A World Wide Web-Based Practice That Disseminates Photogrammetry: Inspiring Secondary Students to Pursue Geomatics Careers [Education]

Docampo, María Luz Gil; Sanz, Juan Ortiz; Rego-Sanmartín, T.; Arza-García, Marcos

doi:10.1109/mgrs.2018.2876565

Cited by 7 publications

(4 citation statements)

References 25 publications

(20 reference statements)

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“…In the recent years, several virtuous examples to introduce the main concepts of Geomatics disciplines have been successfully carried out, which addressed to students (Gil-Docampo et al 2019 ; Tucci et al 2019 ), technicians (Tucci et al 2018 ), and non-specialist public (Bonacini et al 2015 ; Ortiz-Sanz et al 2021 ). In this context, mainly photogrammetry has gained more and more popularity, also thanks to the spread of “toy drones” and automatic photogrammetric software (desktop, mobile app, and online), that allow the users to obtain realistic and pleasant 3D models without the necessity of knowing the basic concepts of photogrammetry but only taking pictures in the appropriate way, at least paying attention to the overlapping of images and the light conditions (Tucci et al 2020 ).…”

Section: Geomatics Teaching and Disseminationmentioning

confidence: 99%

Innovations in geomatics teaching during the COVID-19 emergency

et al. 2022

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The approach in the teaching process is changing, thanks to the increased awareness that a higher students’ involvement leads to a better quality of their learning. The aim is to make the students more participative, avoiding a unidirectional lesson and encouraging their wish to keep updated on the course advancements. However, innovative teaching methodologies are not yet widespread, mainly in STEM (Science, Technology, Engineering, and Mathematics) disciplines. At the University of Genoa, the experimentation of innovative teaching techniques has been significant and worthy especially because it was planned before the COVID-19 emergency and applied in the scenario of forced remote teaching. Thanks to the introduction of novel technological instruments, several techniques have been exploited to realize interactive lessons and promoting students’ involvement. The present work discloses the employed techniques and frames them within the state of the art of innovative teaching, highlighting their contribution in the teaching activities related to the Geomatics field of knowledge. The acquired experiences in Geomatics dissemination and a critical analysis, including teachers’ and students’ perception about the tested innovative teaching/learning tools, are also reported. In general, the innovations introduced in teaching and learning processes during the COVID-19 sanitary emergency were warmly received by the entire community, including teachers, students, and teaching assistants.

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Section: Geomatics Teaching and Disseminationmentioning

confidence: 99%

Innovations in geomatics teaching during the COVID-19 emergency

et al. 2022

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“…The experimental part has a fundamental role in teaching and knowledge transfer, from remote sensing to surveying activities. Researches on the application of smart approaches to such fields are so increasing in the last years, that all of the already cited approaches have been tested (Kosmatin Fras and Grigillo, 2016;Kravchenko et al, 2016;Hess et al, 2017;Ahlqvist and Schlieder, 2018;Haugsbakken et al, 2019;Gil-Docampo et al, 2019). The common goal is to actively involve students in the process of learning, by iterating field and class work, supported by multimedia tools, like videos, games, tutorials, MOOCs, and so on.…”

Section: Teaching Geomatics With Smart Educationmentioning

confidence: 99%

Improving Quality and Inclusive Education on Photogrammetry: New Teaching Approaches and Multimedia Supporting Materials

