The most important similarity between teaching and a good DSS is that neither can afford to simply provide more information. Success or failure in either system is not a case of simply having the latest technology delivering the most data, but rather it lies in the identification of the mind processes of the users of the system or students and in providing information in a form compatible with those processes. My PhD research concentrated on the development of a DSS that would be comprehensible to the user as well as enhancing the user's overall view of the problem of forest management. My approach to teaching is similar - the provision of a system or environment where students will have the opportunity to examine, interact and comprehend their topic in such a way that their understanding of the whole of forest science and management is enhanced.
Every aspect of teaching is part of the system that can enhance or destroy the student's appreciation, understanding and even love of the subject. The best DSS is only as good as its weakest link and sub-system integration. I have substantial experience in designing, integrating, implementing, observing and revising many DSS. I believe that, as a teacher, I also have the responsibility of developing, implementing, observing and revising a total system that helps students to fully interact with their chosen discipline, to appreciate the importance of their knowledge and understanding, and to enhance their passion and ability to effectively and intelligently learn about and manage the forests.
In my PhD research I claimed that a good DSS may also be likened to a well informed consultant - someone who can interact, negotiate solutions and enhance the client's understanding. My teaching focuses on the same form and I encourage small group interaction during tutorials and during scheduled practicals to help achieve the interactions necessary.
Efficient collection of information about the forest requires the selection and development of techniques that maximise the use of available knowledge and the appropriate measurement of relevant parameters. I have researched ways in which available information in the form of existing predictive models and local experience can be used to collect extensive forest inventory information very effectively (Brack and Marshall, 1990; Marshall and Brack, in prep; Brack, submitted 1995). This is a novel approach to inventory and has the potential to help significantly with Australia's natural resource information collection. I have also published the Plantation Technical Manual (Brack 1988 a) for the correct use of inventory equipment and systems in New South Wales and developed an improved method for measuring bark thickness in eucalypts (Gill et al, 1982).
In 1995, I was granted about $5,000 of equipment to develop a new and more effective data capture device for use in forest inventory. This approach includes the use of a pen-based personal digital computer and allows information to be captured in the form of sketches and diagrams of the tree. Preliminary results of this development will be presented at the AUC Academic Conference in July 1995 (Brack and Edwards, 1995). I have concentrated mainly on growth modelling in New South Wales and have extensively worked with plantation species (Brack, 1988 b). I developed the growth modelling and yield systems for the New South Wales public plantations (PINEPLAN). PINEPLAN was introduced in 1983 and has been the main tool for State Forests plantation yield modelling. It is only in 1995 that efforts are underway to replace this system. I also examined the relationships of bark, leaf, and sapwood dimensions (Brack et al, 1985) and hope to continue the examination of these relationships to improve the estimation of tree health and the subsequent modelling of growth. Recent invitations from the Department of Conservation and Natural Resources (Victoria) to assist with the development of growth and yield curves for the mixed species of the state will provide a new emphasis in native species modelling.
Developing more effective ways of collating, integrating and understanding information about the forest and its growth has been my major focus (Brack, 1995; Brack and Marshall, 1992a, b; Brack, 1992; Brack, 1991; Brack, 1988 c; Brack and Marshall 1996). Developing these systems for primary use in teaching and learning and professional development has been a relatively recent interest (Brack and Trevitt, 1995; Trevitt et al, 1995). I have also developed DSS and Information Systems that have had extensive use in forest management (eg Micro-MISPLN (Brack, 1988a) and FAMIS (Brack, 1996). The electronic textbook referred to above is being developed as cross fertilisation between an Information System and an instruction manual.
Link to references quoted above
| Document URL | http://online.anu.edu.au/Forestry/mensuration/AUTHOR2.HTM |
| Editor | Cris Brack © |
| Last Modified Date | Wed, 27 November 1996 |