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Abstract:The Open Geospatial Consortium (OGC) is committed to developing quality open standards for the global geospatial community, thus enhancing the interoperability of geographic information. In the domain of sensor networks, the Sensor Web Enablement (SWE) initiative has been developed to define the necessary context by introducing modeling standards, like 'Observation & Measurement' (O&M) and services to provide interaction like 'Sensor Observation Service' (SOS). Land surveying measurements on the other hand comprise a domain where observation information structures and services have not been aligned to the OGC observation model. In this paper, an OGC-compatible, aligned to the 'Observation and Measurements' standard, model for land surveying observations has been developed and discussed. Furthermore, a case study instantiates the above model, and an SOS implementation has been developed based on the 52 • North SOS platform. Finally, a visualization schema is used to produce 'Web Map Service (WMS)' observation maps. Even though there are elements that differentiate this work from classic 'O&M' modeling cases, the proposed model and flows are developed in order to provide the benefits of standardizing land surveying measurement data (cost reducing by reusability, higher precision level, data fusion of multiple sources, raw observation spatiotemporal repository access, development of Measurement-Based GIS (MBGIS)) to the geoinformation community.

Although previous research highlights the complementary relationship of learning design with TPACK, this is not the case for TPACK informing the development of digital learning design tools. In this paper, we present PeerLAND (Peer Evaluation of LeArNingDesigns). This learning design tool interweaves design and peer evaluation in an integrated process based on TPACK, promoting teachers' roles as designers and reviewers. It adopts a modular design approach to support teachers as designers explicitly represent their design ideas starting from pedadogical content knowledge and gradually cultivating all the TPACK knowledge domains. The learning design process ends with peer evaluation where teachers use TPACK-based criteria to provide constructive feedback to peers. We report on a study conducted in a teacher education context to evaluate PeerLAND. Specifically, we investigate: (i) how student teachers' knowledge develops through the learning design process supported by PeerLAND, and (ii) how they value peer evaluation through PeerLAND. Our findings suggest that putting TPACK into action through PeerLAND developed student teachers’ knowledge in every TPACK domain, except for content knowledge. Furthermore, peer evaluation is considered advantageous to student teachers for getting timely constructive feedback and refining their designs, and several ideas for improving the peer evaluation mechanism are proposed. Implications for practice or policy: PeerLAND is an online tool supporting the development and peer evaluation of technology-enhanced learning designs allowing teachers to work together and switch roles between designers and reviewers. The learning design process in PeerLAND is a ready to use, step by step process for training teachers in technology-enhanced learning design. It provides a replicable blueprint for organising curricula.