%PDF-1.4 % 1 0 obj << /Type /Pages /Count 1 /Kids [ 2 0 R ] >> endobj 2 0 obj << /Type /Page /Parent 1 0 R /Resources << /ProcSet [ /PDF /Text /ImageB /ImageC /ImageI ] /Font << /QuickPDFF41c94c0f 68 0 R /QuickPDFF88bceb5b 111 0 R >> >> /Contents [ 5 0 R ] /MediaBox [ 0 0 595.2756 841.8898 ] /CropBox [ 0 0 595.2756 841.8898 ] >> endobj 3 0 obj << /Type /Catalog /Pages 1 0 R /Metadata 112 0 R >> endobj 4 0 obj << /Producer (Debenu Quick PDF Library 11.15 \(www.debenu.com\)) /Creator (Debenu Quick PDF Library 11.15 \(www.debenu.com\)) /CreationDate (D:20220919115846+02'00') /ModDate (D:20220919115846+02'00') >> endobj 5 0 obj << /Length 3095 /LC /iSQP >> stream 0 Tr /QuickPDFF88bceb5b 14 Tf 0 0 0 rg 100 Tz 0 Tw 0 Tc 0 Ts BT 1 0 0 1 222.1988 770.8329 Tm (LADM in the Classroom )Tj 1 0 0 1 113.8808 752.1709 Tm ( Making the Land Administration Domain Model Accessible)Tj ET /QuickPDFF88bceb5b 11 Tf 0 0 0 rg BT 1 0 0 1 106.0453 717.2179 Tm (Christiaan Lemmen, Andre da Silva Mano and Malumbo Chipofya \(Netherlands\))Tj ET /QuickPDFF88bceb5b 11 Tf 0 0 0 rg BT 1 0 0 1 56.6929 675.188 Tm 14.663 TL (Key words: )' ET /QuickPDFF41c94c0f 11 Tf 0 0 0 rg BT 1 0 0 1 141.7323 675.188 Tm 14.454 TL (Curricula; Education; Standards; Land Administration Domain Model; Educational)' (Datasets; Open courseware; Land Tenure)' ET /QuickPDFF88bceb5b 11 Tf 0 0 0 rg BT 1 0 0 1 56.6929 632.6683 Tm 14.663 TL (SUMMARY)' ET /QuickPDFF41c94c0f 11 Tf 0 0 0 rg BT 1 0 0 1 56.6929 604.3219 Tm 14.454 TL (At Faculty ITC, we have noticed that it can be challenging for students to fully understand the LADM. Given)' (the complexity of the subject, this can be expected. Good teaching aids that materialise the concepts and)' (diagrams prescribed in the standard are needed. Part of the problem is that the modelling language, that is the)' ('Unified Modelling Language', is not so easy to understand. Whoever wants to understand LADM must also)' (understand UML.)' ()' (We developed a new approach. Offered datasets modeled according to the LADM standard open up the)' (possibility of teaching from the concrete level \(end product\) and not from the abstraction level \(UML\). This)' (means starting from a cadastral map with visually linked rights and entitled parties. Then the translation of)' (this data into database tables is the next level of understanding. What do these tables look like for the data)' (shown on the map? Finally, the link between database tables and UML diagrams is presented to the students.)' ()' (A virtually accessible LADM implementation that starts with the concrete and ends with the abstract is better)' (understood by students than the UML model of the LADM.)' ()' (Different scenarios can be derived from a single dataset, demonstrating multiple levels of complexity and)' (model variations that accommodate different local land tenure arrangements. The presentation in this session)' (will consist of an introduction showing the different steps \(i.e. map, tables, UML model\). Afterwards, a live)' (demonstration will show the didactic possibilities that such a dataset, and the associated tools, can offer.)' ()' (All introduced tools will be published under an open, permissible license to invite all actors in the)' (community to use them.)' ET /QuickPDFF41c94c0f 10 Tf 0 0 0 rg BT 1 0 0 1 56.6929 163.8497 Tm 13.14 TL (__________________________________________________________________________________________)' ()' (LADM in the Classroom )' ( Making the Land Administration Domain Model Accessible \(11734\))' (Christiaan Lemmen, Andre da Silva Mano and Malumbo Chipofya \(Netherlands\))' ()' (FIG Congress 2022)' (Volunteering for the future - Geospatial excellence for a better living)' (Warsaw, Poland, 1115 September 2022)' ET endstream endobj 6 0 obj << /Length 316 /Filter /FlateDecode >> stream xMRKnCAۿSpk`y^Uu[jIɒT%C/:b}Rx\%=
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