Remote Sensing teaching tools: The benefits of computer based training
Gail D. Kelly
Australian Key Centre in Land Information Studies,
Department of Geographic Information,
PO Box 40,Woolloongabha, 4102, Australia.
Greg J. E. Hill
Australian Key Centre in Land Information Studies,
University of Queensland, St. Lucia, 4067, Australia
Abstract
Remote Sensing Organisations providing training have, to date, concentrated on short courses and formal tertiary education . These courses require lecturers knowledgeable in the field and able to impart this knowledge. These individuals must be on hand each time a course is to be run.
Current training tools for remote sensing include text books, courses notes, practical materials, poster displays, photographic slides, audio cassettes, videos and films. A new tool which has not been exploit6ed fully in the field of remote sensing training is Computer Based Training (CBT). This information medium does not require expert staff to be available at all times and allows trainees to spend as much time as is needed on any one problem or topic.
Introduction
Some of the major distributors of remote sensing training materials have been the American Society for Photogrammetry and remote sensing , the National Centre for Remote Sensing (NRSC) in England and Purdue University in the USA. The American A Society for Photogrammetry and Remote Sensing sells publications(i.e. proceedings of meetings ) and films on remote sensing applications (e.g. Lundgren 1982). The NRSC sells educational products ranging from posters and slides kits to videos (e.g. NRSC 1986). A collection of films and educational kits
comprising exercise books, slides and audio cassettes has been available from Purdue University (e.g. Hoffer 1976). Remote sensing education has in the past drawn heavily on the abovementioned traditional training tools as well as materials developed in-house or available through organisations using or producing remotely sensed data (e.g. government mapping authorities).
A common tool in some areas of education is the use of Computer Based Training (CBT). Like many fields, CBT, also known under titles such as Computer aided Learning (CAL) and Computer aided Instruction (CAI), is a widely used term to describe use made of the computer to support teaching and learning activities (Shepherd et al. 1980). Computers can make a number of valuable contributions to the learning process if the educational program is well designed. A well designed Computer Based Training Package "provides a tremendously flexible medium" for training (Dean and Whitlock 1983:151) in comparison to many of the traditional teaching tools. Despite any advantages CBT may have it has not been widely adopted in the field of remote sensing education. This paper discusses the benefits of using CBT (refer to Table 1).
General benefits
The quality of the information presented in a CBT course is consistent. This is one of the main advantages of CBT. If a course is run by instructors the quality of the presentation and the consistency of the information being presented can vary. This is only natural due to individual differences in teaching ability. There is also a real limit to how often/long an instructor can perform, before fatigue or boredom reduces performance. Machines on the other hand can perform repetitious or monotonous tasks without any decline in quality. Another advantage of CBT is that if the instructor is away, the students can continue to progress through the course.
Course notes and practical exercise materials do not have to be generated. A well designed CBT should be self contained, with comprehensive and self explanatory materials. If a CBT is well designed all agencies using this material will not need to go to great lengths to utilise the package and integrate it into their existing training program.
