Collaborative Geographic Information Systems: Origins, Boundaries, and Structures

Collaborative Geographic Information Systems: Origins, Boundaries, and Structures

Shivanand Balram (Simon Fraser University, Canada)
DOI: 10.4018/978-1-59904-980-9.ch017
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Abstract

This chapter describes the origins, boundaries, and structures of collaborative geographic information systems (CGIS). A working definition is proposed, together with a discussion about the subtle collaborative vs. cooperative distinction, and culminating in a philosophical description of the research area. The literatures on planning and policy analysis, decision support systems, and geographic information systems (GIS) and science (GIScience) are used to construct a historical footprint. The conceptual linkages between GIScience, public participation GIS (PPGIS), participatory GIS (PGIS), and CGIS are also outlined. The conclusion is that collaborative GIS is centrally positioned on a participation spectrum that ranges from the individual to the general public, and that an important goal is to use argumentation, deliberation, and maps to clearly structure and reconcile differences between representative interest groups. Hence, collaborative GIS must give consideration to integrating experts with the general public in synchronous and asynchronous space-time interactions. Collaborative GIS provides a theoretical and application foundation to conceptualize a distributive turn to planning, problem solving, and decision making.
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It is the theory that decides what can be observed.

Albert Einstein (1879-1955)

The scientists of today think deeply instead of clearly.

Nikola Tesla (1857-1943)

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Introduction

Definitions within a community of practice have multiple benefits. Definitions reduce differences in semantics, and focus a community of practice towards goals that reinforce individual and collective efforts, make knowledge accessible to those at the edges of the community, and expand a study area by integrating related external concepts (Sager, 2000). Moreover, clearly defined concepts in a knowledge domain can better facilitate theory building. There are five types of definitions, and we have chosen to specify a theoretical definition for collaborative GIS since this type of definition aims to capture a commonality in the research area, and to relate that commonality to a broader intellectual framework (Sager, 2000). This chapter is organized as follows: firstly, a theoretical definition of collaborative GIS is presented; secondly, a historical footprint is established to reinforce the theoretical definition; and thirdly, the linkages between collaborative GIS and its broader conceptual framework are outlined.

What is Collaborative GIS?

There is a mutual influence between geographic information science and collaborative geographic information systems. GIScience is the rationale or science (axioms, theories, methods) that justifies the design and application of geographic information systems (Goodchild, 1992). Geographic information systems on the other hand are the physical designs and processes that integrate people and computer technology to manage, transform, and analyze spatially referenced data to solve ill-defined problems (Wright, Goodchild, & Proctor, 1997). Collaborative GIS are influenced by both GIS and GIScience. Hence, the name collaborative GIS will be used as systems, science, or both, depending on the context.

Collaborative GIS can be defined as an eclectic integration of theories, tools, and technologies focusing on, but not limited to structuring human participation in group spatial decision processes. In particular, the aim is to probe at the participant-technology-data nexus, and to describe, model, and simulate effects on the consensual process outcomes. The participants are typically a mixture of technical experts and the public, the technological tools being computers that are networked or distributed, and the data being spatially referenced maps and attributes. The outcomes do not result from implementing a task-oriented approach, but rather they emerge from a joint and structured exploration of ill-defined problems to benefit planning, problem solving, and decision making. In planning, the intention is to develop steps to achieve a desired outcome, while problem solving deals with the formulation of plans in new contexts. Decision making is the process of choosing among a set of alternatives.

Structuring is defined in the Webster Online Dictionary (http://www.m-w.com) as “the act of building, arrangement of parts, or relationship between parts of a construction.” In this regard, structuring in collaborative GIS deals with the creation of process designs, how those designs enable the participant-technology-data interactions, and the relationships between the component parts of the designs. Hence, collaborative GIS is situated within the enhanced adaptive structuration theory 2 (EAST2) framework (Jankowski & Nyerges, 2001a). The framework outlines a detailed set of concepts and relationships linking the content, process, and outcome of collaborative spatial decision making. The content constructs of EAST2 examine the socioinstitutional, group participant, and GIS technology influences. The process constructs examine the social interactions between humans and computers. The outcome constructs address societal impacts of the decisions. Constructs five (group processes) and six (emergent influence) are important for collaborative GIS because they deal with “idea exchange as social interaction” and “emergence of socio-technical information influence” respectively. The interactions that occur in these constructs are more collaboration rather than cooperation.

