GGH2603

Lesson 0
Lesson 0: Word of welcome
0.1 Introduction
Introducing you to this module about maps, aerial
photographs and satellite imagery
Our everyday lives in this world often present us with problems and challenges.
These problems range from simple ones (such as deciding which route to take to
work) to more complicated ones (such as determining the effect of global warming
on particular communities). Most of these problems are spatial in nature and are
therefore referred to as spatial problems. Investigating these problems enable us to
understand them better, which helps us to make the correct decisions about solving
them. Geographers are interested in the spatial and temporal aspects of these
problems and focus particularly on spatial patterns, as these can provide us with
information that could help us find solutions. In order to identify and analyse these
patterns, we require certain tools.
Maps are one of the key tools used by geographers to gather, represent and
communicate spatial information. They represent the most basic way of
communicating spatial data, providing a "bird's-eye view" that allows us to recognise
spatial patterns. Technology now also provides us with additional techniques that
we can use to capture spatial data and represent the earth's surface. These include
aerial photographs and satellite imagery.
We will also use another tool, namely geographic information systems to analyse
spatial patterns and to solve spatial problems. You will be gradually introduced to
Quantum GIS (QGIS), a geographic information system (GIS) software and spatial
datasets that you can download from myUnisa. This lesson will teach you how to
install QGIS.

It is important that we know how to use the data and information sources at our
disposal so that we can identify spatial patterns and communicate spatial information.
In this module, we explore a number of different tools and skills that allow us to make
optimal use of maps, aerial photographs and satellite imagery as sources of spatial
information.
Before you begin your learning experience, however, it is crucial that you know what
to expect from this module. In other words, you should have a clear understanding
of its purpose and outcomes. It is essential, too, that you understand the learning
environment and exactly what is expected of you.
This module is presented entirely online. It is therefore essential that you are aware
of the demands of the online learning environment.
The outcomes and assessment information for this module are provided in Tutorial
Letter 101 and in the myUnisa copies of the lessons. Lesson 0 (this lesson)
provides you with all the information, data and software you need to complete
this module. Here we provide you with details about the purpose, outcomes and
assessment plan for the module. This lesson also contains tips for studying in an
online environment and includes "icebreaker" activities that will help you to establish
relationships with your lecturers and your fellow students. Such relationships form
an essential part of a rich and meaningful online learning experience. It is therefore
of the utmost importance that you work through lesson 0 before you tackle the rest
of the module.

Note that you have only 14 weeks to complete all the lessons of this module, and
that the lessons will be uploaded according to a fixed schedule in order to help you
cover all the learning material within that time period. We encourage you to keep
pace with this schedule.
0.2 About this module
Valuable information about this module
All the necessary information about the "what" and the "how" of this module is
provided in the Lesson tool on myUnisa. The lessons making up this module
replace the study units (or chapters) that you are used to finding in Unisa study
guides. These lessons either provide the study material that you need to work
through or guide you through the online resources that form your study material.

Formative assessment (assignments)

Please note that instructions about your assessment for this module will be
provided in Tutorial Letter 101.
Your assessment for this module will take place via myUnisa. You will be required
to submit three assignments via the myUnisa Online Assessment tool.

Summative assessment (venu-based examination)

From 2021, GGH2603 is an online timed assignments and examination. Details about
the assignments and examination will be communicated via myUNISA. Please
monitor your mylife.unisa email account for information and communications.
More information on the assessment strategy for this module will be provided later in
this lesson in section 0.7.
0.3 Requirements for GGH2603
What you need to do to complete this module
What are the practical implications of this module being presented fully online?
Note the following for this module:

• You will find all your learning materials, supporting learning materials on myUnisa
or on the Internet. A duplicate of all the materials and a QGIS version that was
used in the lessons as examples is available on Google Drive for ease of
downloading the material. The drive link:
https://drive.google.com/drive/folders/100Wj7Hqr_mWQ2VEtixXcimg2JUgcBEqi

• You need to complete your assignments on myUnisa itself (Online

Assessments).

• From 2022 onwards you will do an online timed examination. Details will be
provided via myUNISA and your mylife.unisa email accounts.

Since we would like to help you complete this module successfully, we will also
be providing you with the following additional resources:

• Tutorial Letters 101 and MO001 (available online only). These tutorial letters
provide you with both an outline and the complete content of each of the online
lessons as well as the outcomes for each of the lessons.

