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:: Education of LIS/GIS (WG VI/2 and WG VI/7).

Document type:: Monograph

Structure type:: Chapter

Chapter

Title:: THE SCOPE AND CONTENT OF EDUCATION PROGRAMS IN LAND AND GEOGRAPHIC INFORMATION SYSTEMS (LIS/GIS). Grenville Barnes and Duane F. Marble.

Document type:: Monograph

Structure type:: Chapter

92 [tjhe widespread pattern of system failure in the late 1960’s and early and mid-1970’s is now generally felt to have arisen out of a concen tration on technical questions and a substantial neglect of institu tional factors. Although the institutional challenge is still staring us in the face, academic programs (with few exceptions) have been slow to move into this area. Similarly, indi viduals that have been schooled in the institutionally-oriented disciplines (busi ness administration, political science, etc.) have not moved across to deal with these issues in an interdisciplinary environment. This trend is changing and we are now seeing some representation from these disciplines at national LIS/GIS meetings. Given the importance of these institutional issues and the fact that technology always operates within some socioeconomic and cultural environment (which in turn defines the institutional arrangements), it is imperative that this dimension be recognized as a valid part of LIS/GIS. There can be little argument that advances in mapping and GIS technology have shaped, to some extent, the field of LIS/GIS and the problems we can now address. This trend is not unprecedented and we can find examples in other fields such as economics. Several decades ago T.C. Koopmans, a noted mathematical economist, wrote a series of essays one of which was entitled “The Interaction of Tools and Problems in Economics.” In this essay he comments that: If we look with a historian’s in terest at the development of a science, however, we find that tools also have a iife of their own. They may even come to dominate an entire period or school of thought. The solution of important problems may be delayed because the requisite tools are not perceived. Or the avail ability of certain tools may lead to an awareness of problems, important or not, that can be solved with their help. Our servants may thus be come our guides, for better or for worse, depending on the accidents of the case. But in any case changes in tools and changes in emphasis on various problems go together and interact (Koopmans (1957, p. 170). Thus, we would expect the introduction of LIS/GIS technology to impact not only the efficiency with which we currently do things, but also to change the nature of the things we do. The debate as to the importance of a tool like GIS in LIS/GIS education often focuses on the question of how much • training is necessary in order to support the education of a student in this area. The learning curve associated with many GIS’s is steep and can demand a significant proportion of the time allocated for a particular course. Of course, this problem is not new and has been faced for many years in surveying and photogrammetry. One of the factors that complicates this issue, and provides further ammunition for the pro-training school of thought, is that unlike most other mapping-related technologies GIS is an analytical tool. By moving from a purely measurement technology to one that focuses on analysis, we are essentially making the system more ‘intelligent’ so that it can- perform certain analytical processes automatically. The implication of this to LIS/GIS education is that we need to know more about the system so that we can take advantage of these analytical capabilities and tap this ‘intelligence’ in an effective manner. This, however, is a dangerous conclusion to reach since simple training in system analytical commands is no replacement for education which stresses the development of the students’ ability to think in a spatial, analytical fashion. In much the same way, learning a wordprocessing package like WordPerfect does not teach one how to write. However, technology such as GIS can significantly enhance the student’s capabilities in this area when (s)he has acquired the necessary con ceptual background in spatial analysis. Initially GIS and related database management technology was oriented towards the automation of traditional manual mapping tasks. Since then the emphasis has moved increasingly towards the analysis of spatial data and information. During the former period LIS/GIS was narrow in scope as it was embraced by the mapping disciplines almost exclusively as a means of improving the efficiency of mapmaking

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