Designing a case study
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- Derrick Owens
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1 Designing a case study Case studies are problem situations based on real life like situations, the outcome of the case is already known (at least to the lecturer). Cees van Westen International Institute for Geo-Information Science and Earth Observation (ITC), Enschede, The Netherlands. westen@itc.nl When are case studies used? Before the theoretical part is given: to introduce the subjects and skills that will be taught later and to show the relevance of these subjects and skills and/or for self-discovery of theories, procedures, skills, etc. After or parallel to lectures (mostly): to provide practice and/or to integrate separately taught subjects and skills to replace lectures and practicals: students learn the required subjects and skills (often technical cases)
2 Task of the student: solve the problem or decide what decision must be taken (identify the problem, analye the problem, design a plan to solve the problem or come to a decision, execute the plan) evaluate the case and the choose a solution. The case is presented including the chosen solution or decision. Students are asked to explain why things have happened, why certain actions have been taken, how good the chosen solution is, etc. Steps a) Define the objectives of the case study 1 b) Define the time available and level Interrelated c) Define whether it will include GIS or not? d) Define study area? 2. Structuring the solution 3. Collection of data 4. Preparing correct GIS data set 5. Doing the analysis 6. Writing up the instruction steps 7. Testing out the case study & adapt 8. Finaliing the case study
3 Step 1a Objectives What do you want your students to achieve (e.g): application of theory, models, procedures in real life situation orientation on real life situations. To learn to deal with complicated situations which are less ideal and less structured as presented in class. problem solving skills identification of problem analysis of problem selection of relevant theory, procedures, etc. design alternative solutions select solution design work plan implement solution predict consequences selection of relevant info oral or written presentation skills technical / professional skills Step 1a Objectives What do you want your students to achieve (e.g): Understanding basic concepts of haards, vulnerability and risk. More understanding of haards (Flood, landslide, earthquake, forest fires, volcanic etc.) Knowledge on haard assessment techniques Knowledge on risk assessment techniques Skills in using GIS Understanding of the importance of haards and risk in the planning process
4 Step 1a Objectives A case study can have very different objectives: Examples: The students should be able to use Remote Sensing for haard monitoring using digital data. The students should be able to use GIS for haard assessment The students should be able to use GIS for setting up an urban database for vulnerability assessment. The students should be able to carry out a risk assessment at municipal level The students should be able to understand methods for data integration using a GIS, concentrating on urban planning in a disaster prone area. Step 1b. Define the available time and level. Level of analysis: level 1: Both the problem and the plan how to solve the problem are given. Execute the plan. level 2: Only the problem is given. Design a work plan (flowchart) and execute the plan. Level of presentation: level 1: fully worked out steps are given: COOKBOOK structure level 2: longer description and reasonably well structured information Level of complexity: Depends on the number of theories, models, procedures, skills that are needed to solve the case. The more difficult the case is, the more time students will need for the case and the more time you will need to provide feedback.
