GI Forum – Learning with Geoinformation – Salzburg, July 2011 Remote Sensing, New Media and Scientific Literacy A New Integrated Learning Portal for Schools Using Satellite Images Kerstin Voß, Roland Goetzke, Henryk Hodam & Andreas Rienow Remote Sensing Research Group – Institute of Geography University of Bonn

GI Forum – Learning with Geoinformation – Salzburg, July Background & Motivation 2.Structure of the Learning Portal 3.Functions of the Learning Portal 4.Summary & Outlook Outline

GI Forum – Learning with Geoinformation – Salzburg, July 2011  Long-time discussion on the application of satellite images in secondary school lessons  Satellite data can be used efficiently in class for many present relevant phenomena and processes listed in the educational standard for the subject geography  Earthquakes  Floods  Disparities  Resource contentions ...  Advantages:  Science-oriented education  Motivational aspect of imagery / illustrative  Problem-oriented examination of contemporary issues  Fostering methodical competences 1. Background & Motivation  „FIS Project“ – Remote Sensing in Schools  Project objective: Integration of the subject „remote sensing“ into school instruction

GI Forum – Learning with Geoinformation – Salzburg, July 2011 Many teachers are interested in remote sensing and motivated to integrate the subject into their teaching in a curriculum-oriented way. Integration of remote sensing as of now takes place primarily in geography lessons. In many cases, the integration serves the mere purpose of illustrating curricular-relevant topics and, at best, does not exceed the stage of visual image interpretation. Physical & mathematical basics as well as chances of digital analyses are neglected. Physical & mathematical basics as well as chances of digital analyses are neglected. Reasons: - Complexity of the subject - Remote Sensing Software too difficult and time consuming - Materials poorly edited for teaching purposes - Lack of background information Reasons: - Complexity of the subject - Remote Sensing Software too difficult and time consuming - Materials poorly edited for teaching purposes - Lack of background information Goal: Development of a comprehensive and well- structured learning portal on remote sensing Goal: Development of a comprehensive and well- structured learning portal on remote sensing Status quo – Schools 1. Background & Motivation

GI Forum – Learning with Geoinformation – Salzburg, July 2011 put students in a more active role  learning not a result of teaching, but of the learner‘s mental construction high degree of interactivity for research and communication learning portal shall meet general principles for multimedia learning environments curriculum-oriented Main contents: digital interactive learning modules and analysis tools Target groups: Students, Teachers, People interested in Remote Sensing Didactic Principles & Structure of the Learning Portal 2. Structure of the Learning Portal

GI Forum – Learning with Geoinformation – Salzburg, July 2011 Digital and interactive learning modules Problem-oriented and explorative working Background information Rating of own learning efficiency Reading text Discussing text Investigate background information Working with Remote Sensing Data Interpretation of results …. FIS Info-Box Animations Internet Tools for investigation Tools for analysis … Quiz Test … 2. Structure of the Learning Portal

GI Forum – Learning with Geoinformation – Salzburg, July 2011 About FISTeaching MaterialAbout Remote SensingResearch-ToolsAnalysis-ToolsEvaluation My Class Evaluation- Programme 3. Functions of the Learning Portal

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal My Class Teaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation About FIS My Class

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal Biology Physics Mathematics Computer Science English Materials Download Traces of Fire Tsunami Oases Brown Coal Energy Floods Geography Evaluation- Programme Top Secret! Teaching Materials -> Digital Interactive Learning Modules

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal Teaching Materials – Example: Traces of Fire About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal > InfoBox > Exercises > Quiz Teaching Materials – Example: Traces of Fire About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class

GI Forum – Learning with Geoinformation – Salzburg, July 2011 > InfoBox > Exercises > Quiz 3. Functions of the Learning Portal Teaching Materials – Example: Traces of Fire About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class

GI Forum – Learning with Geoinformation – Salzburg, July 2011 > InfoBox > Exercises > Quiz 3. Functions of the Learning Portal Teaching Materials – Example: Traces of Fire About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class

GI Forum – Learning with Geoinformation – Salzburg, July 2011 > InfoBox > Exercises > Quiz 3. Functions of the Learning Portal Teaching Materials – Example: Traces of Fire About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class

