Remote Sensing teaching
tools: The benefits of computer based training Gail D. Kelly Australian Key Centre in Land Information Studies, Department of Geographic Information, PO Box 40,Woolloongabha, 4102, Australia. Greg J. E. Hill Australian Key Centre in Land Information Studies, University of Queensland, St. Lucia, 4067, Australia Abstract Remote Sensing Organisations providing training have, to date, concentrated on short courses and formal tertiary education . These courses require lecturers knowledgeable in the field and able to impart this knowledge. These individuals must be on hand each time a course is to be run. Current training tools for remote sensing include text books, courses notes, practical materials, poster displays, photographic slides, audio cassettes, videos and films. A new tool which has not been exploit6ed fully in the field of remote sensing training is Computer Based Training (CBT). This information medium does not require expert staff to be available at all times and allows trainees to spend as much time as is needed on any one problem or topic. Introduction Some of the major distributors of remote sensing training materials have been the American Society for Photogrammetry and remote sensing , the National Centre for Remote Sensing (NRSC) in England and Purdue University in the USA. The American A Society for Photogrammetry and Remote Sensing sells publications(i.e. proceedings of meetings ) and films on remote sensing applications (e.g. Lundgren 1982). The NRSC sells educational products ranging from posters and slides kits to videos (e.g. NRSC 1986). A collection of films and educational kits comprising exercise books, slides and audio cassettes has been available from Purdue University (e.g. Hoffer 1976). Remote sensing education has in the past drawn heavily on the abovementioned traditional training tools as well as materials developed in-house or available through organisations using or producing remotely sensed data (e.g. government mapping authorities). A common tool in some areas of education is the use of Computer Based Training (CBT). Like many fields, CBT, also known under titles such as Computer aided Learning (CAL) and Computer aided Instruction (CAI), is a widely used term to describe use made of the computer to support teaching and learning activities (Shepherd et al. 1980). Computers can make a number of valuable contributions to the learning process if the educational program is well designed. A well designed Computer Based Training Package "provides a tremendously flexible medium" for training (Dean and Whitlock 1983:151) in comparison to many of the traditional teaching tools. Despite any advantages CBT may have it has not been widely adopted in the field of remote sensing education. This paper discusses the benefits of using CBT (refer to Table 1). General benefits The quality of the information presented in a CBT course is consistent. This is one of the main advantages of CBT. If a course is run by instructors the quality of the presentation and the consistency of the information being presented can vary. This is only natural due to individual differences in teaching ability. There is also a real limit to how often/long an instructor can perform, before fatigue or boredom reduces performance. Machines on the other hand can perform repetitious or monotonous tasks without any decline in quality. Another advantage of CBT is that if the instructor is away, the students can continue to progress through the course. Course notes and practical exercise materials do not have to be generated. A well designed CBT should be self contained, with comprehensive and self explanatory materials. If a CBT is well designed all agencies using this material will not need to go to great lengths to utilise the package and integrate it into their existing training program. Benefits of CBT for trainees The self paced nature of CBT allows for trainees to complete the course at their own speed. As highlighted by Fisher (1982:20), "Instruction to a class as a whole is likely to be too slow for the brighter students and over the heads of the less bright". In the work place, trainees with widely varying knowledge and background will exist. The opportunity for each individual to revise course materials as quickly or frequently as required gives the trainees the option to progress at their own place. In this respect, a great feature of a computer is that it is "eternally patient and with out prejudice" (Fisher 1982:20). A student can repeat the exercise or lesson until it is fully understood. Feedback and assessment of progress and understanding is provided to the CBT user. Well designed CBT packages provide the user with feedback via different types of assessment. This allows the trainees to assess their understanding of the objectives of the lesson. An added benefit is that this is done in privacy and not in a group situation, hence avoiding any embarrassment. Computers can take the drudgery out of maintaining progress records of the people being trained, compiling and scoring tests, and providing easy access to files of information for reference or guidance (Holtzman 1970 ).
CBT can be used by all levels of personnel in an organisations. Instructors can complete the CBT course and be able to assist the students when it is introduced into the teaching program. In the work place, senior management can complete the course or the topics they desire in their own time and at their own pace and other staff in the organisation can do likewise. This can save mutual embarrassment. The number of individuals who can be instructed using CBT is unlimited. once purchased, any number of staff, students or employees can use the package. Trainees do not have to wait until a class of a specific size has been obtained. In some cases, site license can be purchased, which allow for a certain number of copies of the software to be made and distributed through out the one organisation. This way training can be completed in a decentralised manner. In the workplace, trainees do not have to be away from the organisation for days and weeks to attend a CBT course. This is the case for most external courses. Training of staff is a costly component of an organisation's budget. While a person is away from work being trained, some one else has to perform the job of the missing person. Time away from work can be reduced if the required training is available via CBT. Another feature of CBT is that training can be completed in a block format or can be completed on a part time basis depending on the workload of the trainee. An additional benefit of CBT is that the orgaisation saves money on accommodation and living expenses. Trainees may complete CBT courses when it suits the organisation, not when it is convenient for an expert or company to conduct the courses. CBT courses can been conducted in house, presuming the necessary hardware is available, they can be used as tutors. Key staff do not have to spend time teaching the basics to staff in the organisation, especially when their time is valuable. Organisations can schedule retraining when it is convenient to their company's workload. In certain cases people can continue to perform their current job and acquire additional skills via CBT at the same time (i.e. on a part time basis). Well designed CBT packages can incorporate packages can incorporate practical activities as well as theory. This provides the vital hands-on experience required from remote sensing training (e.g. Kelly and Hill 1987) without the costs and time involved in obtaining suitable practical materials (e.g. to supplement a textbook or lecture programme). Alternatively, or in addition, the CBT package may incorporate separate illustrative or practical materials that supplement the computer based content. Computer based training, as outlined in the foregoing, exhibits abroad range of educational and practical advantages. However, it should be noted that CBT is not a teacher substitute, but is a tool which can enhance and supplement new or existing courses and which can utilise existing computing resources in many cases. CBT cannot fully account for the information and concept transfer that is associated with conventional instructor based approaches to remote sensing training. Ideally CBT is a tool which can enhance existing human resources and/or provide a cost effective instruction medium when circumstances preclude formal training and education programmes. For the organisations that can utilise existing computing resources to run CBT packages the medium offers training, enrichment or reference modules for a very small financial outlay. The main criticism of some commercially available CBT software is that it is no more than "electronic pageturning". Software that fits this description is the result of the authors having poor design skills and little comprehension of the capabilities and innovative functions that can be performed by CBT. A CBT pilot projet Staff from the Australian Key Centre in Land Information Studies (AKCLIS), in association with the Computer Aided Learning Unit of the The University of Queens land, are completing a pilot CBT package on introductory remote sensing. The AKCLIS, an organisation which has been involved in remote sensing training and education activities for many years (e.g. Hill and Kelly 1988). is using its expertise to develop a product that maximizes the educational benefits listed above . The long term aim is to develop a five to six hour package on remote sensing which incorporates the theory and principles of remote sensing and image interpretation skills. The entire package will comprise 6 modules, each of which will comprise two 20-3- minute activities. The perceived market for this product is mapping and surveying organisations in addition to tertiary institutions wishing to offer remote sensing at an introductory level. The research work completed to date is a move to incorporate an instructional medium common in other fields of learning to the discipline of remote sensing where there would appear to be little, if any, use of CBT at the present time. References
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