Less talk more drone: social research with UAVs

Birtchnell, Thomas; Gibson, Chris

doi:10.1080/03098265.2014.1003799

Cited by 51 publications

(22 citation statements)

References 20 publications

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“…Whilst a UAV cannot 234 be used on wet and windy days, it is generally more versatile than a kite across a range of 235 environments and seasons. Although Birtchnell and Gibson (2015) describe a UAV 236 demonstration to students, they did not provide students with the opportunity to acquire 237 data. Giving students control of the UAV and the experience of placing and surveying targets 238 presents opportunities for learning about the principles and practice of remote sensing, 239 ranging from georeferencing, acquiring imagery, photogrammetry and image analysis.…”

Section: Reflection and Discussion 218mentioning

confidence: 99%

“…In the first case study, students did not 242 have the opportunity to process their data due to limited processing capacity; this could be 243 addressed by designing practicals where students process lower resolution images or fewer 244 images and thus a smaller geographical extent. Issues associated with data quality, such as 245 the optimum target layout and the application of the output orthophoto and DEM to 246 investigate particular physical geography research questions, can also be explored by 247 students, and there are also social science applications (Birtchnell and Gibson, 2015). 248…”

Section: Reflection and Discussion 218mentioning

confidence: 99%

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The sky is the limit: reconstructing physical geography from an aerial perspective

Williams

Tooth

Gibson

2016

Journal of Geography in Higher Education

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3In an era of rapid geographical data acquisition, interpretations of remote sensing products 4are an integral part of many undergraduate geography degree schemes but there are fewer 5 opportunities for collection and processing of primary remote sensing data. Unmanned 6 Aerial Vehicles (UAVs) provide a relatively inexpensive opportunity to introduce the 7 principles and practice of airborne remote sensing into fieldcourses, enabling students to 8 learn about image acquisition, data processing and interpretation of derived products. Two 9 case studies illustrate how a low cost "DJI Phantom Vision+" UAV can be used by students to 10 acquire images that can be processed using Structure-from-Motion photogrammetry 11 software. Results from a student questionnaire and analysis of assessed student reports 12showed that using UAVs enhanced student engagement and equipped them with data 13 processing skills. The derivation of bespoke orthophotos and Digital Elevation Models has 14 the potential to provide students with opportunities to gain insight into various remote 15 sensing data quality issues, although additional training is required to maximise this 16 potential. Recognition of the successes and limitations of this teaching intervention provides 17 scope for improving future UAV exercises. UAVs are enabling both a reconstruction of how 18 we measure the Earth's surface and a reconstruction of how students do fieldwork. 19 Keywords 20Aerial imagery, Digital Elevation Model (DEM), fieldwork, physical geography, Structure-21 from-Motion photogrammetry (SfM), technology, Unmanned Aerial Vehicle (UAV) 22

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Section: Reflection and Discussion 218mentioning

confidence: 99%

Section: Reflection and Discussion 218mentioning

confidence: 99%

The sky is the limit: reconstructing physical geography from an aerial perspective

Williams

Tooth

Gibson

2016

Journal of Geography in Higher Education

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“…Since a drone is able to bring a camera into the sky and fly to some positions that are difficult to reach, it is an extraordinary tool for researchers to carry out scientific research related to our natural environment. For example, the students in the study by Birtchnell and Gibson (2015), and Jordan (2015) were requested to take aerial photos of the landscape in geologic fieldwork and then to interpret the image to identify the geologic patterns. Moreover, some teachers requested students to fly a drone to a high level in the sky to explore the meteorological features (Petrinjak, 2016).…”

Section: Use Of Drone Technology In Educationmentioning

confidence: 99%

Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs

2019

InSITE Conference

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematics education. However, it also brings challenges to teachers to integrate drone technology in their teaching. It is therefore important to obtain a better understanding of various aspects of integrating drone technology in education. Methodology: A group of pre-service teachers was engaged in a case study conducted using a designed-based approach. The participants were randomly assigned into three groups. They were required to develop lesson plans with the application of drone technology in teaching. The lesson plans were subsequently analyzed using the TPCK framework to identify teachers’ readiness and training needs. Findings: The participants, to a large extent, have sufficient competence to master the skills and knowledge of drone technology and to integrate it into their teaching. However, they were required to strengthen the pedagogical knowledge, subject content knowledge, and technological content knowledge in order to maximize the potential benefits of drone technology in education. Contribution: This paper reports the level of readiness and training needs of teachers regarding the use of drone technology in their teaching. Recommendations for Practitioners: To conduct teacher training regarding the use of drone technology in education, a particular focus should be put on enhancing teachers’ pedagogical knowledge, subject content knowledge, and technological content knowledge. Recommendations for Researchers: Researcher may further explore the strategies to integrate drone technology in teaching. Impact on Society: This paper suggests the area of teacher training regarding the use of drone technology in education. The teaching and learning effectiveness could be improved. Future Research: Future research may study the safety issue and ethical issue of using a drone in education.

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“…There has indeed been a proliferation of recent papers about the contribution that different technologies might bring to geography fieldwork, whether it be GIS, GPS, smartphones, tablets, map-based storytelling, apps or geogames. Of direct relevance to our research has been the recent upsurge in interest in the capture of remotely sensed data using drones and other Unmanned Aerial Vehicles (UAVs) (Birtchnell & Gibson, 2015 ;Jahn, Haspel, & Siegmund, 2011 ;Jordan, 2015 ;Williams, Tooth, & Gibson, 2017 ). However, little published literature has to date evaluated the potential of very low-cost aerial data capture, and kite-mapping in particular for consequent map making -apart from Sander ( 2014 ) whose ground-breaking paper is an essential starting point for any innovation in this area.…”

Section: Mapping and Field-workmentioning

confidence: 99%

Flying a kite: playful mapping in a multidisciplinary field-course

Pánek

Pásztó

Perkins

2018

Journal of Geography in Higher Education

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This article reviews the potential of kite mapping as part of an interdisciplinary and multinational field course. It situates kite mapping as a low cost, high quality, participatory approach, in relation to field use of maps, arguing that research might usefully attend to more than simply the skills acquired during the field exercise and the technicalities of the innovation. Evidenced from two day-long workshops on the Maltese island of Gozo we describe practical issues involved in making the mapping work. We draw on descriptions of field practice and deploy a multi-method evaluation of staff and student reactions and experiences to explore pedagogic aspects of kite mapping. We conclude that the practices of kite mapping significantly impact upon the value of the mapping technique, and highlight how creative and playful mapping processes implicit in the technique might usefully be deployed in other field contexts.

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Less talk more drone: social research with UAVs

Cited by 51 publications

References 20 publications

The sky is the limit: reconstructing physical geography from an aerial perspective

The sky is the limit: reconstructing physical geography from an aerial perspective

Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs

Flying a kite: playful mapping in a multidisciplinary field-course

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