GI Forum – Learning with Geoinformation – Salzburg, July 2011 Remote Sensing – How satellites see the Earth Satellites allow us to observe the condition of the Earth´s surface including the vegetation on a large scale. Since a satellite overflies the same excerpt of the Earth´s surface in a certain temporal interval over and over again, satellite pictures are particularly well suited for determining changes of the Earth´s surface; especially in places where we cannot “just have a look”. Satellite pictures are not just plain photography. They record individual images in different ranges of the electromagnetic spectrum that can be combined to colour images at the computer. Infobox Start Introduction How satellites see the Earth Reflexion Absorption Colours Resolution Image and Map Digital Image Processing Image Analysis Introduction Research Evaluation- Programme 3. Functions of the Learning Portal > Beginner > Advanced Inquiry Tools – Example 1: InfoBox – A digital glossary About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class

GI Forum – Learning with Geoinformation – Salzburg, July 2011 MeteoViewer Research Login 3. Functions of the Learning Portal Inquiry Tools – Example 2: MeteoViewer About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class > Globe and Europe > 3h and 24h Loop

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal Analysis Tools – Example: RGB-Classifier About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class > Area Measure > SatCalculator

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal Evaluation About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class Step Evaluation for pupils

GI Forum – Learning with Geoinformation – Salzburg, July Functions of the Learning Portal My Class – Teacher and Pupils in Contact About FISTeaching MaterialAbout Remote SensingInquiry-ToolsAnalysis-ToolsEvaluation My Class My Account My Profile Learning Modules Pupils Logout Links FAQ Help Login Evaluation- Programme Class: 12b School: Albrecht-Gymnasium City: Bonn Teacher: Petra Musterfrau Number of Pupils: 32 Instruction: Use the Learning Module “From Image to Map” and create a thematic map. Learning Module: Module 7: From Image to Map Module 9: Tsunami My Profile

GI Forum – Learning with Geoinformation – Salzburg, July 2011 The developed learning portal creates a range of teaching material and tools, which put forward individual and inquiring-based learning. Through combining learning modules, research and analysing tools, multiple ways for dealing with problem and exercises open up. Parallel to gaining specific geographic expertise, the pupils gain competences regarding information and communication techniques. Furthermore, the learning portal offers the possibility to the teachers to accompany the learning process integratively. Moreover, the learning portal gives teachers an easy introduction to remote sensing. The learning portal offers several options for the application of the learning modules (offline / online). Future tasks: Options for networking (teacher – teacher; teacher – student) Currently in German  English version FIS-Learning portal 4. Summary & Outlook

GI Forum – Learning with Geoinformation – Salzburg, July Summary & Outlook Learning Portal Release: October 2011

GI Forum – Learning with Geoinformation – Salzburg, July 2011 Thank you for your attention Grant: 50 EE 0932 Website: English material:

GI Forum – Learning with Geoinformation – Salzburg, July 2011 student Perform Learning Module Research opportunities Result storage in own profile Store intermediate results Store final results Registration Selection of learning unit Opportunities for research Info box Picture gallery Background information Evaluation of learning units PerformanceReviewPreparation Registration Set-up class Manage pupils Select units (online or offline) Arrange units by themselves Access to didactic background information Analysis of students‘ intermediate results Analysis & review of pupils‘ final results Evaluation of learning units teacher 2. Structure of the Learning Portal

GI Forum – Learning with Geoinformation – Salzburg, July 2011 The learning portal’s realisation is oriented towards four design principles for learning environments according to M ANDL & K OPP (2007)  Authenticity and relevance to application – learning environments ought to be designed, so that they dealing with real problems and authentic situations. Correspondingly, the pupils are confronted with authentic exercises which encourage gaining application-oriented knowledge.  Multiple contexts and perspectives – learning environments ought to be designed, so that specific contents can be seen from multiple points of view and in different situations. In this way, the knowledge transfer can be promoted.  Social learning arrangements – for working with complex problems and questions, and for a deepened knowledge, co-operative learning is of key significance. Thereby, the pupils gain social competences of co-ordination, communication and co-operation.  Instruction and support – self-active and individual working with complex exercises and manifold information resources are a challenge for many pupils. For this reason, instructional commentaries and support, like exercise instructions, accompanied group processes & feedback are of great importance. 2. Structure of the Learning Portal