Sharing and cooperation in geo-information technology

Aziz, T. Lukman

Bibliographic data

Monograph

Persistent identifier:: 856479470

Author:: Aziz, T. Lukman

Title:: Sharing and cooperation in geo-information technology

Sub title:: ISPRS Commission VI Symposium, April 15 - 17, 1999, Bandung, Indonesia

Scope:: 1 Online-Ressource (130 Seiten)

Year of publication:: 1999

Place of publication:: London

Publisher of the original:: RICS Books

Identifier (digital):: 856479470

Illustration:: Illustrationen, 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:: [WG VI/4: Education Trough The Internet]

Document type:: Monograph

Structure type:: Chapter

Chapter

Title:: INFORMATION TECHNOLOGY (IT) AND THE EDUCATIONAL IMPACTS. Dr. T. Lukman Aziz

Document type:: Monograph

Structure type:: Chapter

104 2. The Impact As we all aware, at present, most of the photogrammetric and remote sensing education institutions have to review their curricula. The main reason to do such a review is because they have to cope with the quickly changing environment of technologies and tools. These changing mainly because of the IT influences. Some impacts due to that changing may occur, for example: First is the setting up of new education program. Since the name of IT becomes very popular there are many possibilities to put IT as a selling point. The SEAMEO BIOTROP in Bogor - Indonesia for example now offered a two years master program on IT for Natural Resources management. The course was started in the beginning of 1998. The goal is to train students to become experts in the application of IT for natural resource management. The primary aim of the program is to deal with quantitative approaches to enable the development of a reliable decision-support system for natural resource management. The core (major) courses consist of (1) Simulation Modelling and Expert Systems, (2) GIS, (3) Remote Sensing/Image Processing, and (4) Decision Support System. As we can see, no doubt that IT plays an important role in this program. Second is how to incorporate IT in the course subjects. In the Institute of Technology, Bandung (ITB) there are at least 4 departments try to incorporate IT within their course though it is mainly in GIS. This is applies because the relationship between IT and GIS is more explicitly (Chan & Williamson, 1995). By definition for instance a GIS comprise of five elements, i.e.: data, information technology, standard, expertise and the organisational setting. Here it is explicitly shows that IT is an element (out of five) that required meeting an organisation's geographic information needs. Thus, without touching it too much IT is there already. This situation may occur in other university as well as the high learning institutions. Third is the possibility of free access and use of information. For example a number of tutorial subjects are now available and can be access through the Internet. This mean, in addition to the lecture in the classroom, the student could learn directly from different sources. No limitations found on the learning process. It will cover a complete range of the learning process. This may includes the literature studies, understanding the exercises and the case studies. The Internet also provides a place for hosting data that can be accessed by anyone, without the need to explain why and to what use it will be put regardless the possibility of piracy of data for sale. Fourth. IT will open a new era of long distance education 'broadband'. Even with the availability of the advanced network, the satellite images can be retrieved in real time mode. In this regard a Remote Sensing expert could disseminate their knowledge to the larger audience. In Indonesia this will be a promising model in order to improve the student knowledge from other university in which the remote sensing expert is not available. The curricula will then be standardised as well. Those four examples above only show some indications on how the IT could influence the education. However, the challenge is still there. This includes: • Investment: the education institutions should make an investment in IT. IT affects strategic issues, account for large expenditure, competes for resources, is complex, and could eventually become at the core of educational process. The approach to evaluating cost and benefits depends on whether we are interested in big issues or local ones. On the other hand, education is an investment in the future of a nation. The impact of technology development such as IT toward education system should be carefully studied in order to make the best used of IT. • Employer: employers need workers skilled in all aspect of IT. Level of technological skill needed may vary. Some require large teams of many specialists to produce and deliver learning materials. Others need only normal staff level of IT skill (e.g. word processing, spreadsheet, etc). Others even need very little learning IT skill. But in general they should have the following skills: (a) teaching in higher education, (b) computer science, (c) programming, (d) information handling: text, library, database, Internet, (e) graphic design, (f) CAL development, (g) technical writing. • Infrastructure: Computer and network infrastructures. Making a decision to adopt new technologies on a large scale is not trivial for an organisation or nation. It requires long term survival as the criteria, rather than short-term profitability. Educational change should be driven by teaching and learning needs, which in them selves are usually driven by external pressure. Therefore it is important for education institutions and individual lecturers to evaluate and make decision on investing in the effective use of IT in delivering learning. 3. The Internet Challenge Discussions among various education institutions are ongoing and it appears that the special Government task force for regulating the so-called information superhighway promised some time ago has yet to be organised. Indonesia appears to lag behind its ASEAN neighbours in crafting a comprehensive regulatory response to the perceived opportunities and threats of the Internet. Meanwhile, enthusiasm for the Internet access by educational institutions continues (Gingerich, 1996). In ITB the most successful utilisation of IT or Internet access is at the library. It was started on September 1996 when ITB installed a Ku-Band earth station equipment to access JCSat-3 satellite that was support by AI3 Project from Japan. This is a big leap for Indonesian educational institutions to connect them to Internet (Ismail Fahmi, et.al. 1999). It is hope that Internet will motivated the learning process of the students. This is because the Internet allows students to directly access various sources of information around the world. However besides the merits there are some demerits of using the Internet in education. Example of demerits (Miyazawa, et.al.): • Exposing the malign information e.g. pornography, aggression, racism, etc. • The staff cannot cope with the movements, especially in hardware and software, and it is difficult for them to undertake administration on the network. • There are insufficient number of trainers to provide advice both to the lecturer/teacher and students. In addition, the

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