In this module you may also occasionally be referred to Google Earth. Please note
that it is not compulsory for you to install Google Earth (the use of which will require
an Internet connection) to complete this module. However, you may benefit from
using this program, so it would be helpful if you could install this program on your
computer. It is for free.
0.4 Purpose of this module
The main aim of this module
This module aims to provide you with the knowledge and skills you need to derive
spatial data from maps, aerial photographs and satellite images. The module
introduces a variety of skills and tools you will be able to use to transform spatial
data into spatial information, based on which you will be able to make spatial
decisions in order to solve spatial problems.
0.5 The outcomes of this module
Why do we need outcomes?
Outcomes will provide you with clarity and focus on what you would like to achieve
in this module. They will also guide you in terms of

• the relevant themes and topics you need to study in order to cover the
prescribed study material

• how to achieve the depth of knowledge required

• how the learning process will unfold

• the rationale behind our assessment of assignments, learning activities and

other tasks

Please note: The workload for an undergraduate module is designed to require 120
notional hours. In simple terms, this means that you should spend a total of 120
hours on all your learning activities (this includes your reading, participation in
online activities, as well as your completion of practical activities, the assignments
and your portfolio).
Above all, outcomes are tools that will enable you to check whether your
performance meets the expectations of your lecturers. It is therefore essential that
you continuously reflect on your own performance in the form of self-evaluation,
measuring it against the outcomes provided.

Outcomes for this module

When you have completed this module, you should be able to

• differentiate between the data sources needed to communicate spatial

information/data and identify the appropriate data source(s) that can be used to
solve spatial problems within a given scenario

• discuss the problems associated with the representation of reality and explain
the importance of taking the nature of geographical data into consideration when
representing reality

• derive spatial data about human and natural phenomena from spatial data
sources and transform this data into information to facilitate decision-making
related to spatial problems

• communicate spatial information visually by means of maps

• being introduced to GIS software and apply the GIS to solve spatial problems

You may not yet fully understand what these outcomes entail. There is no need
to despair – all will become clear to you during the course of this module.
It is important to remember that the online environment demands a different
skill set from you as a student. Instead of simply rote learning the material,
you will be required to do a lot of reading and reflection in order to understand
the skills, tools and data sources that you will be introduced to. Achieving the
outcomes will therefore require you to engage in critical thinking rather than
simply studying.
0.6 The online learning environment
The use of myUnisa in this module
In the online environment, you need to approach learning as a social process, rather
than simply remembering facts and theories. You need to engage as a member of
a small community consisting of members grouped together with the specific
purpose of achieving success in this module.

Social presence is key

The online learning process is interactive and collaborative, and your success in this
environment will depend on meaningful engagement with the study material, your
lecturers and your fellow students. In other words, discussing and sharing ideas
are the essence of online learning.

During the course of this module, you will be expected to

• take part in threaded forums

• share your personal reflections in the form of forums

• collaborate with other students to interact with the course material in groups
You may benefit from establishing your social presence on myUnisa and by building
relationships there before formal teaching commences. You can establish a social
presence by participating frequently in meaningful social and intellectual dialogue.

Diverse information resources

No textbooks are prescribed for this module. As mentioned previously, the necessary
learning material will be provided in the lessons, and from time to time we will refer
you to online resources such as articles. You will also be expected to find
supplementary resources yourself. You will be able to find such resources online or
obtain them from the Unisa library. Since the nature of online learning is conducive
to collaboration, I encourage you to share details about any additional resources
you may find with your fellow students.

Your technological realities

We would like to remind you to be sensitive to the fact that not all students are equally
comfortable with working in the online environment. If you feel that you struggle to
cope with the technological demands of this learning environment, please do not
be concerned – you will soon become proficient in the use of myUnisa as an online
learning platform. All that you require, is a little bit of practice.
Apart from the skills set that using myUnisa will require, please make sure that
you have internet access and enough bandwidth to download the resources required
to complete this course. If you do not have the required access at home, we
encourage you to explore the various possibilities offered by Unisa's regional
centres.
0.6.1 Introduce yourself
Breaking the ice
In the following section, you are introduced to some of the tools that you will be
using. We have created icebreaker activities to help you find your way around.
What is an "icebreaker"?

