Full text: Modern trends of education in photogrammetry & remote sensing

number of university departments in our field have gone so far as forging new geomatics 
departments, amalgamating former surveying, photogrammetry, remote sensing and 
cartography departments. 7 hose that did so still have specialization options and do not 
require the whole field to be studied intensively. A less far-reaching integration is that 
of extending the curriculum towards those other mapping sciences with which one feels 
most affinity. An example will be given for cartography and remote sensing. 
Compatibility with other mapping sciences 
When looking at the production of geoscientific maps, several methods have been 
developed in recent years to interpret the spectral information provided by satellites 
into classes of vegetation types or land cover. Common methods are e.g. the supervised, 
unsupervised and deterministic methods (which uses transformation models such as the 
normalized vegetation index). The common feature of these methods is that they 
change the original spectral reflection data in the image into values representing 
individual classes. From these classified images, ordinary thematic maps can be derived. 
These image processing techniques and classification methods are now available on 
most remote sensing systems. Cartographers can use these facilities and add their 
knowledge about geometry, computer graphics and communication science to make 
correct cartographic products. 
In order to establish compatibility with remote sensing specialists, cartographers need 
some basic knowledge of remote sensing techniques in order to be able to communicate 
with these specialists. So the basic principles of electromagnetic radiation, of platforms 
and sensors, digital image processing (correction, enhancement and transformation 
techniques, the latter to compress the large amount of data or to link image data of 
different flights) need to be taught. 
Joint elements 
The common elements that are the ratio for integration are the joint preoccupation with 
spatial information, with Geographical Information Systems or Land Information 
Systems, and with structuring data for databases. There is also a joint regard for the use 
of spatial information, and for the integration of spatial data from different sources, like 
fieldwork data, maps, aerial photographs or satellite images. 
Two different approaches can be seen here: geomatics adepts with a photogrammetric 
background tend to state their approach in terms of accuracy: if a solution to a given 
problem is to be found, what kind of accuracy, what topographic or taxonomic level of 
detail is necessary for the information to be gathered? The cartographic approach 
would be to incorporate man as well in this information flow and therefore to experi 
ment as long with visualizing the data till one would be certain that the appropriate 
spatial image would be communicated to the decision maker or scientist that has to 
analyse the problem. 
It is the identification of these common elements that is the principal gain of the 
integration process, as this will at least mean the possibility of joint courses, and savings 
accordingly. These joint courses will also see to it that the students of the various 
directions in the mapping sciences have a common body of concepts and speak a 
common language. That their outlook on the process of providing and communicating 
spatial information differs and will diverge more and more after specialization is of less 
importance, given this common background.

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