5 Step 1c. With or without GIS? You don t need GIS in order to let the students work out the theory. The time may not be sufficient to include hands on experience with GIS in a case study The students may not have sufficient skills to work with GIS. In that case the aim of the case study will not be achieved, because the students will see the aim as to learn GIS. You may also present them a problem on paper, but the analysis shouldn t involve map overlaying operations. Step 1d. Study area? Real case study area: Do you have enough data? Are you allowed to use the data? Is the result realistic? Can it be linked to field visit, and literature study. Are you familiar enough with the area, the problem and the data? Generally more appreciated Hypothetical case study When you don t have enough data (just invent ideal data) Allows to fully explain methods without being bothered by reality. Games. May be more academic and less applied MIXED REAL AND HYPOTHETICAL IS ALSO POSSIBLE
6 Step 2. Structuring the solution? Based upon flow chart!! Which input data do you need? Which steps are taken to analye the data? What are the intermediate results? What is the final result. Are there different ways to solve the problem? Example: Planning a waste disposal site Case study from Chinchina, Colombia Objective: find the most suitable site for a new waste disposal for the city Rules: 1. Not be built on landslides which are active or which may become active in the future 2. Should be located on a terrain with a slope less than 20 degrees, to prevent erosion and to assure accessibility 3. Should only be constructed in areas, which do not have an important economic or ecological value 4. Should be located within 2 km distance from the city centre of Chinchina, but further than 300 meters from any existing built-up area 5. Should be constructed on clay-rich soils, with a minimum thickness of 5 meters and permeability lower than 0.05 meters/day 6. Should have an area of at least 1-ha
7 Case study: Planning a waste disposal site Data required: Slope a slope map of the study area with slopes indicated in degrees, derived from a digital elevation model (DEM) Landuse a landuse map of the study area, derived from the classification of a SPOT multispectral image, improved with an air photo-interpretation and fieldwork Geol a geological map of the study area derived from existing geological maps and fieldwork Slide a landslide distribution map of the area, derived from photo-interpretation. The landslides are classified according to their activity into three categories: Stable, Dormant and Active. City a map displaying the centre of the city of Chinchina, derived from the topographic map and photo-interpretation Borehole a table containing the generalied borehole data, with the location of the borehole, the lithology, the thickness of overburden, its percentage of clay and its permeability Road a vector map containing the major roads in the area Case study: Planning a waste disposal site Flowchart of the methodology: 7
8 Case study: Planning a waste disposal site Different methods are used and the results compared: Boolean Logic Model (good or bad) Index Overlay Model Binary evidence maps Index Overlay with Multi-class maps Fuy Logic Model Fuy AND Fuy OR Fuy Algebraic Product Fuy Algebraic Sum Fuy Gamma Operation unsuitable less unsuitable moderately suitable suitable unsuitable moderately suitable suitable unsuitable moderately suitable suitable Step 3. Collection of data Real case study area: Generally don t make a case study for an area for which you have no data available. Mostly case studies are based on previous studies, by University staff or students. Type of data depends on objectives of case study Hypothetical case study Invent ideal data: may seem more easier than it is. Consistency!!
9 Step 4. Preparing correct GIS dataset Digitiing of analog data. Conversion of existing digital data. Bringing all data into same coordinate system & georeference Simplifying data Generating required input data (students should not do all steps, e.g. DTM from contour lines) Accuracy and consistency assessment of data sets Step 4. Preparing correct GIS dataset Digitiing of analog data. Conversion of existing digital data. Bringing all data into same coordinate system & georeference Simplifying data Generating required input data (students should not do all steps, e.g. DTM from contour lines) Accuracy and consistency assessment of data sets
10 Step 5. Do the analysis Follow the flowchart as much as possible. Adapt the flowchart if needed Keep track of everything you do (log book) Fully describe the data (properties) Define if you want the students to have intermediate results, if the case study is made of several parts. If so save the intermediate results Best practice for experienced case study developers: Write simultaneously while doing the exercise. Step 6. Write the assignment Based on the level you have chosen: cookbook or not? Follow standard format: Title Acknowledgement (for data) Disclaimer Introduction Objectives Data required Flowchart (if you select to include that) Separate clearly reading text from actual actions on the computer. Literature
11 Step 7. Check the case study assignment First go through the case study yourself, and correct Then ask colleagues to go through it. A case study always needs to be tested extensively. How can you get help with your case study? Read, and do, the case studies that have been provided on the CASITA blackboard site. Contact colleagues University colleagues CASITA colleagues ADPC, ENSG or ITC We can help you, if you show us the data. FTP site: Ftp://ftp.itc.nl Directory: pub/westen/casita UserId: ftpguest Password: ftp4you
12 GIS & RS case study available on Blackboard site of CASITA from Asia Flood haard assessment: Bangladesh Coastal haard assessment: Bangladesh Landslide haard assessment: Kakani, Nepal Volcanic haard assessment: Pinatubo, Phillipines Seismic haard assessment: Kathmandu, Nepal Liquefaction haard assessment: Bhuj, India Discussion points Should a case study be: Dealing with a real area Hypothetical Simplified Complicated Academic Applied Using GIS On paper
13 Group work: a) Define the objectives of the case study 1 b) Define the time available and level c) Define whether it will include GIS or not? d) Define study area? 2. Structuring the solution using a flowchart
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