Icebreakers will help you to build a sense of community with your fellow students. At
the same time, they will provide you with some experience of how the online tools
work.
It is essential that you learn to use the tools on myUnisa to share your opinions
and communicate with your fellow students. To help you familiarise yourself with
some of the tools, we have designed three introductory activities (icebreakers) to

• help you to become comfortable in the myUnisa environment

• give you the opportunity to share your ideas on the use of maps and the
use of technology in mapping

• allow you to establish your own social online presence and expand your social
and professional network

Icebreaker 1: Getting the feel of using forums

This activity will NOT contribute towards any assignment. Please follow the
instructions carefully.
At some point in our lives, we have all used a map. If you have used a map recently,
it is very likely to have been on an electronic device of some kind.
Think of such an example in your own life, and do the following:

Go to the tool and create a new topic called "The role of technology in maps".

In the forum (Lesson 0 - Forums), describe a situation in which you had to use a
map. Share the following:

1. Did you use a paper-based map, or was the map digital?

2. If the map was digital, what were the benefits of using a digital map?
3. If the map was paper based, do you think an electronic map would have been
more helpful?
4. Express your opinion on the use of technology in an increasing number of fields
of study and applications. Do you think it is a good thing, or are you against the
implementation of technology in every aspect of our lives?

Read the discussions of your fellow students and comment.

Icebreaker 2: Finding and managing information

The success of your studies will depend on your ability to engage with a variety
of resources. The type of resource required is often dictated by the context of the
activity at hand.

It is critical that you develop the ability to find appropriate information and to
manage this information effectively. Completing the following tasks will help you do
so:
1. In the previous activity you described a situation in which you had to use a
map. The map that you used was probably a digital map on an electronic device
(such as a GPS), or on a web-mapping service (such as Google Maps). The
use of web-mapping services is becoming increasingly common in a variety of
applications, for example, by businesses and services. Look for resources that
contain information on the use of web-mapping services (such as Google Maps
and Google Earth) by businesses and services. Try to find information on
different types of web-mapping services, and on why these services are
important in our everyday lives.
2. Create a personal space (folder) on your PC or laptop where you can save
these resources for future use.

Take note of the way in which you created your personal space and saved these
resources. Consider the following:

1. How did you name each of the files that you saved?
2. Did you change the default name provided by your internet browser?
3. In which folder did you place the file?
4. Did you create a specific folder for this module's resources?
5. Did you organise this folder using meaningful categories?
6. Will you be able to find the files that you have saved easily in the future?
7. Will you be able to search effectively for these resources at a later stage?

The above questions should make you aware of the importance of managing
the personal space where you save information. An effectively managed space for
storing information could support you in your learning.

Icebreaker 3: Your first online debate

This activity will NOT contribute towards any assignment. Please follow the
instructions carefully.
In the previous activities, you shared your experience in the use of maps, as
well as your opinion on the use of technology in mapping. From the internet
resources that you have found, you may have obtained different opinions on the use
of digital maps on the internet. Based on the insights that you have gained, do the
following:
1. Introduce yourself in the forum provided in Lesson 0.
2. Share your opinion on the following statement in the forum. Remember to
provide arguments and substantiate your position.
 "Technology assists us in our everyday lives; therefore, technology is always useful
and beneficial in mapping."

0.6.2 Your online experience

Enhancing your online learning experience
You may be unfamiliar with an online teaching environment and may find the
following information on how to conduct yourself online useful:

Establish an online presence:

Despite the benefits of an online environment, it is very easy to "hide" from your
classmates in such an environment. You therefore need to make an effort to
participate in forums and comment on other students' contributions.

Share your opinion and be open to other perspectives:

This module involves interactive learning. At some point, you will be required to
share your opinion or take a stand on certain issues. Remember that other students
will need to do the same. Being considerate of other students and their opinions and
comments will help create an environment that is conducive to learning. Also
remember that you may learn from other's opinions and perspectives, even if these
differ from your own. Feel free to challenge the ideas of others – and your own ideas.
However, this should always be done with the intent of facilitating growth and
understanding others' viewpoints.

Always use academic language:

It will be required of you to use good academic language in all your correspondence
and online forums. Please follow the standard rules of English as they pertain to
capitalisation, punctuation, and spelling. Also avoid using abbreviations and
acronyms. Be polite at all times and remember that you are interacting with your
lecturers and classmates.

