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Sharing and cooperation in geo-information technology
Aziz, T. Lukman

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
“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!
TASK 2.1 :
(A T A )- 1 aT*1
late and key-in 'a': | 4.5
late precise position of target area
5 = ' a
»■ I—
nine accuracy of positioning:
Fig. 3 Screen image for a task in “LDlPlnter”