GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
Remote Sensing, New Media and Scientific Literacy A New Integrated Learning Portal for Schools Using Satellite Images
Kerstin Voß, Roland Goetzke , Henryk Hodam & Andreas Rienow Remote Sensing Research Group – Institute of Geography
University of Bonn
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
1. Background & Motivation
2. Structure of the Learning Portal
3. Functions of the Learning Portal
4. Summary & Outlook
Outline
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
Long-time discussion on the application of satellite images in secondary school lessons
Satellite data can be used efficiently in class for many present relevant phenomena and processes listed in the educational standard for the subject geography Earthquakes Floods Disparities Resource contentions ...
Advantages: Science-oriented education Motivational aspect of imagery / illustrative Problem-oriented examination of contemporary issues Fostering methodical competences
1. Background & Motivation
„FIS Project“ – Remote Sensing in Schools
Project objective: Integration of the subject „remote sensing“ into school instruction
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
Many teachers are interested in remote sensing and motivated to integrate the subject into their teaching in a curriculum-oriented way.
Integration of remote sensing as of now takes place primarily in geography lessons.
In many cases, the integration serves the mere purpose of illustrating curricular-relevant topics and, at best, does not exceed the stage of visual image interpretation.
Physical & mathematical basics as well as chances of digital analyses are neglected.
Reasons:- Complexity of the subject- Remote Sensing Software too difficult and time consuming- Materials poorly edited for teaching purposes- Lack of background information
Goal:Development of a comprehensive and well- structured learning portal on remote sensing
Status quo – Schools
1. Background & Motivation
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
• put students in a more active role learning not a result of teaching, but of the learner‘s mental construction
• high degree of interactivity for research and communication
• learning portal shall meet general principles for multimedia learning environments
• curriculum-oriented
• Main contents: digital interactive learning modules and analysis tools
• Target groups: Students, Teachers, People interested in Remote Sensing
Didactic Principles & Structure of the Learning Portal
2. Structure of the Learning Portal
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
Digital and interactive learning modules
Problem-oriented and explorative working
Background information
Rating of own learning efficiency
• Reading text• Discussing text • Investigate
background information
• Working with Remote Sensing Data
• Interpretation of results
• ….
• FIS Info-Box• Animations • Internet• Tools for
investigation• Tools for analysis • …
• Quiz • Test • …
2. Structure of the Learning Portal
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
About FIS Teaching Material About Remote Sensing Research-Tools Analysis-Tools Evaluation My Class
Evaluation-Programme
3. Functions of the Learning Portal
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
My ClassTeaching Material About Remote Sensing Inquiry-Tools Analysis-Tools EvaluationAbout FIS My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
Biology
Physics
Mathematics
Computer Science
English Materials
Download
Traces of FireTsunamiOasesBrown Coal EnergyFloods
Geography
Evaluation-Programme
Top Secret!
Teaching Materials -> Digital Interactive Learning Modules
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
Teaching Materials – Example: Traces of Fire
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
> InfoBox
> Exercises
> Quiz
Teaching Materials – Example: Traces of Fire
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
> InfoBox
> Exercises
> Quiz
3. Functions of the Learning Portal
Teaching Materials – Example: Traces of Fire
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
> InfoBox
> Exercises
> Quiz
3. Functions of the Learning Portal
Teaching Materials – Example: Traces of Fire
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
> InfoBox
> Exercises
> Quiz
3. Functions of the Learning Portal
Teaching Materials – Example: Traces of Fire
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
Remote Sensing –How satellites see the Earth Satellites allow us to observe the condition of the Earth´s surface including the vegetation on a large scale. Since a satellite overflies the same excerpt of the Earth´s surface in a certain temporal interval over and over again, satellite pictures are particularly well suited for determining changes of the Earth´s surface; especially in places where we cannot “just have a look”.Satellite pictures are not just plain photography. They record individual images in different ranges of the electromagnetic spectrum that can be combined to colour images at the computer.
Infobox
StartIntroduction
•How satellites see the Earth •Reflexion •Absorption •Colours
Resolution Image and MapDigital Image Processing Image Analysis
Introduction
Research
Evaluation-Programme
3. Functions of the Learning Portal
> Beginner
> Advanced
Inquiry Tools – Example 1: InfoBox – A digital glossary
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
MeteoViewer Research
Login
3. Functions of the Learning Portal
Inquiry Tools – Example 2: MeteoViewer
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
> Globe and Europe
> 3h and 24h Loop
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
Analysis Tools – Example: RGB-Classifier
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
> Area Measure
> SatCalculator
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
Evaluation
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
Step
Evaluation for pupils
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
3. Functions of the Learning Portal
My Class – Teacher and Pupils in Contact
About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class
My Class
My AccountMy Profile
Learning Modules Pupils Logout
Links FAQHelp
Login
Evaluation-Programme
Class: 12bSchool: Albrecht-Gymnasium City: BonnTeacher: Petra Musterfrau Number of Pupils: 32
Instruction: Use the Learning Module “From Image to Map” and create a thematic map.
Learning Module:
•Module 7: From Image to Map •Module 9: Tsunami
My Profile
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
• The developed learning portal creates a range of teaching material and tools, which put forward individual and inquiring-based learning.
• Through combining learning modules, research and analysing tools, multiple ways for dealing with problem and exercises open up.
• Parallel to gaining specific geographic expertise, the pupils gain competences regarding information and communication techniques.
• Furthermore, the learning portal offers the possibility to the teachers to accompany the learning process integratively.
• Moreover, the learning portal gives teachers an easy introduction to remote sensing.• The learning portal offers several options for the application of the learning modules (offline /
online).
Future tasks: • Options for networking (teacher – teacher; teacher – student)• Currently in German English version
FIS-Learning portal
4. Summary & Outlook
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
4. Summary & Outlook
Learning Portal
Release: October 2011
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
Thank you for your attention
Grant: 50 EE 0932
Website: www.geographie.uni-bonn.de/fis
English material:http://tolu.giub.uni-bonn.de/fis/teaching_en.html
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
student
• Perform Learning Module• Research opportunities• Result storage in own
profile• Store intermediate
results• Store final results
• Registration• Selection of learning unit• Opportunities for
research• Info box• Picture gallery• Background
information
• Evaluation of learning units
• Registration• Set-up class• Manage pupils• Select units (online or
offline)• Arrange units by
themselves• Access to didactic
background information
• Analysis of students‘ intermediate results
• Analysis & review of pupils‘ final results
• Evaluation of learning units
teacher
2. Structure of the Learning Portal
GI Forum – Learning with Geoinformation – Salzburg, 06.-08. July 2011
The learning portal’s realisation is oriented towards four design principles for learning environments according to MANDL & KOPP (2007)
Authenticity and relevance to application – learning environments ought to be designed, so that they dealing with real problems and authentic situations. Correspondingly, the pupils are confronted with authentic exercises which encourage gaining application-oriented knowledge.
Multiple contexts and perspectives – learning environments ought to be designed, so that specific contents can be seen from multiple points of view and in different situations. In this way, the knowledge transfer can be promoted.
Social learning arrangements – for working with complex problems and questions, and for a deepened knowledge, co-operative learning is of key significance. Thereby, the pupils gain social competences of co-ordination, communication and co-operation.
Instruction and support – self-active and individual working with complex exercises and manifold information resources are a challenge for many pupils. For this reason, instructional commentaries and support, like exercise instructions, accompanied group processes & feedback are of great importance.
2. Structure of the Learning Portal