ich 
In 
are 
ide 
in 
"Or 
wn 
ms 
be 
ly 
ve 
be 
  
  
  
  
International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol XXXV, Part B6. Istanbul 2004 
  
studies (e.g. a fear of statistics could not be determined). 
Nevertheless this first evaluation should examine the general 
suitability of the developed learning module. A complete 
evaluation takes place in the next time in several courses of 
studies by the evaluation group involved in the project. 
In our evaluation the average participant needed 1:30 h for the 
entire revised lesson. The time includes the answering of a large 
evaluation form. Some of the results should be explained here. 
More than 50% of the students found the training aims clearly 
described which can be achieved with the help of this teaching 
program. The program allows a critical investigation of the 
topic. About two thirds of the scholars were satisfied with the 
human interface (e.g. simple and understandable operation 
65%, self-describing 72%, user guidance clear and 
understandable 68%, good information arrangement 7394, 
useful guidance and assistance 65%, simple orientation 65%, 
clear arrangement 60%, understandable feedback 75%, clear 
structure of the learning module 75%). The reactions on the 
assumed pre-conditions gave also a high agreement (tying to 
well-known background 51%, sufficient computer knowledge 
91%, necessary pre-conditions given 81%). The auxiliary 
information offered such as the glossary and the text-book 
found large acceptance (technical terms explained sufficient 
83%, glossary great help 70%). Regarding the knowledge 
acquisition by the selected method of explorative learning there 
was a clear deadlock (understanding promoted 56%, 
remembering supported 45%, active tackling with the topic 
given 45%, self learning and exploring supported 44%, too little 
range for own ideas and solution attempts 55%, ability to define 
learn speed 72%, work with genuine data promotes 
understanding 65%). In summary we state that the given 
learning module founds quite good agreement from the 
scholars. Many of them however have problems with the 
method of explorative and even steered learning. Additional 
discussions with the students showed that a large portion of 
them have to become more familiar with electronic learning in 
such a form given here. The computer as spare/substitution of 
the lecturer is not wanted by the students. 
4. LITERATURE AND LINKS 
Bruner, JS. (1961). The Act of 
Educational Review 31, 2132 
Discovery. In: Harvard 
Neber, H. (Hg.) (1975). Entdeckendes Lernen. (2"* edition). 
Weinheim. 
http://www.izhd.uni hamburg.de/baukasten.html - project side 
ofthe MLBK 
http://methoden.informatik.uni-rostock.de - subproject Rostock 
http://www.medien bildung.net/ - loan program BMBF 
http://www.bmbf.de/ - Federal Ministry for education and 
research 
http://www.geotools.org/Geotools - the Geotools library 
http://www.carto.net/ - Cartography with SVG 
Statistical 
http://www.r projectorg/ - The R Project for 
Computing 
167 
ACKNOWLEDGEMENTS 
The authors thank the BMBF for the promotion of the work on 
the project under the loan program no 08 Nm 10.