Questions that engage collaborative GIS research activities include “What collaborative spatial decision making structures can generate meaningful outcomes? How can the attitudes and needs of participants be integrated into the group process? What are the effects of spatial data and cognitive overload on participation quality? How can prior solutions be integrated into the designs of collaborative spatial decision making systems? How can the outcomes of the process be evaluated and assessed for quality?”

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Dedication
List of Reviewers
Table of Contents
Foreword
Lou McGill
Acknowledgment
Chapter 1
Philip Rees, Louise Mackay, David Martin, Gráinne Conole, Hugh Davis
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Chapter 2
Samuel Leung, David Martin, Richard Treves, Oliver Duke-Williams
In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents... Sample PDF
Exchanging E-Learning Materials, Modules, and Students
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Chapter 3
Helen Durham, Katherine Arrell, David DiBiase
Collaborative learning activity design (CLAD) is a multi-institution approach to the creation of e-learning material from the design phase through... Sample PDF
Collaborative Learning Activity Design: Learning about the Global Positioning System
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Chapter 4
David Martin, Philip Rees, Helen Durham, Stephen A. Matthews
This chapter presents the development of a series of shared learning materials prepared to facilitate teaching in human geography. The principal... Sample PDF
Census and Population Analysis
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Chapter 5
Stephen Darby, Sally J. Priest, Karen Fill, Samuel Leung
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Using Digital Libraries to Support Undergraduate Learning in Geomorphology
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Chapter 6
Jim Wright, Michael J. Clark, Sally J. Priest, Rizwan Nawaz
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Engaging with Environmental Management: The Use of E-Learning for Motivation and Skills Enhancement
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Chapter 7
Louise Mackay, Samuel Leung, E. J. Milton
In our experience of earth observation (EO) online learning we highlight the usefulness of the World Wide Web in terms of its software... Sample PDF
Earth Observation: Conveying the Principles to Physical Geography Students
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Chapter 8
Helen Durham, Samuel Leung, David DiBiase
Academic integrity (AI) is of relevance across all academic disciplines, both from the perspective of the educator and the student. From the former... Sample PDF
Generic Learning Materials: Developing Academic Integrity in Your Students
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Chapter 9
Karen Fill, Gráinne Conole, Chris Bailey
The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it... Sample PDF
A Toolkit to Guide the Design of Effective Learning Activities
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Chapter 10
David DiBiase, Mark Gahegan
This chapter investigates the problem of connecting advanced domain knowledge (from geography educators in this instance) with the strong pedagogic... Sample PDF
Concept Mapping to Design, Organize, and Explore Digital Learning Objects
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Chapter 11
Terence R. Smith, Marcia Lei Zeng
We describe a digital learning environment (DLE) organized around sets of concepts that represent a specific domain of knowledge. A prototype DLE... Sample PDF
Semantic Tools to Support the Construction and Use of Concept-Based Learning Spaces
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Chapter 12
Richard Treves
Teaching geography at university level involves students in study of complex diagrams and maps. These can be made easier to understand if split into... Sample PDF
Simple Geography-Related Multimedia
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Chapter 13
Karen Fill, Louise Mackay
This chapter is concerned with the evaluation of learning materials and activities developed as part of the DialogPLUS project. A range of... Sample PDF
Evaluating the Geography E-Learning Materials and Activities: Student and Staff Perspectives
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Chapter 14
Louise Mackay, David Martin, Philip Rees, Helen Durham
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Reflections, Lessons Learnt, and Conclusions
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Chapter 15
Sally Priest
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Online Learning Activities in Second Year Environmental Geography
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Chapter 16
Dion Hoe-Lian Goh
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Chapter 17
Shivanand Balram
This chapter describes the origins, boundaries, and structures of collaborative geographic information systems (CGIS). A working definition is... Sample PDF
Collaborative Geographic Information Systems: Origins, Boundaries, and Structures
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Glossary of Terms
About the Contributors