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International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol XXXV, Part B6. Istanbul 2004 
The final assignment is handled by a random number, 
restricted by the interval [0,100]. Assuming 61 advanced 
students have to answer a ditficult question, beginner and 
average students a medium one. 
  
  
    
  
  
Beginner (50:90) 
| Average (30:70) 
Advanced (20:50) 
Indices (30,70) and a random number (61) 
influence the decision about the questions to put. 
Figure 6. 
This approach allows a faster jump to another class and a 
more sophisticated adjustment to the learner's knowledge. 
4.6 Choice of Questions 
Another idea of the tutorial is to implement a pool of 
questions, which allows an individual selection. Main 
advantage of this approach is, that in case of retaking a test, 
same questions are not asked again. Figure 7 shows, that at a 
specific moment only a limited part of the pool of questions 
can be chosen. The relevant questions, determined by the 
chapter in use, limited to the level of difficulty and reduced 
by questions already put, are ascertained by the information 
in the database. 
At the end of the tutorial, students must pass a final test, in 
which a representative selection of all questions covering 
remote sensing topics is chosen from the question database. 
Questions remaining [. 
  
  
  
  
  
  
  
  
  
Difficult 
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Figure 7. Set of questions 
The results of all tests are stored in the database. Of course 
students have access to their assessments at any time. Storage 
of test results could also be analysed by the authors. This is 
of special interest, because it allows checking which 
questions made the most difficulties. This probably makes 
clear that there are gaps in the course content or that some 
tasks are not clear enough and will help to correct and 
improve the tutorial. 
5. DESIGN ASPECTS 
The tutorial must be clear and self-explanatory to the course 
participants. An unambiguous screen design is an important 
requirement for successful learning. Therefore, the screen is 
divided into different sections (Figure 8). The right frame 
includes the table of contents. Its appearance varies 
depending on the selected chapter and is modified 
dynamically as the student moves from one chapter to 
another. Colored highlighting is used for emphasis which 
allows easy orientation. 
Other information and navigation tools which influence the 
sequence of the program are available at the bottom of the 
frame. If required, operating instructions, the main menu, 
access to the glossary, or a calculator are retrieved by 
clicking the relevant button. Arrow buttons which allow 
scrolling to previous or following pages are also integrated in 
this frame. Using these control buttons, students are able to 
move back and forth between lessons or chapters at their own 
pace. 
Particular attention is given to restricting the individual 
topics to one page in order to avoid confusing scrolling. 
6. CONCLUSION 
With the work done, a basis is developed, which allows 
embedding future extensions to the training course. A 
modular, database administrated tutorial was designed, which 
allows first steps to fit to the individual knowledge of the 
students. This means that on the one side a beginner 
(hopefully) will not be overtaxed with the text and tasks he 
has to solve and on the other side that advanced students will 
not necessarily be burdened with annoying pages and 
questions. This approach also makes a step to action oriented 
learning if the authors succeed to encourage students who 
will help to integrate remote sensing oriented projects or 
other complex tasks. 
There is still much work to do. Future activities will contain 
administration tools for facilitating linking of content to the 
database. Also, the demand to comply with recent standards 
which open the door to greater flexibility (for example XML) 
still has to be satisfied. And of course, even more interactive 
multimedia applications need to be integrated. 
Also the translation of the course in English language is 
being discussed. 
The more sophisticated computer games come to the market, 
the more increasing is the demand on highly developed 
learning stuff. It's a race with no end...