Ask for help:

The online environment requires interaction between students and lecturers. Do not
be afraid to ask for help from your fellow students and/or your lecturers.
Online etiquette:
Please remember that etiquette still applies, especially in an online environment. If
you are unsure about online etiquette ("netiquette"), visit the following websites:

• http://www.albion.com/netiquette/index.html

• http://learningonlineinfo.org/internet-etiquette-online-learning/

0.6.3 Introduction to QGIS

You need to download the QGIS software from the Internet:

https://www.qgis.org/en/site/forusers/download.html. We have provided the setup
file of the QGIS version that was available at the time the study material was compiled
on Google Drive. As with most open-source programs, updates and new versions
frequently become available to download. If you visit the QGIS website
(www.gqis.org), you will be able to view the latest version of GQIS. In this module,
you will be able to use any version of QGIS.

For the students that have Apple Mac laptops and PCs, please download the
QGIS version from “Download for macOS” section on the same site. It is below
the “Download for Windows” section.

When you download QGIS from the Internet, scroll down to the “Long term release
repository (most stable)” section. It is highly recommended that you use the most
stable version. It means that most of the software bugs have been removed, which
should save you a lot of frustration.

Most of the instruction manuals that you will find on the Internet, have been written
for version 1.8. If you use another version, your screen may look slightly different than
the screenshots provided.

To install QGIS, please click for example on the “QGIS-OSGeo4W-3.10.9-1-Setup-

x86_64.exe” file that you have downloaded. If you downloaded a newer version, the
file name will be slightly different to the example given. The QGIS installation is a
very straightforward process, and you should be able to install QGIS by using all the
default settings in the installation process.

Note that you do not need to download the sample datasets. Sample datasets for this
module are provided on myUnisa and Google Drive. During the installation process,
do not select any of the other components (datasets) when asked.

Those who use Chromebooks laptops please use the Linux version of QGIS.
Chromebooks use Linux as their operating system.

The practical activities that guide you in using QGIS will continually refer to a
"C:\GGH2603 data" folder. Note that you need to create this folder on your
computer or hard drive and copy the spatial data from myUnisa or from Google
Drive. If you have not created the folder (and copied the data across) you will not
have this folder on your computer. The version used for the activities is QGIS version
3.10.9.

The user guide for QGIS version can be accessed on

https://docs.qgis.org/3.10/en/docs/user_manual/index.html There is not a PDF
version available.

Apart from using QGIS in the practical exercises, this module will also frequently refer
to Google Maps and occasionally to Google Earth. Since Google Maps can be
accessed via a web browser, you should not experience any problems accessing it.
Google Earth can be installed from the Google Earth website.

Note that it is not compulsory for you to install Google Earth. However, since it is a
tool that deals with the representation of reality, it may be worth your while to
download and install it.
The next few paragraphs show the installation of QGIS 3.10.9 ‘A Coruña” version.
Once you have downloaded the QGIS installation program, double click on it to start
the process and you will get the following:

Figure 0.1: Setup page for QGIS 3.10.9.

Figure 0.2: Click on “I Agree” and continue.

Click “Next” to continue with the installation (Figure 0.3).

Figure 0.3:
Installation
location.
Click “Install”
to install
QGIS on
your
computer.
Use the
default settings as shown in Figure 0.4.
Figure 0.4: Installing QGIS.
Once QGIS has been installed, please click on “Finish”.
If you have Windows 10: Then select QGIS 3.10.9 as shown in Figure 0.5:

Figure 0.5: Selecting QGIS 3.10.9.

Once you selected QGIS 3.10.9, the following start window appears (Figure 0.6).

Figure 0.6: Starting the application.

Then the QGIS working window appears and then you are ready to use QGIS for
your various activities in the lessons. This is also the indication that you have
correctly installed QGIS for this module as indicated in Figure 0.7.
Figure 0.7: Empty QGIS project.
You may get some tips when this page opens, just click “OK” to close the tips
window.
0.7 The assessment plan
Your assessment strategy
The assessment plan for this module provides you with an idea of what will be
expected of you. It may help you to formulate a personal strategy that, in turn, may
help you to pace yourself in terms of your expected workload.

