25 
3. Selfstudy and distance learning 
re 1. The experience obtained so far comprises the cases 1 and 
2. At Aalborg University exercise rooms with 6-12 computers 
are available and all of them have connection to the Web. 
Therefore, in the exercises “LDlPlnter” is running directly 
from the net. When executing the program, the delay times are 
minimal and acceptable. (The JVM processes the Java byte 
code line by line which could result in disturbing waiting 
times). As a browser, “Netscape Communicator”, version 4.5, 
was used. It was downloaded from the Web onto the Pentium 
computers with Windows N T as operating system. The exercise 
lasted about 1.5 hours. In such an environment “LDlPlnter” 
runs safely. 
re 2. During demonstrations of themes and exercises in the 
class room by the teacher a multimedia projector (Epson EMP 
7100) was used. The results of the rather lengthy calculation 
with the randomly changing data set can also be displayed by 
means of a “secret key”. This gives the teacher the chance to 
shortcut the demonstrations of the exercises. It should be 
mentioned that an introduction of the theory of the topics 
(themes) and of the user interface is optimal for the learning 
result in the exercises. Therefore, case 2 should be carried out 
before case 1 and both cases should be combined. 
In order to get user opinions about the effect and performance 
of 
“LDlPlnter” a questionnaire was handed out to a group of 
students. Questions regarding the interest in the topics, the 
motivation for this type of learning and the quality of the user 
interface were answered positively by all of the students. Most 
of the students wanted to work in a group of two and the 
presence and help of a teacher was still requested. The students 
expressed the wish to have more of such learning programs. 
re 3. There does not exist so much experience with LDlPlnter 
in this scenario. The CAL program “LDIP" could be 
downloaded from the net as part of a distance learning course in 
“Geoinformatics” at Aalborg University (Hohle, 1998). Due to 
the fact that the participants from Denmark and other 
Scandinavian countries did not have access to Macintosh 
computers, LDIP was not used. However, the study board of the 
Danish Chartered Surveyor Education supported the transfer of 
“LDIP” to “LDlPlnter”. Distance learning will extensively use 
the Internet in future. Therefore, it will be natural that the 
participants of distance learning courses, the so-called 
independent learners, ask for Internet-based learning software 
which includes text, graphics, sound, animation, etc. and 
requires interactions as well as gives feedback on the progress 
in learning. 
Correlation in the subpixel range 
Complete observation and compute unknowns! 
Inter 
THEME 2: 
TASK 2.1 : 
1.04 
0.08 
0.47 
a 
Correct 
(A T A )- 1 aT*1 
3.13 
0.69 
0.81 
late and key-in 'a': | 4.5 
late precise position of target area 
5 = ' a 
»■ I— 
ЦЛ1 
nine accuracy of positioning: 
pm 
Fig. 3 Screen image for a task in “LDlPlnter”