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REMOTE SENSING AND DIGITAL IMAGE PROCESSING TEACHING WITH VIRTUS
A. L. B. Candeias

UFPE, CTG -Cartographic Engineering Department, Av. Acad. Hélio Ramos, s/n – Cidade Universitária, 50740-530 Recife, PE -
analucia@npd.ufpe.br

Commission VI, Working Group VI/4

KEY WORDS: Remote Sensing, Education, Learning, Teaching, Training, Internet, Multimedia, System

ABSTRACT:

The learning environment makes appropriate use of a variety of media. Various learning styles are best engaged by using a variety
of media to achieve learning outcomes. Selection of media may also depend on nature of content, learning goals, access to
technology, and the local learning environment. This present paper proposes a teaching methodology of Remote Sensing and Image
Processing, based on INTERNET technology and VIRTUS-UFPE project. Basic themes and applications can be used in engineering
courses and others areas that need Remote Sensing resources. A material developed here provides a motivation in Remote Sensing
and Image Processing teaching. In Classroom or in homework activities, this material is very efficient to stimulate the students to
learning this discipline.

1. INTRODUCTION 1996; Kearsley, 1998; Kroner, 1998; Kubela, 1998; Marker,
1989.
1.1 Web-Based Learning
Some interesting URL in Portuguese that uses INTERNET in
Web-based learning designs must consider the nature of education are listed as following.
content, specific context, desired learning outcomes and
characteristics of the learner. Learner-centered strategies • Bernie Dodge
include modular, stand-alone units that are compatible with Webquest: uma técnica para aprendizagem na rede
short bursts of learning. Learning modules may also be open, internet
flexible and self-directing. (http://www.divertire.com.br/artigos/dodge1.htm)
• Edith Ackermann
The learner is actively engaged. Active, hands-on, concrete Ferramentas para um aprendizado construtivo:
experiences are highly effective. Learning by doing, analogy repensando a interação
and assimilation are increasingly important pedagogical forms. (http://www.divertire.com.br/artigos/eackermann1.ht
Where possible, learning outcomes should relate to real-life m)
experiences through simulation and application. • Jorge Fróes
Educação e tecnologia: o desafio do nosso tempo
The learning environment makes appropriate use of a variety of
(http://www.divertire.com.br/artigos/froes1.htm)
media. Various learning styles are best engaged by using a
• José Armando Valente
variety of media to achieve learning outcomes. Selection of
Informática na educação: instrucionismo x
media may also depend on nature of content, learning goals,
construcionismo
access to technology, and the local learning environment.
(http://www.divertire.com.br/artigos/valente2.htm)
Learning environments must include problem-based as well as • José Manuel Moran
knowledge-based learning. Problem-based learning involves Mudar a forma de ensinar e de aprender com
higher order thinking skills such as analysis, synthesis, and tecnologias
evaluation while knowledge-based learning involves recall, (http://www.divertire.com.br/artigos/jmoran1.htm)
comprehension and application. • Sonia Zaitune
Atividade lúdica, prazer e aprendizado
Learning experiences should support interaction and the (http://www.divertire.com.br/artigos/szaitune1.htm)
development of communities of interest. Learning is social and • LÉVY, Pierre. A Emergência do cyberspace e as
sensitive to context. Learning experiences based on interaction mutações culturais. [on-line]. Artigo capturado em
and collaboration support learning communities while building 11/01/2001
a support network to enhance learning outcomes. (http://www.portoweb.com.br/PierreLevy/aemergen.ht
ml )
Multiple interactions, group collaboration and cooperative • Notas Sobre a Geografia do Ciberespaço - Cláudio
learning may provide increased levels of interaction and Cardoso
simulation. (http://www.facom.ufba.br/pretextos/claudio3.html )
More details about web-based learning can be found in:
Almeida, 1998; Bryan, 1996; Dodge, 1995; Ferreira, 1994;
Gilder, 1996; Kay, 1991; Lasen, 1988; Lasmar, 1995; Levy,