Tucci

Parisi

Bonora

et al. 2020

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. The democratization and accessibility of low-cost devices for image acquisition and the development of highly automated procedures for orientation and dense image matching allow almost every person to be a potential producer of photogrammetric models. The diffusion of image-based technologies to produce 3D models amongst wider audiences entails however some risks, as the lack of critical awareness of the final quality of the outputs. Information and education about potentialities and limitations of reality-based digitization by photogrammetry may help spreading procedures and methods for the correct use of this technology. This paper presents the results of one of the funded projects within the 2018 ISPRS Capacity Building Initiatives “Education and training resources on digital photogrammetry”. The production of multimedia material for supporting smart educational teaching and learning approaches will be reported, as well as experiences on their application on case studies. Blended innovative teaching and learning pedagogical approaches have been tested, as Flipped Classroom (FC), Learning-by-doing (LBD), Collaborative Learning (CL), and Challenge-Based Learning (CBL), supported by multimedia tools for capacity-building and knowledge transfer. The implementation of multimedia materials for supporting teaching strategies resulted in the production of updated and engaging resources, as videos, tutorials, and datasets to be used during courses, workshops, and seminars targeted to different user groups. The combination of teaching strategies and multimedia supporting materials were tested within national and international projects, from academic courses to complete non-experts, from activities on the field to online and distance learning.

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“…This exposure occurs when watching the daily news on television, mobile mapping applications for smart phones, following the GPS in cars, playing games (such as Geocaching), and so on. There is no doubt that early exposure to publicly available imagery and through elementary and secondary school programs (e.g., Huynh and Sharpe 2013) has increased interest in remote sensing tools and data (Gil-Docampo et al 2019). As such, there has also been an unprecedented proliferation of the use of remotely sensed data by non-experts (Yu and Gong 2012).…”

Section: Introductionmentioning

confidence: 99%

Educating the Next Generation of Remote Sensing Specialists: Skills and Industry Needs in a Changing World

Chasmer

Ryerson²,

Coburn

2021

Canadian Journal of Remote Sensing

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The landscape of post-secondary education has experienced a dramatic change in student outcomes over the past 20 years. The expectation for students in advanced education was a career in research and toward gaining employment in either academia or in government science. From our survey of university students and early career professionals, it was clear that there is an expectation gap between desired and probable post-secondary education outcomes. Our survey indicated that the majority of trainees, regardless of level of education, undervalue the importance of written and oral communication skills and overvalue specific methodological understanding relative to those employed in the field. While some of these dichotomies can be explained by the relative lack of experience of students, it also points to the nature of the foci of our training. While we are concerned with the production of the next leaders in remote sensing science, most will have careers that are different from their training. There is an opportunity to optimize the post-secondary education experience (student and faculty) with the inclusion of a broader view toward career outcomes. RÉSUMÉLe paysage de l' education postsecondaire a connu un changement radical dans les attentes des etudiants au cours des 20 derni eres ann ees. Les attentes des etudiants aux etudes sup erieures etaient une carri ere en recherche et l'obtention d'un emploi dans le milieu universitaire ou dans les laboratoires de recherche gouvernementaux. D'apr es notre sondage aupr es des etudiants universitaires et des professionnels en d ebut de carri ere, il est clair qu'il existe pr esentement une diff erence entre les emplois souhait es et ceux probables suite a l'obtention d'un diplôme postsecondaire. Notre enquête a r ev el e que la majorit e des stagiaires, quel que soit leur niveau d'instruction, sous-evaluent l'importance des comp etences en communication ecrite et orale et sur evaluent la compr ehension des m ethodologies sp ecifiques employ ees dans leur domaine. Si certaines de ces dichotomies s'expliquent par le manque relatif d'exp erience des etudiants, elles soulignent egalement la nature des orientations de notre formation. Bien que nous nous pr eoccupions de l' education des prochains chefs de file en sciences de la t el ed etection, la plupart auront des carri eres dans des domaines diff erents. Il est possible d'optimiser l'exp erience des etudes postsecondaires ( etudiants et professeurs) en ins erant une vision plus grande des opportunit es de carri ere.

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A World Wide Web-Based Practice That Disseminates Photogrammetry: Inspiring Secondary Students to Pursue Geomatics Careers [Education]

Cited by 7 publications

References 25 publications

Innovations in geomatics teaching during the COVID-19 emergency

Innovations in geomatics teaching during the COVID-19 emergency

Improving Quality and Inclusive Education on Photogrammetry: New Teaching Approaches and Multimedia Supporting Materials

Educating the Next Generation of Remote Sensing Specialists: Skills and Industry Needs in a Changing World

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