| Product Name: |
RSCAL: Introduction to Remote Sensing |
| Level: |
First Year Tertiary / Second Year Tertiary |
| Platform: |
PC - DOS |
| Supplied Information: |
A CAL based introduction to the key concepts in remote-sensing and the processes involved in the collection and interpretation of remote-sensing information. Modules include what is Remote Sensing? Spectral Signatures. Air Photo Interpretation & Multispectral Scanner |
| Possible Use: |
This product is suitable for First Year Tertiary / Second Year Tertiary courses for use by students without supervision. |
| Price: |
$185, $555 (5-site licence), $925 (10) |
| Developer/s: |
Gail Kelley & Greg Hill, AKCLIS & The University of Queensland, CAL Unit |
| Review: |
The Australian Key Centre for Land Information Systems (AKLIS) together with the University of Queensland, Computer Assisted Learning Unit has produced four interactive Computer Aided Learning modules for teaching remote sensing (RSCAL). Edited by Dr Gail Kelly and Professor Greg Hill, the first two modules (1990), What is Remote Sensing? and Spectral Signatures deal with the basic concepts of remote sensing whilst the two most recent modules in the series (1994), Air Photo Interpretation and Multispectral Scanner Interpretation, cover the more complex issues of interpretation. The minimum configuration required to run the modules is an IBM compatible personal computer, VGA graphics card, colour monitor, mouse and 5Mb free hard disk space. It is a DOS program and as yet does not run in a Windows environment though we have set up our modules as icons in the Windows program manager thus providing a start to the program in Windows. Students need to log on within RSCAL and this logon name is then used when scores are retrieved at the end of sessions. The aims are clearly set out at the beginning of each of the modules. Each module has a number of menu items and the students can do these sequentially or choose particular topics to revise. Each module covers a number of topics. The sections are arranged logically and each builds on the previous section. I have found for the initial student practical it works best for the students to work through the sequence. In the two interpretive modules the programming is more sophisticated, more use is made of animation and the modules are more interactive. The instructional section (classroom) of each module is followed by a practical test on which the student is scored. The answer is scored as correct or incorrect and a short correct explanation is shown before the presentation of the next question. Students need to take care when answering questions as spelling errors are scored as incorrect and some of the more lateral thinking students often give technically correct answers which may be scored as incorrect due to the limitations of the programming. Progressive test scores are shown on the student's screen and the final scores can be retrieved by the lecturer later. In the two more recent interpretive modules the test is in the form of a computer game. Students choose from three practical exercises structured as a remote sensing rally. Each rally occurs in a different geographical location (New York, Perth or The Gold Coast) and a range of remotely sensed images are used. This allows for a range of different types of environments to be experienced as well as providing the challenge of unfamiliar geographical areas. In the Air Photo Interpretation module both vertical and oblique aerial photographs at a range of different scales are used. Landsat TM images as well as SPOT panchromatic 10 metre resolution and SPOT-XS, 20 metre resolution data are used in the Multispectral Scanner Interpretation module. Unfortunately the images as they appear on the screen are not as clear as they would appear on an image analysis screen. They seem to have lost resolution in the translation to the program. I felt there was a little unevenness in the approach to Digital Image Analysis module. Whilst ratios and difference images are well done, image enhancement and spatial filtering are only briefly covered. This medium would be excellent for displaying how spatial filters work on pixels, lines and over whole regions. Another minor but annoying problem is that in the first two modules at the bottom of each screen there are reminder boxes (F1=Exit module) or (F6=Previous Screen). In the more recent modules there is the word MENU and the user must remember to stop using the keyboard and use the mouse to activate this. F1 and F6 still work but the instructions to use them are not there. I have used these modules within a second year introduction to remote sensing course over the last two years and have found that they are best used as an adjunct to lectures, to revise and back-up lecture materials. I program one supervised practical session using the units. Students then complete and revise the units in their own time. The students reaction to the use of these RSCAL modules has been enthusiastic. There have been many positive comments on the ease of use, the interesting graphics, the interface and how the program has assisted understanding of some of the more difficult concepts. In 1995, sixty-three students responded to an evaluation questionnaire. The results of questions about the RSCAL software are shown in the following graphs. Graph 1c shows that very few students have found difficulty in the use of these CAL modules. The RSCAL units are an excellent resource for teaching introductory remote sensing. We use the Air Photo Interpretation module for first year Geography students and the other three modules in the second year Remote Sensing of Environment course. Student reaction has been very positive when initially introduced to the modules. They have fun using them and learn quickly. There has also been heavy use of the modules for revision before the final exams. I highly recommend these innovative learning modules for undergraduate remote sensing courses. |
|
Toni O'Neill, t.oneill@uow.edu.au, 24/8/96 |
| |
| Supplier: |
AKCLIS
C/- Dept. of Geographical Sciences & Planning
Chamberlain Building (No. 35)
The University of Queensland 4072
Australia |
|
Akclis@geosp.uq.edu.au |
|
http://www.akclis.uq.edu.au/ |
|
phone: 61 7 3365 6455 |
|
fax: 61 7 3365 6899 |
| Date Record Last Modified: |
27/8/98 |
