We present TanGeoMS, a tangible geospatial modeling visualization system that couples a laser scanner, projector, and a flexible physical three-dimensional model with a standard geospatial information system (GIS) to create a tangible user interface for terrain data. TanGeoMS projects an image of real-world data onto a physical terrain model. Users can alter the topography of the model by modifying the clay surface or placing additional objects on the surface. The modified model is captured by an overhead laser scanner then imported into a GIS for analysis and simulation of real-world processes. The results are projected back onto the surface of the model providing feedback on the impact of the modifications on terrain parameters and simulated processes. Interaction with a physical model is highly intuitive, allowing users to base initial design decisions on geospatial data, test the impact of these decisions in GIS simulations, and use the feedback to improve their design. We demonstrate the system on three applications: investigating runoff management within a watershed, assessing the impact of storm surge on barrier islands, and exploring landscape rehabilitation in military training areas.
Abstract:While free and open source software becomes increasingly important in geospatial research and industry, open science perspectives are generally less reflected in universities' educational programs. We present an example of how free and open source software can be incorporated into geospatial education to promote open and reproducible science. Since 2008 graduate students at North Carolina State University have the opportunity to take a course on geospatial modeling and analysis that is taught with both proprietary and free and open source software. In this course, students perform geospatial tasks simultaneously in the proprietary package ArcGIS and the free and open source package GRASS GIS. By ensuring that students learn to distinguish between geospatial concepts and software specifics, students become more flexible and stronger spatial thinkers when choosing solutions for their independent work in the future. We also discuss ways to continually update and improve our publicly available teaching materials for reuse by teachers, self-learners and other members of the GIS community. Only when free and ISPRS Int. J. Geo-Inf. 2015, 4 943 open source software is fully integrated into geospatial education, we will be able to encourage a culture of openness and, thus, enable greater reproducibility in research and development applications.
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