The potentials of each category relate to the level of the
developer in programming. The first category is best for simple
linear presentations, with no interactivity. To add some
interactivity and to include video and animation the most
suitable category is the second. Finally, for independent
teaching - learning applications, with higher level demands, for
the development of non-linear systems with great interactivity,
only the third category is suitable. The results of this
investigation are presented and assessed for their validity
elsewhere in detail (Fotinopoulos 1995).
For the right choice of the package several considerations
were taken into account, such as ease of use, user
friendliness, ease of programming and, of course, possibilities
offered. The market survey led to the choice of Assymetrix
Toolbook v.1.53, as the most efficient package for the project
in question.
3. STRUCTURE OF THE SOFTWARE DEVELOPED
An analysis was carried out as to how such an authoring
package may be used to efficiently transmit knowledge to
students. Special consideration has been given to the
peculiarities of Photogrammetry and how multimedia may
enhance the various points of interest. At the same time the
contribution of Personal Computers in education has been
examined and analysed, while the structure of a Computer
Based Training (CBT) package, developed for this very
purpose was also assessed and taken into consideration.
The design of the structure and the means that a teaching
program uses, derives solely from the educational needs that
such a program should cover. An application can cover one or
more of the following educational needs:
1. Teaching: The program helps the educator while giving
lectures. Using a projector or a projector screen all the
classroom can watch the activities of the educator when using
the program. This kind of applications have as objective to
capture the attention of the audience by enriching the
presentation of a certain topic with audio-visual means. Some
programs provide capabilities for random access instruction by
educators (Zhuang 1992).
2. Searching: Random and non-linear information searching by
the student is provided. This kind of applications can replace
libraries and data bases. The student can easily and efficiently
access the teaching units of interest at a specific moment. A
set of nodes must be predetermined by the developer of the
application in order. to relate common characteristics and
information appearing in different chapters (Argalias 1992).
3. Studying, self-studying: These applications are useful for
private study. On the contrary with the browsing programs
where non-linear and random access is provided, self-studying
programs can be accessed only in a linear way. The
applications of this category have a CBT structure.
4. Exercising: The objective is to control the progress of
students. This can be done either by using standard multiple
choice forms or even by the integration of human speech into
the computer; the student level may be evaluated
automatically by the computer. Certain comments are given
about the student progress, based on statistical data, in time
and place where the teacher is absent. The only responsibility
of the teacher is to achieve the right student management.
5. Training: The objective is to train the user on a certain
topic. The topic is presented in different ways, and the
reaction of the user is evaluated. This type of applications are
48
the prototyping programs and the programs that simulate
laboratory instruments.
6. Edutainment: This is a new category of software that
combines entertainment with education. The concept is to
entertain the user while learning. Virtual reality technology is
often used (Perry 1994).
The structure of the software developed, "Photogrammetrist
v.1.0", is going to serve the various aims set out at the
beginning. It adheres to the CBT principle. Care has been
given to the fact that the user should interact with the
computer through the software, in order to achieve efficient
learning. The software has been developed in such a way, that
the student should prove his/her knowledge of the material
covered in each section, before proceeding to the next one.
While developing the program, the following three basic
considerations were taken into account: (a) The application
should cover the syllabus of the course General
Photogrammetry, tought in the 5th semester of the
Department of Rural & Surveying Engineering students. (b) As
already mentioned, the application should address students
who are not familiar with Photogrammetry. (c) The program
should aim to help the self-studying process during private
study time of the student.
Audio-visual means, carefully designed graphics and animation
have been used in order to help the student understand a
specific topic. The concepts in three dimensional space, and
the geometrical conditions have been presented with attractive
graphics, dynamic images, animation and interaction (Figure 4).
The use of slides, the reconstruction of complex geometrical
principles manually or on the traditional blackboard reduces the
degree of comprehension of the students.
Figure 4: Stereovision and parallax
The layout of the project follows a strict linear structure,
according to the CBT principle (Figure 2). The potential for
searching, expands only to one layer, vertical to the direction
of the representation process (e.g. for the explanation of a
term). Thus the extensive use of links, that lead to further
sublinks has been avoided.
"Photogrammetrist v.1.0" consists of seven different electronic
books where each one has four to five subunits. Attention was
given, so that the student focuses on the specific topic without
being interrupted, thus the completion of each subunit will not
demand more than 15min of study. At the end of each subunit
there are obligatory questions, which the student must answer
in order to continue with the program. The questions are of
International Archives of Photogrammetry and Remote Sensing. Vol. XXXI, Part B6. Vienna 1996
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