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:: The Impact of Technology on Working Methods, Education, and Professional Status in Photogrammetry and Remote Sensing. F. Ackermann.

Document type:: Monograph

Structure type:: Chapter

25 Photogrammetry, surveying and mapping have today a great chance for settling on a new level, as the conventional tasks are still there, as we can establish ourselves as geo-data specialists beyond the conventional type of data, as we are qualified to assess data in terms of accuracy, reliability and interaction, and as we are prepared by training and organisations to monitor geo data in general, i.e. to acquire, process, present and update them. I may quote myself from the Geodaetische Woche Kochi 1975 by a challenging statement which at least partly has become reality and which may allow a somewhat optimistic view: 'Surveying has now the chance to play a key role in society and to grow into decision making of environmental and spatial processes by virtue of the technical progress of automation with regard to acquisition, processing, storage, and presentation of spatial information. ’ 4.4 Whilst the status of professional bodies and their relationship with other disciplines may develop differently in different countries there is one point of common concern, namely edu cation in photogrammetry, remote sensing, and image analysis. It is certain that the impact of the modern development on the education and training of specialists, especially at the uni versity level, will be most grave. It is one of the main topics of this symposium to discuss the consequences of the modern development for our university education. 1 do not want to go into any details, as the basic situation in engineering education is quite different in different countries. Some general facts are most obvious, however: One or two gen erations ago one could assume that the education in an engineering discipline, e.g. in surveying, was sufficient to last, in the essential elements, almost for a full professional life. This is no more the case. The situation has changed completely. The changes are so fast, nowadays, that one speaks of the half life of technical knowledge, amounting to only about 5 years in science and engineering. In some subjects, like computer science, the half life may be as short as 3 years only. The consequences of the new situation are most serious. It is obvious that the classical syllabi, aiming at complete coverage of the field and of the skills, cannot be maintained. From teaching technical skills in engineering one has to move to the mathematical, physical and technological fundamentals, supplemented by exemplary familiarization with the latest tools and their per formance, and by the treatment of selected research topics. Whilst the change over in universities is already going on and can be managed, as all faculties in engineering and science face the same situation, there are more difficulties with regard to the education of technicians. There the skills related to equipment and computers are of more immediate concern, as they constitute the contents of the training to a great extent. In either case, a second consequence seems compelling, as no education will be sufficient any more to last for a long time: W r ays must be found by which the basic education can be regu larly updated, for scientists and practitioners alike. This is a task for universities, but also for professional societies, for industry or government organisations. The idea is not at all new, but results have been poor, so far, because of the financial implications. New modes for knowledge transfer must be found. Perhaps computer training packages represent part of a solution, as will be discussed during this symposium. 5 Conclusion Concluding this keynote address I am aware of not having presented anytlung new wliicli would not have been known to photogrammetrists. My main intention was to articulate the general

Access restriction

Copyright

fullscreen: Modern trends of education in photogrammetry & remote sensing

Monograph

Chapter

Table of contents

Cite and reuse

Monograph

Chapter

Image

Image fragment

Citation links

Citation recommendation