GIS software. Three different types of route-finding strategies were identified. Some students were visual route-finders and used a highly visual strategy; others were logical route finders and used GIS software tools to apply a more analytical and systematic approach. A third group were transitional route-finders who used an approach that showed evidence of one that was shifting from a visual strategy to one that was more logical. The findings suggest that to be most effective, GIS teaching and curriculum development strategies should begin with an assessment of student understanding of spatial relationships and continue with a progression that spirals according to the evolution of student cognitive mapping skills over time.     

Geography Current

Abstract

This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough to warrant the time necessary to develop the skills for productive use of the technology. Based on five years' experience, researchers identified seven key components and elaborated on them with examples and related processes.     

A GIS evaluation of land use dynamics and forest soil fertility in a watershed in Nepal

Abstract

A geographical information system (GIS) based study was carried out in a densely-populated watershed in Nepal. An evaluation of land use change between 1972 and 1990 indicated that there has been an increase in forest and agricultural land area and a decrease in shrubland and grassland area. GIS techniques were used to produce single and composite fertility index maps, which can be used for problem identification and planning. These maps indicate that forest soil fertility is generally poor in the watershed. GIS was found to be very beneficial in addressing critical resource issues in small watersheds in developing countries.     

A Review of “The Power of Place”

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”     

Transportation Part II

Abstract

This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes.