gi forum learning with geoinformation salzburg, 06.-08. july 2011 remote sensing, new media and...

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


1. Background & Motivation

2. Structure of the Learning Portal

3. Functions of the Learning Portal

4. Summary & Outlook

Outline


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


„FIS Project“ – Remote Sensing in Schools

Project objective: Integration of the subject „remote sensing“ into school instruction


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



• 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



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 • …



About FIS Teaching Material About Remote Sensing Research-Tools Analysis-Tools Evaluation My Class

Evaluation-Programme




My ClassTeaching Material About Remote Sensing Inquiry-Tools Analysis-Tools EvaluationAbout FIS My Class



Biology

Physics

Mathematics

Computer Science

English Materials

Download

Traces of FireTsunamiOasesBrown Coal EnergyFloods

Geography


Top Secret!

Teaching Materials -> Digital Interactive Learning Modules



Teaching Materials – Example: Traces of Fire

About FIS Teaching Material About Remote Sensing Inquiry-Tools Analysis-Tools Evaluation My Class



> InfoBox

> Exercises

> Quiz




> InfoBox

> Exercises

> Quiz




http://tolu.giub.uni-bonn.de/fis/BLIF/NDVI_BLIF/NDVI_BLIF.swf


> InfoBox

> Exercises

> Quiz





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



> Beginner

> Advanced

Inquiry Tools – Example 1: InfoBox – A digital glossary



MeteoViewer Research

Login


Inquiry Tools – Example 2: MeteoViewer


> Globe and Europe

> 3h and 24h Loop



Analysis Tools – Example: RGB-Classifier


> Area Measure

> SatCalculator



Evaluation


Step

Evaluation for pupils



My Class – Teacher and Pupils in Contact


My Class

My AccountMy Profile

Learning Modules Pupils Logout

Links FAQHelp

Login


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


• 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




Learning Portal

Release: October 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


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



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.


gi forum learning with geoinformation salzburg, 06.-08. july 2011 remote sensing, new media and...

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