The system is so flexible that each basic task is a separate entity, although it is composed of 
learning elements which are also part of other basic tasks. A mapping organization can then purc- 
hase only those segments which are geared towards its own needs. 
Further studies of the specifications of these basic tasks permitted subdivision into modular 
units (see Figure 4) and the content of each modular unit into learning elements (Figure 5). 
MU Introduction to graphical 
01  stereoplotting on 
analogue instruments 
  
MU Stereoscopic messurements 
r—- 02 Introduction and check of 
ability _ 
? M i 
: MU Inner orientation . 
' 
MU Relative orientation 
  
; oe o ou 
m LT 
^ MU Topogrephic 
07 . photo-interpratation 
  
  
"— 
  
|, MU Stereoplotting of 
— —,08  planimetric datails 
MU  Steraoplotting of 
08 height information 
y 
"d 
FIGURE 4 Modular units of Basic Task (Field of Work) 
"Graphical stereoplotting on analogue instruments" 
From a bank of learning elements, a **personalized learning package’ can be created, adapted 
to the background of the trainee and the specific employment criteria of a particular mapping 
organization, 
Several possible learning sequences, including a preferable one, have been introduced in the 
standard version of the training package to increase the flexibility and efficiency of the training 
process. Optional learning elements are also prepared for high level operators. Furthermore, the 
learning elements are prepared in such a way that the training programme can be used with the 
Stereo Plotting Simulator (SPS) or a normal stereoplotting instrument, and with the standard 
methods and procedures proposed in the package or with the particular methods and procedures 
of the mapping organization. It is obvious that the system is not limited and that at any time, if 
necessary, a new learning element can be created and introduced into the system to fulfil a particu- 
lar need. 
- MM ane are