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projetovirtus.igd. This PowerPoint text is accessed to help in obtain images.br/) selecting first line of product and after. spatial.ht 1. CVI 1. tools for generation and Brazil (http://www. First. Then. courses. Novo.fhg. new information about the context and exercises 2 . It was defined which contribution that AVE Virtual Place of Study. spectral and radiometric resolution of digital efficient to stimulate the students to learning these disciplines. INTERNET resources are a good way to help in enabled to work more specifically transfer some results. that are most interesting for educational purposes and show Florenzano and Santos (2001) developed resources in possible sophisticated pedagogical uses of the web. University of Pernambuco) Brazil) called VIRTUS 1994. students are classroom. new methodologies and results dedicated to Cartographic Engineering and Geography applications among others. In our case.br/). Part 6. Some instructive installed in each classroom PC and at student's homes and approach of VIRTUS system can be seen in VIRTUS system. we analyze those features of WWW (2001). This paper pedagogical teaching of these areas. the key word (author or key word of discipline) ex: 3.2 Remote Sensing And Digital Image Teaching With This present paper proposes a teaching methodology of Remote VIRTUS-UFPE Sensing and Digital Image Processing based on INTERNET technology and a software developed at UFPE (Federal Remote Sensing and Image Processing (Lillesand e Kiefer. Santos (1999). Santos (1998). Via Internet.Remote Sensing" the same name of the discipline.ufpe.de/archive/1995_www95/papers/89/paper. put areas to obtain these kinds of resolution. each practical classroom that contains the objectives of that day. In this paper. On other hand. basic themes and applications can be used in others engineering courses and others areas that need Remote Sensing Some authors like Sausen et al. presential theory and practical classroom and homework This AVE can be accessed by using the URL: activities."Ambiente Virtual de Estudo" in Portuguese.c5. software approach new sites in the web library.br/spring ) that is previously structuring idea. this material is very Processing. Figure 1 – Virtus Project (http://www. a PowerPoint text was showed to the students at candeias or sensoriamento remoto. the interaction of these which implements didactic advantages of conventional images with specific software need to be cleared presented too.html and a that are described as following: very interesting paper about this approach can be seen at http://www. specially when a result It would be possible to transform this approach in a distance need be developed by the students or need to be presented in teaching with some modifications.virtus. XXXIV. A resource on-line can help in this case.inpe. Remote Sensing and Spatial Information Sciences. would give in the discipline. 1983) have their content in (http://www. (2001). in VIRTUS platform (Fig 1). (http://www. 1992.projetovirtus. Silva and Demattê resources. The International Archives of the Photogrammetry. The comprehensive teaching material provided in the general 2. An AVE . Although this paper presents dynamic way with new sensors.cl/ieinvestiga/actas/ribie98/132M. The classroom provides various tools Classroom activities are based on Spring software . To teach disciplines like Remote Sensing and Image In Classroom or in homework activities. images are very important in a lot of applications and need to be The idea behind this approach is to offer a learning environment cleared presented. METHODOLOGY lessons gives a general introduction into remote sensing and digital image processing. sharing documents. is a 2. shows a material to provide a motivation to Remote Sensing and Digital Image Processing teaching. developed in platform Virtus . It was defined an AVE on VIRTUS system that ml.INPE - to support collaborative learning.br/). Vol. Kirmann (1997). was called "Sensoriamento Remoto . classroom group work.com. After. etc.UFPE. e. The methodology is divided in some steps http://www.g.dpi.com. among others. etc. AVE helped in Figure 2 and 3 show the AVE developed to Remote Sensing. Schowengerdt.

Below. Remote Sensing and Spatial Information Sciences.br/spring ). activities. RESULTS (http://www.Brazil 3. XXXIV.br/) with a key word (author or 5. 3 . CVI that are made with Software SPRING from INPE . advice among other things was made into VIRTUS system. results of each practical class were put on Remote Sensing and Image Processing discipline.projetovirtus.AVE developed in Portuguese. keywords of discipline) ex: candeias or sensoriamento remoto.com. Which themes does this classrom work? Who can use this classrom? Who is the coordinator of this classrom? How does the classroom work with virtual approach? Figure 2 . like exercise lists. Other kinds of activities like chat.The International Archives of the Photogrammetry. In Figure 3 there are links to some information. Image and other kinds of documents were repository into VIRTUS platform. Part 6. After this. special documentation among others. 6. Vol.dpi. activities of next classroom. web-library. This AVE the VIRTUS platform. can be accessed by using the URL: (http://www. companionship.inpe. in Figure 2 and 3 are presented the AVE developed to 4. web-library and edition edition.

Ávila.. Edgard Blucher. Rose. With these resource is possible to stimulate the students to use Santos V. 1999. T. R. 96. Aplicações. G. X Simpósio because of the quickly advances of these areas. ed. V. efficient in Remote Sensing and Image Processing classroom. 1998 . C. 308p. On the other hand. Information activities of disciplines would be easy with VIRTUS system developed at UFPE. T. Pedagogical resource of multimedia tools (VIRTUS system) is H. CONCLUSION 5. INTERNET Brasileiro de Sensoriamento Remoto. J. Santos. Results processed directly via web would be a nice kind of solution. 750p. M. 1992. diskettes and CD-ROM can be let away Novo. Escola. 1994. 171-176. M. FEUSP. São Paulo. J. CVI Activities notepad (see) Participant list (input | see) Virtual backboard (input | see) Chat room (input | see) Documentation (input | see) Weblibrary (input | see | search) Figure 3 . W. N. Godoi Filho. In: Penteado. R. Santos. O Uso Escolar das Iamgens de Satélites: Socialização da Ciência e Tecnologia Espacial. methodology make easy the teaching and learning in this area. dos. resources can help in a special way to maintain these topics Abril. REFERENCES In Remote Sensing like in Digital Image Processing area a book Florenzano. dos. W. B. Simi Filho. Almeida. actualized.. XXXIV. Kirmann A Teacher´s Introduction to Remote Sensing. L. Part 6.. M. N. Sensoriamento Remoto: Princípios e because transfer can be made directly by INTERNT resources. Org.. data. Kiefer. R. Remote Sensing and Image them can be made on-line. Principal impact of to teacher Remote Sensing and Image Sensoriamento Remoto. This Interpretation. T.. III – A Carta Imagem de São José dos Campos. Journal Paper and transparences are not good to show some digital of Geography.. X Simpósio 4 . 4.AVE Companionship area in Portuguese. Vol. M. Remote Sensing and Spatial Information Sciences. 3 May/June. C. Ruddorff.. Paranána. M.. E. São Paulo. G. The International Archives of the Photogrammetry.. areas and it is a good resource to manipulate image. INTERNET or INTRANET dynamic information about these Sausen T. processing over an image. São Paulo. Dissertação de Processing is to make possible to distribute on-line in Mestrado. dos. G. Some transformation over Lillesand. V. V. D. Foz do Iguaçu. Cidadania e Novas Tecnologias: new resources of technology and prepare them in INTERNET Investigação sobre Experiências de Ensino com Uso do tools. John Wiley. Sensoriamento Remoto na Eduação Ambiental. 1997. CD-ROM. Projeto EducaSeRe documents among others. New York.. 2001. 3. O Uso do or some annotations about these topics stay old in a few time. with specific software. Cortez. Workshop.

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