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(iii) Design and repairs of instruments, due to lack of
teachers and/or equipment to implement such
elements in the curriculum contents.
These three aspects have been deliberately included to
emphasise their growing importance in the
Photogrammetry Curriculum. It is becoming increasingly
important that users of instruments should have an input in
the design of instruments suitable for developing countries. .
Non-topographic applications and GIS/LIS are very crucial
to developing countries and should be included in
Photogrammetric curriculum.
4.6. Other Issues Related to Content:
4.6.1. The modules presented in Table 2A and 2B should
be broken down into subject blocks. These subjects should
be arranged in: án orderly sequence and should have their
own separate curriculum contents and their associated aims
and objectives. Pre-requisites for taking the sequence of
subjects must be set out clearly.
4.6.2. One other important issue related to content is the
entry qualifications for admission at various levels of
training, as the former has a strong influence on the latter.
It must be admitted that the entry qualification may also
influence the curriculum content. Environmental factors
such as the level of educational development in a country
may also exert influence on the entry qualification.
4.6.3. Practical training: this is a very important aspect of
photogrammetric training as it is directly related to the
behavioural objectives. A set of objectives and/or topics of
practical work should be defined for photogrammetric
training at all levels. These topics should be directly related
to the curriculum contents in Tables 2A and 2B.
4.6.4. Nicholls et al. (1980) has defined four criteria which a
content should satisfy before being included in the
curriculum as follows:
(i) Validity: that is the content must be authentic, true and
current;
(ii) Significance: which implies that the content must have
sufficient "Depth" and "Breadth";
(iii) Interest: which indicates that the content must take
into consideration the students' interest but should not
solely depend on it;
(iv) Learnability: which requires that the content should be
learnable in the way it is presented.
This last criterion leads us to the importance of the method
of presentation of the content to the students.
220
5. METHODS
5.1. Factors Influencing Choice of Methods:
It has been demonstrated that the content must be
developed in relation to the aims and objectives. The
question is what methods are needed to implement the
content so as to achieve the aims and objectives? There is
always a mutual interaction between the method, content
and aims and objectives as illustrated in Fig. 2. By method
we mean the organisation of the content and the manner of
its presentation by a teacher to the students. The choice of
method(s) in Photogrammetry is also usually influenced by
the level of the course, the type and calibre of teacher, the
facilities available for training, including technical
equipment as distinct from educational equipment and the
students who are the target beneficiaries.
5.2. Choice of Methods:
Since different methods may achieve the same objectives,
it is hard to state what is the best or the right method(s).
Some of the methods for the presentation of
photogrammetric contents at various levels of training are
now discussed.
5.2.1. Methods for Operators Training: Informal
lectures such as tutorials, questions and answer sessions,
audiovisuals with emphasis on practical exercises are very
ideal for the operators course since the aim of the
operator's course is to emphasise what to do and how to
perform the photogrammetric operations. The ratio of time
devoted to theory and practice should be about 20:80. The
content can be successfully presented with all aims and
objectives achieved within 9-10 months.
5.2.2. Methods for Technician's Training: Since the aim
of the technician course is to provide both theoretical and
practical training, the ratio of time devoted to the former
and the latter should be about 40:60. The methods of
teaching is not much different from the operator's except
that there is more emphasis on formal lectures rather than
informal lectures. Field work is also considered important
and duration by experience, in a developing country may be
about 18-22 months.
5.2.3. Methods for Technologist’s Training: All the
methods discussed above apply but the ratio of theory to
practice should be about 60:40. Reading assignment is
relevant at this stage since the trainees should begin to
answer the question why some operations are performed.
5.24. Methods for Professional Training: All of the
methods so far discussed may be supplemented by a project