No abstract

No abstract

A large variety of various passive and active satellite sensors producing panchromatic, multispectral or hyperspectral images of the Earth's surface are currently in space and are used in different scientific fields such as earth science (e.g. geography, hydrology, geology, oceanography and glaciology), disaster management, as well as for military, commercial and economic purposes. In contrast, video files are a rather exotic data format in the field of Earth observation. Occasionally, video cameras are used in airborne remote sensing, but only recently video Earth observation from space has been established. This paper aims at the integration of video data in the scientific workflow, revealing advantages and disadvantages of moving images. Being the only available source for continuous video Earth observation data, the NASA experiment High Definition Earth Viewing on-board the International Space Station is the basis for our evaluation of the usability of video data. Following the rather coarse resolution of these data, we exemplify some potential fields of application in science and education. We show a basic workflow how to produce 3D models and stereoscopic videos of the Earth's surface. As a pre-study for videos with better spatial as well as radiometric resolution, the delivered products serve not only scientific purposes, but are integrated in school lessons to evoke the pupils' fascination for earth sciences and space.

A new elective school subject called 'Geography-Physics' was developed by the Universities of Bonn and Bochum in cooperation with a German high school. With a focus on remote sensing, the modules of this STEM subject convey information, and present methodology and applications. There are two main sections: the physics of remote sensing, including both mathematics and computer science, and the geographic applications. GIS is a major part of the exploitation of Earth Observation data, but the use of GIS and EO data is not feasible in school lessons due to financial and time constraints. Instead, small specialized GIS tools with embedded EO imagery are used. The tools were developed by two projects, FIS and Columbus Eye/KEPLER ISS, and evaluation and meetings with experts were conducted in close cooperation with the partner school. The first 2-year course of the new subject was completed in summer 2018. The teachers implementing the course have since re-evaluated their concept and revised the syllabus to enhance applicability in professional contexts, to reduce redundancies with other subjects, and to ensure that the overall content fits into the allotted number of teaching hours. The pupils also evaluated the materials and the subject.