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International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol XXXV, Part B6. Istanbul 2004
Although not explained here, due to article size limitations,
other applications that are ready to be used (Figure 12) involve
project configuration and digital measurements (for
aerotriangulation).
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Figure 11. A comparison among different mathematical models
3.2The Three-Level Approach
Using the tools described before, three levels can be described.
The first level is for those who are interested only in doing the
photogrammetric ^ operations, executing the software
applications. Accompanying them, there is an explanatory
online help, to solve the main problems and doubts found when
operating the software.
Having some deeper doubts, the user might want to know how
digital photogrammetry works: its concepts, routines and
different approaches. The level 2 user will also be interested in
reading the Digital Photogrammetry e-book. It focuses on the
theory behind digital photogrammetry, and on the algorithms
used in E-FOTO. Those who are not willing to learn about
analog and analytical photogrammetry will normally understand
the text, as 1f it were a newly born subject. If the teacher wants,
or even if the student is really willing to contribute, he (or she)
will also take a look at the source code (which is commented),
to better understand how the software works.
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Figure 12. Other software related to E-FOTO
99
At this point, the student might be able to develop a new
module (which could be an assignment, for instance) or upgrade
the old ones. This is level 3. People who get into this level
become developers, making part of the E-FOTO team. It would
be fantastic that all users reach this level, but no one is obliged
to do so. He (or she) will be at the level that best fits his own
needs.
The final goal of this 3-level user approach is to provide to the
student a means of learning digital photogrammetry in a whole
way. The student will be able to read about it, and to understand
its principles. Also, he or she will have the possibility to use the
software — perhaps the first opportunity to see how a modern
photogrammetric system works. If the teacher wants, or even if
the student is really willing to contribute, he (or she) will get the
source code, to better understand how the software works.
As a consequence, the student will be prepared for a totally
digital environment. Digital Photogrammetry would not be a
mystery to him, and the gap between the concepts being taught
at universities and the reality at enterprises will be minimized.
More important than that will be the ability to think, and to
develop a critical sense, because the student will not be a mere
user; on the contrary, he (or she) will have learnt the concepts
behind those workstations. In many countries and universities,
where the teaching of photogrammetry is limited to some old
instruments and theoretical equations, this would be a great
improvement.
4.CURRENT ACTIVITIES AND CONCLUSION
4.1 Current Activities
At the beginning of 2003, the author was transferred to the 4"
Surveying Division, in Manaus, and can no longer act as
directly as he used to. In spite of that, Prof. Jorge Brito has
taken the projects activities alone. After a slow restart, the
project has now two undergraduate and two graduate students
working on it. Also, the National Council of Education and
Research has decided to finance the project. This brings new
horizons to E-FOTO and its community.
Currently, the teaching material is being regularly used at the
MIE and the Rio de Janeiro State University. Several people
from other institutions have visited the E-FOTO web page,
downloaded the material and gently forwarded us useful
evaluations and suggestions.
4.2Conclusion
The modern World is constantly changing and education is one of
the last things that do not get obsolete. However, its techniques
must be adapted to newer resources and environments.
If taken alone, ideas such as writing an e-book on a special subject,
developing free and multi-platform software and distributing
information through the Internet are not original. However,
bringing them together and applying the whole concept to
Photogrammetry — a science that has suffered from so many abrupt
changes in the last fifteen years — is, for everyone who has taken
part of the E-FOTO team, a huge necessity. Today, many geo-
software packages offer photogrammetric features, but their users
most of the time have little knowledge of what they mean. As
Photogrammetry gets widespread, its knowledge must follow its
popularization.
The ISPRS 2004 Congress has a very interesting motto:
“Geoimagery Bridging Continents”. The E-FOTO team hopes
that it could contribute, at least a little, to provide bridges (and