Formative assessment
Your formative assessment is made up of three assignments that you need to
complete during the course of the module. It is important to note that an assignment
in the online learning environment is submitted via the Assignments tool on
myUnisa.

Some of the assignments are online assessments that you have to do online.

Please note: From 2021 onwards all the assignments for GGH2603 will be timed
online assessments!

All the assignments that you complete, will make up your formative
assessment (your semester mark). Each assignment will contribute a certain
percentage. Added together, these marks will count 45% of your final mark.

Summative assessment
As stated earlier in this lesson, you will not write a venue-based examination for this
module. Rather, you will complete a portfolio, which will make up 100% of your
examination mark.
Your summative assessment will contribute 55% towards your final mark.
You should therefore put equal amounts of effort into your myUnisa assignments and
your final portfolio. By now, you have probably realised that this module will require
continual effort from your side. You will be required to work through lessons weekly,
and you will be required to work on assignments throughout the semester.
The due date for the portfolio for Semester 1 and Semester 2 is provided in section
6 (“Assessment”) of Tutorial Letter 101.

Please note: That from 2021 onwards GGH2603 will be an online timed multiple-
choice question (MCQ) examination. Further instructions with regards to examination
will be provided will communicated sufficiently before the commencement of the
examination.

Please note: Owing to circumstances out of our control due dates for may
change at short notice. These changes will be communicated as soon as
possible.
At this point you may benefit from looking at the assessment plan carefully in order
to align your personal calendar with your study calendar. Proactive planning is always
better than crisis management.

Note that you have only 14 weeks to complete all of the lessons in this module.
0.8 An undertaking
A mutual agreement
As lecturers, our undertaking to you is that we will perform four core functions,
namely compiling your study material, assisting you in academic matters (via
myUnisa, telephonically or by e- mail), marking your assignments and providing
feedback on your assignments. To enable us to perform these core functions as
efficiently as possible, we expect you to take responsibility for the following:
Submitting assignments on or before the due dates

• Please note, this counts for online assessments as well. On proof of a valid
medical certificate an alternative assignment will be made available to the
student.
Ensuring you submit the correct assignment for the correct module

• Please note: This will not be applicable once GGH2603 goes to full online
assessments and online timed based examinations in 2021 and onwards.

Not committing plagiarism

• Even though GGH2603 is an online module, plagiarism will not be tolerated. If

it is found that you have committed plagiarism in any assignment, you will
receive zero for that assignment.

• If you are not familiar with Unisa’s plagiarism policy, please follow this link:
http://www.unisa.ac.za/contents/colleges/col_grad_studies/docs/Policy_copyright_infringem
ent_plagia rism_16November2005.pdf

Ensuring you have received all the study material for GGH2603

• The course material for GGH2603 will only be available online on

myUNISA and on Google Drive, but you will only receive the online
Tutorial Letter 101 via the post.
• QGIS software used in the examples of this module will only be available
on Google Drive since the file is too large to load it on myUNISA.
• The link to Google Drive will be posted in the announcements and placed
under “Additional Resources” in myUNISA.

Contacting the relevant departments or sections at Unisa about administrative

problems

• Note that the academic staff cannot assist you with the delivery of the
TUT101 letter, queries about myUnisa or your registration status.

• The departments responsible for these functions are Despatch

(despatch@unisa.ac.za), myUnisa (Bugmaster@unisa.ac.za) and the
Department of Student Admission and Registration (012 441 5704)
respectively.
• We recommend that you do not wait for the TUT101 letter in the post but
to download it from myUNISA or Google Drive.

Online resources found in this guide

Note that there are a number of online links that can be found throughout this guide.
To use these links online you can either type them out into the URL of your chosen
internet explorer or you can visit the Lessons on myUnisa where you will be able to
click on the link and be taken to the corresponding web page.

0.9 Concluding thoughts

Concluding Lesson 0
I hope that this lesson has assisted you in familiarising yourself with the online
learning environment and the installation of QGIS for this module. The activities that
you have completed, have provided you with the opportunity to form relationships
with your fellow students. You will now also have a clear picture of what will be
expected of you during the course of this module.
While introducing you to the online learning environment, this lesson has also
provided you with a very brief introduction to why we geographers are interested in
the data sources we will be covering in this module. The next lesson will introduce
you to the importance of spatial data in solving spatial problems.