Lessons Learned from the LBS2ITS Project - An Interdisciplinary Approach for Curricula Development in Geomatics Education

Abstract

The LBS2ITS project, titled “Curricula Enrichment Delivered through the Application of Location-Based Services to Intelligent Transport Systems”, is a collaborative initiative funded by the Erasmus+ program of the European Union. The primary objectives of the project were twofold: to develop new curricula and modernize existing programs at four universities in Sri Lanka. This effort was driven by the need to align educational offerings with the rapidly evolving fields of Location-Based Services (LBSs) and Intelligent Transport Systems (ITSs). A key feature of the LBS2ITS project is its interdisciplinary approach, which draws on expertise from a range of academic disciplines. The project has successfully developed curricula that integrate diverse fields such as geomatics, cartography, transport engineering, urban planning, environmental engineering, and computer science. By blending these perspectives, the curricula provide students with a holistic understanding of LBSs and ITSs, preparing them to address complex, real-world challenges that span multiple sectors. In this paper, the curriculum development and modernization process is detailed, with a particular focus on the two key phases: teacher training and curriculum development. The teacher training phase was crucial in equipping educators with the skills and knowledge necessary to deliver the new and updated courses. This phase also provided an opportunity for teachers to familiarize themselves with the latest trends and technologies in LBSs and ITSs, ensuring that they could effectively convey this information to students. The development phase focused on the creation of the curriculum itself, ensuring that it met both academic standards and industry needs. The curriculum was designed to be flexible and responsive to emerging technologies and methodologies, allowing for continuous improvement and adaptation. Additionally, the paper delves into the theoretical frameworks underpinning the methodologies employed in the project. These include Problem-Based Learning (PBL) and Problem-Based e-Learning (PBeL), both of which encourage active student engagement and foster critical thinking by having students tackle real-world problems. The emphasis on PBL ensures that students not only acquire theoretical knowledge but also develop practical problem-solving skills applicable to their future careers in LBSs and ITSs. Furthermore, the project incorporated rigorous quality assurance (QA) mechanisms to ensure that the teaching methods and curriculum content met high standards. This included regular feedback loops, stakeholder involvement, and iterative refinement of course materials based on evaluations from both students and industry experts. These QA measures are essential for maintaining the relevance, effectiveness, and sustainability of the curricula over time. In summary, the LBS2ITS project represents a significant effort to enrich and modernize university curricula in Sri Lanka by integrating cutting-edge technologies and interdisciplinary approaches. Through a combination of innovative teaching methodologies, comprehensive teacher training, and robust quality assurance practices, the project aims to equip students with the skills and knowledge needed to excel in the fields of LBSs and ITSs.