Earth Observation: Conveying the Principles to Physical Geography Students

Earth Observation: Conveying the Principles to Physical Geography Students

Louise Mackay (University of Leeds, UK), Samuel Leung (University of Southampton, UK) and E. J. Milton (University of Southampton, UK)
DOI: 10.4018/978-1-59904-980-9.ch007
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Abstract

In our experience of earth observation (EO) online learning we highlight the usefulness of the World Wide Web in terms of its software, functionality, and user accessibility for developing and delivering a range of activities and delivery modes to both undergraduate and advanced learners. Through the mechanism of developing teaching materials and adapting them for the online classroom, EO learning can become highly interactive and well-illustrated by linking to online image processing software and relevant image data, make use of the Web’s graphical interface to reinvigorate DOS-based remote sensing programs to be more student-friendly, and with the advent of collaborative Web software, such as Wiki, provide a networked community for EO learners. In this chapter we showcase a variety of delivery modes for our EO materials—online lectures delivered within a blended learning module for the undergraduate to individual online activities (remote sensing practical exercises and an electronic learning diary) for the advanced EO learner. Examples of our learning materials are discussed in this chapter to show how adapting to online delivery and making use of Web technology has supported our teaching of EO.
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Background

What About EO Tutorials Already on the Web?

We want to introduce EO to the undergraduate student who wishes to acquire good quality EO image processing skills, the student with more than a passing interest in image data. For the person asking, “How did they do that?” or ”What does NASA’s image of the day mean?,” the content of existing Web tutorials on EO are of interest to the novice user. In terms of conveying sound principles of EO to the undergraduate student, learning materials based in the foundation of EO as a science that also provide skills and techniques for the advanced EO learner are necessary. The examples we show in this chapter provide that level of learning: both in the basis of the science and in the higher-level detail.

Why Translate Traditional Courses and Create EO Online Materials?

Is EO as a topic ripe for online learning? We would argue, absolutely! EO more than most topics benefits from visual examples, which capture both the spatial and spectral richness of the subject. Add to this the availability of video images to represent dynamic phenomena and the case becomes compelling. Learning in an online mode takes advantage of the Web – we can access image databases or spectral data within the learning materials. That means for the student the subject matter is immediately relevant, well illustrated, and accessible.

What are the EO E-Activities?

EO is one of the core geography sub-areas of the DialogPLUS project. Within our e-learning project online learning materials were created from existing courses consisting of face-to-face lectures and lab-based practical exercises. Having created EO learning materials for the project we were then given the opportunity to usefully embed them in the curricula and support our teaching. Nuggets (our term for a reusable learning object and explained in further detail in the Preface) developed from original EO modules were then delivered in a different format: online and distance-taught.

Complete Chapter List

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Dedication
List of Reviewers
Table of Contents
Foreword
Lou McGill
Acknowledgment
Chapter 1
Philip Rees, Louise Mackay, David Martin, Gráinne Conole, Hugh Davis
Technologies offer a range of tantalizing potentials for education—in terms of providing access to media- rich context and for students to visualize... Sample PDF
Developing E-Learning in Geography
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Chapter 2
Samuel Leung, David Martin, Richard Treves, Oliver Duke-Williams
In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents... Sample PDF
Exchanging E-Learning Materials, Modules, and Students
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Chapter 3
Helen Durham, Katherine Arrell, David DiBiase
Collaborative learning activity design (CLAD) is a multi-institution approach to the creation of e-learning material from the design phase through... Sample PDF
Collaborative Learning Activity Design: Learning about the Global Positioning System
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Chapter 4
David Martin, Philip Rees, Helen Durham, Stephen A. Matthews
This chapter presents the development of a series of shared learning materials prepared to facilitate teaching in human geography. The principal... Sample PDF
Census and Population Analysis
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Chapter 5
Stephen Darby, Sally J. Priest, Karen Fill, Samuel Leung
In this chapter we outline the issues involved in developing, delivering, and evaluating a Level 2 undergraduate module in fluvial geomorphology.... Sample PDF
Using Digital Libraries to Support Undergraduate Learning in Geomorphology
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Chapter 6
Jim Wright, Michael J. Clark, Sally J. Priest, Rizwan Nawaz
There is an inherent antithesis between environmental management as professional practice and as concept or philosophy. Not only does this... Sample PDF
Engaging with Environmental Management: The Use of E-Learning for Motivation and Skills Enhancement
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Chapter 7
Louise Mackay, Samuel Leung, E. J. Milton
In our experience of earth observation (EO) online learning we highlight the usefulness of the World Wide Web in terms of its software... Sample PDF
Earth Observation: Conveying the Principles to Physical Geography Students
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Chapter 8
Helen Durham, Samuel Leung, David DiBiase
Academic integrity (AI) is of relevance across all academic disciplines, both from the perspective of the educator and the student. From the former... Sample PDF
Generic Learning Materials: Developing Academic Integrity in Your Students
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Chapter 9
Karen Fill, Gráinne Conole, Chris Bailey
The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it... Sample PDF
A Toolkit to Guide the Design of Effective Learning Activities
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Chapter 10
David DiBiase, Mark Gahegan
This chapter investigates the problem of connecting advanced domain knowledge (from geography educators in this instance) with the strong pedagogic... Sample PDF
Concept Mapping to Design, Organize, and Explore Digital Learning Objects
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Chapter 11
Terence R. Smith, Marcia Lei Zeng
We describe a digital learning environment (DLE) organized around sets of concepts that represent a specific domain of knowledge. A prototype DLE... Sample PDF
Semantic Tools to Support the Construction and Use of Concept-Based Learning Spaces
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Chapter 12
Richard Treves
Teaching geography at university level involves students in study of complex diagrams and maps. These can be made easier to understand if split into... Sample PDF
Simple Geography-Related Multimedia
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Chapter 13
Karen Fill, Louise Mackay
This chapter is concerned with the evaluation of learning materials and activities developed as part of the DialogPLUS project. A range of... Sample PDF
Evaluating the Geography E-Learning Materials and Activities: Student and Staff Perspectives
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Chapter 14
Louise Mackay, David Martin, Philip Rees, Helen Durham
In this book we have illustrated the materials, software, and experience of developing and delivering geography e-learning courses and learning... Sample PDF
Reflections, Lessons Learnt, and Conclusions
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Chapter 15
Sally Priest
This chapter discusses the design, technical development, delivery, and evaluation of two online learning activities in environmental geography. A... Sample PDF
Online Learning Activities in Second Year Environmental Geography
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Chapter 16
Dion Hoe-Lian Goh
With the rapid growth of digital information, there is increasing recognition that digital libraries (DL) will play important roles in education... Sample PDF
Learning Geography with the G-Portal Digital Library
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Chapter 17
Shivanand Balram
This chapter describes the origins, boundaries, and structures of collaborative geographic information systems (CGIS). A working definition is... Sample PDF
Collaborative Geographic Information Systems: Origins, Boundaries, and Structures
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Glossary of Terms
About the Contributors