Implementing Remote Sensing Software Functionalities in Interactive Learning Applications

To fully benefit from the range of possibilities when working with remote sensing in schools visual interpretation of satellite images is not sufficient. Although looking at those images and describing them can add to the pupils` understanding of spatial processes on earth’s surface, their full potential is only accessible by analysing them as what they are: digital data. This implies the use of remote sensing software but even the solutions produced especially for the use in schools are still not easy to handle and therefore not appropriate for the everyday use in classes. Also the installation and administration of such software often is an obstacle. An alternative can be interactive learning applications which are the preferred solution regarding a survey of teachers participating in the FIS-project(1).

To facilitate the introduction of remote sensing methods in schools the interactive lessons produced within the FIS – Project set the focus on only those features from remote sensing software that are needed. The functionalities are redesigned to lower their complexity and are accessible through software that runs independently from installation and is directly connected with the lesson.
The technical realisation of those interactive lessons is based on the far spread Flash – technology and its programming language Actionscript 3.0 allowing a vast range of possibilities on a controllable level of complexity compared to other software developing methods. By now, the concept has been used to realise lessons for physics, informatics and geography while the work for a biology lesson is in progress.
The way it is implemented into the interactive lessons can be exemplarily described as following:

-The tools are always used in the context of a simulated microworld where they can produce the result asked for in the lesson but also any other possible result.

-The tools are embedded in the interactive learning applications and therefore not designed for multi-purpose use. They are intrinsically tied to the lesson itself and the images used.

While the tools themselves are not meant for multi-purpose use, the methods used to create them can of course be employed to create new lessons with different images.

The method shows that there are possibilities to use digital remote sensing data in schools and therefore not restricting oneself to visual interpretation. The use of software still is to be preferred in situations where there is more time for preparation and introduction but when it comes to every day use implemented remote sensing functionalities provide an alternative.

(1) “Remote Sensing in Schools” supported by the Federal Ministry of Economics and Technology, Project Nr.: 50EE0615)