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International Models and Methods of Remote Sensing Education and Training [microform] / Paul S. Anderson
Bib ID 5429674
Format BookBook, MicroformMicroform, OnlineOnline
Author
Anderson, Paul S
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1983 
23 p. 
Summary

A classification of remote sensing courses throughout the world, the world-wide need for sensing instruction, and alternative instructional methods for meeting those needs are discussed. Remote sensing involves aerial photointerpretation or the use of satellite and other non-photographic imagery; its focus is to interpret what is in the photograph or image. Remote sensing courses are classified into four models on the basis of the strength or weakness of the education and training components of each course. The first model is exemplified by high quality, graduate level programs in which relatively few photographs and images are studied, with a quantitative and specific discipline emphasis aimed at minimizing the need for expensive field work. The second model involves a strong education component with weak training; students usually study a wide variety of images illustrating diverse topics. The third model, most often used in internal courses of defense organizations, rates low in educational aspects but strong in training. The fourth model, weak in both education and training, is common in small schools and less developed countries. Recommendations are for strengthening the system of lectures and practical classes through short courses, seminars, workshops, and nontraditional methods. A course in the distance education program at the University of Brasilia (Brazil) is described. (Author/KC)

Notes

ERIC Note: Paper presented at the Annual Meeting of the Association of American Geographers (Denver, CO, April 24-27, 1983).

Practitioners.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Cartography.  |  Course Descriptions.  |  Educational Needs.  |  Educational Objectives.  |  Graduate Study.  |  Higher Education.  |  Individualized Instruction.  |  Locational Skills (Social Studies)  |  Models.  |  Nontraditional Education.  |  Undergraduate Study.  |  Remote Sensing  |  Distance Education Photogrammetry
Form/genre Reports, Descriptive.  |  Speeches/Meeting Papers.
Available From ERIC 
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005 20181019152032.0
007 he u||024||||
008 080220s1983    xxu ||| bt    ||| | eng d
035 |9(ericd)ED233937
037 |aED233937|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aAnderson, Paul S.
245 1 0 |aInternational Models and Methods of Remote Sensing Education and Training|h[microform] /|cPaul S. Anderson.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1983.
300 |a23 p.
500 |aERIC Note: Paper presented at the Annual Meeting of the Association of American Geographers (Denver, CO, April 24-27, 1983).|5ericd
520 |aA classification of remote sensing courses throughout the world, the world-wide need for sensing instruction, and alternative instructional methods for meeting those needs are discussed. Remote sensing involves aerial photointerpretation or the use of satellite and other non-photographic imagery; its focus is to interpret what is in the photograph or image. Remote sensing courses are classified into four models on the basis of the strength or weakness of the education and training components of each course. The first model is exemplified by high quality, graduate level programs in which relatively few photographs and images are studied, with a quantitative and specific discipline emphasis aimed at minimizing the need for expensive field work. The second model involves a strong education component with weak training; students usually study a wide variety of images illustrating diverse topics. The third model, most often used in internal courses of defense organizations, rates low in educational aspects but strong in training. The fourth model, weak in both education and training, is common in small schools and less developed countries. Recommendations are for strengthening the system of lectures and practical classes through short courses, seminars, workshops, and nontraditional methods. A course in the distance education program at the University of Brasilia (Brazil) is described. (Author/KC)
521 8 |aPractitioners.|bericd
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aCartography.|2ericd
650 0 7 |aCourse Descriptions.|2ericd
650 1 7 |aEducational Needs.|2ericd
650 1 7 |aEducational Objectives.|2ericd
650 0 7 |aGraduate Study.|2ericd
650 0 7 |aHigher Education.|2ericd
650 0 7 |aIndividualized Instruction.|2ericd
650 0 7 |aLocational Skills (Social Studies)|2ericd
650 0 7 |aModels.|2ericd
650 0 7 |aNontraditional Education.|2ericd
650 0 7 |aUndergraduate Study.|2ericd
653 1 |aRemote Sensing
653 0 |aDistance Education|aPhotogrammetry
655 7 |aReports, Descriptive.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED233937
984 |aANL|cmc 2253 ED233937|d77000000239957
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