} Photogrammetric mapping should be the topic of ‚one of the core courses. It should cover
HH data acquisition with metric cameras, analogue and analytical restitution instruments, analogue
i813 and digital map compilation, project planning.
The second course would be on the determination of spatial positions by photogrammetric |
means, commonly known as aerotriangulation, It would deal with all aspects of large photogram- |
metric networks.
The list of electives could include:
- Non-mapping application of photogrammetry, concentrated on engineering, industrial and
medical applications with their own specific requirements, restrictions and problems.
. Automation in photogrammetry, examining in depth the computer aided operations.
- Digital mapping, to deal with intractive capture, editing, storage, manipulation, and retrieval
of digital map data
* Photo-interpretation,to familiarize students with visual analysis of imagery as used by a varie-
ty of professions.
. Remote sensing systems, in which the characteristics and operations of various sensors are ;
examined, HET T J : t
* Digital image analysis, which deals with the processing and analysis of digital images in com- | g
puter aided systems. "T t
. . Obviously, there is room for other courses or perhaps a somewhat different grouping of the | :
applications. However, all topics should be treated in a comprehensive manner. Fragmentation he ; c
of the topics should be avoided. There is fundamentally not much difference in whether, for | :
instance, mapping is done from space or with a terrestrial camera. It is also essential that all the |
application courses carry a substantial practical laboratory component to provide hands on expe- |
rience for the students. | n
i u
CONCLUSIONS ' v
The authors believe that photogrammetry has been artificially fragmented into courses on |
analogue and analytical methods, whereby the global and common trends are obscured by details. \
Furthermore, too much emphasis has been placed on just one type of photogrammetric opera- ó
tion, namely, on mapping. New developments are taking place in other fields as well, and educa- at
tors are faced with severe time constraints. It is neither possible nor desirable to just keep adding I
new material. The authors therefore propose to restructure photogrammetric curricula, by
commencing with a course on the concepts of photogrammetry which draws heavily on prere-
quisites in mathematics, physics, and computer science. This then is followed by a number of A
application courses which can be tailored to specific needs and altered periodically to keep up O
with technological developments. ti
This approach should ensure that the professional photogrammetrist is exposed to the total
field rather than fragmented and often narrow sections of it, Therefore, he should be able to re-
tain his position in spite of the expanding scope of photogrammetry. S
