This work was done in collaboration with Safe Software partner con terra.
By José Luis García Balboa, Universidad de Jaén
At the Universidad de Jaén, I teach Map Production, a course that covers GIS processes, map generalization, data integration, and quality assessment. Over the years, I have worked with different tools to teach these concepts, including GeoKettle. When we introduced FME, however, I noticed a shift in the way students approached geospatial problems.
Our course is centered on the role of the map production manager. Because of that, I want students to understand the complete process behind managing geographic information, not just how to operate a particular piece of software.
That is where FME fits naturally into the course.
Looking Beyond Individual GIS Tools
In many GIS courses, students spend a significant amount of time learning software. While software is important, the real challenge is understanding how information moves through a workflow.
Geographic information is collected, transformed, integrated, validated, and delivered. To manage that process effectively, students need to think beyond individual tools and focus on the workflow itself.
Using an ETL platform allows us to center the discussion on those processes.
Instead of concentrating on specific GIS operations, students begin to understand how different datasets connect, how information moves between systems, and how workflows can be designed to support map production activities.
A Shift in Perspective
The biggest impact I have seen is a change in how students think about geospatial information processing.
Students move from a GIS-centered approach to an ETL-centered approach.
This may sound like a subtle difference, but it changes the way they approach their work. Rather than focusing on the software they are using, they begin focusing on the problem they need to solve and the process required to solve it.
That perspective becomes particularly valuable when students encounter new technologies, new datasets, or new professional challenges.
Preparing Students for Professional Practice
FME is widely used in both public and private organizations in Spain, including organizations such as the National Mapping Agency and companies participating in events like Data Connections in Madrid.
For that reason, I believe geomatics engineers should be familiar with it.
Beyond learning a specific platform, students gain experience with concepts that are directly relevant to professional environments, including data integration, workflow design, and process automation.
Several former students have gone on to work at the National Mapping Agency of Spain, and some have expressed their gratitude for having learned how to use FME during their studies.
Easy for Students to Get Started
One thing that has consistently surprised me is how quickly students can begin working with FME.
In my experience, a brief introductory session of just a couple of hours is enough for students to start developing small projects and exploring their own ideas.
That ease of adoption allows us to spend less time teaching software and more time discussing workflows, processes, and solutions.
Passing It On
I genuinely enjoy using FME, and that enthusiasm naturally finds its way into the classroom.
Ultimately, what I value most is that FME helps students focus on the challenge in front of them rather than the tool they are using. When students learn to think in terms of processes and workflows, they are better prepared for the realities of modern geospatial work.
