By Giorgio Agugiaro, Assistant Professor, Department of Urbanism, Faculty of Architecture and Built Environment, Delft University of Technology
Being able to work with FME is a relevant skill for any geomatics student. The level of expertise they need may vary, but understanding how and when to use the tool can prepare them for more advanced academic work and future professional projects.
I teach FME in two courses at Delft University of Technology, each with a different purpose. In one course, students learn the fundamentals of GIS and use FME as one of several tools for performing basic GIS operations. In the other, they explore how semantic 3D city models can support energy applications at an urban scale.
Different courses require different levels of expertise.
In the introductory course, the goal is to give students a foundation. They become familiar with FME and learn how it can support common GIS tasks alongside other tools.
The second course requires a deeper understanding. Students work with CityGML and complete more advanced geoprocessing activities involving semantic 3D city models. Here, FME becomes particularly valuable because students can use a single software solution to read, write, and visualize CityGML data. This makes it easier to follow what is happening throughout the process and identify errors as they work.
Making complex data processes easier to understand.
Data integration and harmonization can quickly become complicated, depending on the requirements of a project. FME can simplify and accelerate these processes.
Its visual programming interface allows students to follow the logic of a workflow and makes errors easier to spot. It also lets them build and test prototypes with little or no custom code.
This is especially useful when working with CityGML. Students can inspect their data, perform transformations, visualize the results, and identify problems within the same environment. This gives them a clearer understanding of both the data and the different steps involved in processing it.
Skills that students can take into industry.
Students who leave university with some FME experience are highly valued by employers.
The value is not simply knowing how to operate one piece of software. Students learn another way to approach data integration, harmonization, and geoprocessing challenges. They also gain experience choosing tools according to the needs of a project, which is an important part of professional practice.
“I see teaching FME, too, as a chance to show students, in practice, that there is not one tool, but that you must master several of them to be a good geomatics professional.”
Start with what FME adds to the course.
Before applying for an FME Grant, I would begin with one question: What value will FME add to the learning experience?
The answer will be different for every subject. In my case, FME supports two distinct teaching contexts. In an introductory GIS course, it is one of several tools students use to learn fundamental operations. In a more advanced course, it provides a single environment for working with CityGML and semantic 3D city models.
The important thing is to understand how FME supports the learning objectives of the course and what it will enable students to explore, create, or understand.
If you are unsure where to begin, I recommend exploring the courses and learning resources available through the FME Academy.
I also publish open access learning materials on my website, including tutorials on FME. Unless otherwise specified, the slides are available under a CC BY-NC-SA 4.0 licence.
