Modern trends of education in photogrammetry & remote sensing

Bibliographic data

Monograph

Persistent identifier:: 856467936

Title:: Modern trends of education in photogrammetry & remote sensing

Sub title:: ISPRS Commission VI Symposium, September 13 - 16, 1990, Rhodes Island, Greece

Scope:: 1 Online-Ressource (251 Seiten)

Year of publication:: 1990

Place of publication:: Athens

Publisher of the original:: Technical Chamber of Greece

Identifier (digital):: 856467936

Illustration:: Diagramme

Language:: English

Usage licence:: Attribution 4.0 International (CC BY 4.0)

Publisher of the digital copy:: Technische Informationsbibliothek Hannover

Place of publication of the digital copy:: Hannover

Year of publication of the original:: 2016

Document type:: Monograph

Collection:: Earth sciences

Chapter

Title:: Education (WG VI/2 and WG VI/7).

Document type:: Monograph

Structure type:: Chapter

Chapter

Title:: EDUCATION AND TRAINING IN CARTOGRAPHY. Ferjan Ormeling.

Document type:: Monograph

Structure type:: Chapter

176 CARTOGRAPHIC CURRICULUM DEVELOPMENT Effects of computer-assisted methods and techniques Cartography classes all over the world are changing very fast, as the amount of manual drafting and engraving and lettering is diminishing quickly, and - instead - much of the practical exercises are done now on personal computers or terminals, working on . MSDOS or Macintosh. Students start with simple drawing packages, like MacDraw or MacPaint, proceed with specific cartographic software for PCs, like Atlas »Graphics, Maplnfo, Atlas*GIS, Cart/o/Graphix, and might continue with mini-computer based packages like GIMMS or ARC/INFO, or the CAD-systems provided by Intergraph or Siemens. In the introductory courses in image analysis, which used to be called photo interpretation, stereoscopes are being exchanged for PC’s. Demonstration programmes based on HyperCard,like GIST, are used by the students in order to get familiar with the consequences and results of the various filtering and image-enhancement techniques. The time-consuming instruction in projections can be dropped, as plotter programmes and world databases are available, which enable students to produce base maps with the desired properties, scale, projection center and orientation, within minutes. In map reproduction the impact of digital procedures is shattering, as the whole colour separation process is seeing revolutionary changes. Soon the days of the lithographer, of stripping films and of positive or negative photographic procedures will be gone. Much of our current knowledge on map reproduction will soon be as useful as that on copper engraving or the processing of limestone for printing plates. Instead, new procedures have to be taught, incorporating the use of scanners, we have to learn students to relate additive and subtractive colour schemes to each other, as we move from colour maps built-up on the screen to printing plates or to ink-jet plotters. Map Design We have introduced the computer to our map-design classes because of the infinite possibilities for graphical experimenting that are thus provided, without the waste of time and material, that used to accompany the design process. Within a second, colour schemes can be changed, symbols can be substituted, scaled or changed in orientation. Information layers can be added or withdrawn, the scale of the map can be fitted to the specifications. The graphical hierarchy between the various information layers can be adjusted. Intermediate phases or possible solutions might be filed away before pro ceeding, so that they can be brought in again at will. The only way to answer the growing need for customized maps is to learn to design maps digitally, from existing databases. The goals of these new computer-assisted map design courses are: educating people, who already have some idea of geographical relevancy, and of spatial properties in general, to design maps independently with the help of digital equipment. Students should be trained to work out requirements in advance, based on the client’s specifications. They should be able to translate these specifications into design decisions, based on their general design knowledge and the knowledge of the properties, both visual and psychological, of mapping methods, and their knowledge of the structure of the data provided. Digital data format demands that the spatial relations between individual data or map elements be clearly and explicitly defined and unambiguously coded. Finally, they should be able to implement these design decisions.

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