Remote sensing tertiary education meets high intensity interval training

Karen Joyce, Barbara White

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in ProceedingsResearchpeer-review

    Abstract

    Enduring a traditional lecture is the tertiary education equivalent of a long, slow, jog. There are certainly some educational benefits if the student is able to maintain concentration, but they are just as likely to get caught napping and fall off the back end of the treadmill. Alternatively, a pre-choreographed interactive workshop style class requires students to continually engage with the materials. Appropriately timed breaks or intervals allow students to recover briefly before being increasingly challenged throughout the class. Using an introductory remote sensing class at Charles Darwin University, this case study presents a transition from the traditional stand and deliver style lecture to an active student-led learning experience. The class is taught at undergraduate and postgraduate levels, with both on-campus as well as online distance learning students. Based on the concept that active engagement in learning materials promotes 'stickiness' of subject matter, the remote sensing class was re-designed to encourage an active style of learning. Critically, class content was reviewed to identify the key learning outcomes for the students. This resulted in a necessary sacrifice of topic range for depth of understanding. Graduates of the class reported high levels of enthusiasm for the materials, and the style in which the class was taught. This paper details a number of techniques that were used to engage students in active and problem based learning throughout the semester. It suggests a number of freely available tools that academics in remote sensing and related fields can readily incorporate into their teaching portfolios. Moreover, it shows how simple it can be to provide a far more enjoyable and effective learning experience for students than the one dimensional lecture.
    Original languageEnglish
    Title of host publicationInternational Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences
    Subtitle of host publication36th International Symposium on Remote Sensing of Environment
    EditorsG Schreier, PE Skrovseth, H Staudenrausch
    Place of PublicationBerlin, Germany
    PublisherInternational Society for Photogrammetry and Remote Sensing
    Pages1089-1092
    Number of pages4
    Volume40
    DOIs
    Publication statusPublished - 2015
    EventInternational Symposium on Remote Sensing of Environment (ISRSE 2015 36th) - Berlin, Germany, Berlin, Germany
    Duration: 11 May 201515 May 2015
    Conference number: 2015 (36th)

    Conference

    ConferenceInternational Symposium on Remote Sensing of Environment (ISRSE 2015 36th)
    Abbreviated titleISRSE
    CountryGermany
    CityBerlin
    Period11/05/1515/05/15

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    Cite this

    Joyce, K., & White, B. (2015). Remote sensing tertiary education meets high intensity interval training. In G. Schreier, PE. Skrovseth, & H. Staudenrausch (Eds.), International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences: 36th International Symposium on Remote Sensing of Environment (Vol. 40, pp. 1089-1092). Berlin, Germany: International Society for Photogrammetry and Remote Sensing. https://doi.org/10.5194/isprsarchives-XL-7-W3-1089-2015
    Joyce, Karen ; White, Barbara. / Remote sensing tertiary education meets high intensity interval training. International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences: 36th International Symposium on Remote Sensing of Environment. editor / G Schreier ; PE Skrovseth ; H Staudenrausch. Vol. 40 Berlin, Germany : International Society for Photogrammetry and Remote Sensing, 2015. pp. 1089-1092
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    abstract = "Enduring a traditional lecture is the tertiary education equivalent of a long, slow, jog. There are certainly some educational benefits if the student is able to maintain concentration, but they are just as likely to get caught napping and fall off the back end of the treadmill. Alternatively, a pre-choreographed interactive workshop style class requires students to continually engage with the materials. Appropriately timed breaks or intervals allow students to recover briefly before being increasingly challenged throughout the class. Using an introductory remote sensing class at Charles Darwin University, this case study presents a transition from the traditional stand and deliver style lecture to an active student-led learning experience. The class is taught at undergraduate and postgraduate levels, with both on-campus as well as online distance learning students. Based on the concept that active engagement in learning materials promotes 'stickiness' of subject matter, the remote sensing class was re-designed to encourage an active style of learning. Critically, class content was reviewed to identify the key learning outcomes for the students. This resulted in a necessary sacrifice of topic range for depth of understanding. Graduates of the class reported high levels of enthusiasm for the materials, and the style in which the class was taught. This paper details a number of techniques that were used to engage students in active and problem based learning throughout the semester. It suggests a number of freely available tools that academics in remote sensing and related fields can readily incorporate into their teaching portfolios. Moreover, it shows how simple it can be to provide a far more enjoyable and effective learning experience for students than the one dimensional lecture.",
    keywords = "Artificial intelligence, Distance education, E-learning, Education, Remote sensing, Social networking (online), Active Learning, Choreography, Educational benefits, Engagement in learning, Online distance learning, Online resources, Problem based learning, Student-centred, Students",
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    Joyce, K & White, B 2015, Remote sensing tertiary education meets high intensity interval training. in G Schreier, PE Skrovseth & H Staudenrausch (eds), International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences: 36th International Symposium on Remote Sensing of Environment. vol. 40, International Society for Photogrammetry and Remote Sensing, Berlin, Germany, pp. 1089-1092, International Symposium on Remote Sensing of Environment (ISRSE 2015 36th), Berlin, Germany, 11/05/15. https://doi.org/10.5194/isprsarchives-XL-7-W3-1089-2015

    Remote sensing tertiary education meets high intensity interval training. / Joyce, Karen; White, Barbara.

    International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences: 36th International Symposium on Remote Sensing of Environment. ed. / G Schreier; PE Skrovseth; H Staudenrausch. Vol. 40 Berlin, Germany : International Society for Photogrammetry and Remote Sensing, 2015. p. 1089-1092.

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in ProceedingsResearchpeer-review

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    AB - Enduring a traditional lecture is the tertiary education equivalent of a long, slow, jog. There are certainly some educational benefits if the student is able to maintain concentration, but they are just as likely to get caught napping and fall off the back end of the treadmill. Alternatively, a pre-choreographed interactive workshop style class requires students to continually engage with the materials. Appropriately timed breaks or intervals allow students to recover briefly before being increasingly challenged throughout the class. Using an introductory remote sensing class at Charles Darwin University, this case study presents a transition from the traditional stand and deliver style lecture to an active student-led learning experience. The class is taught at undergraduate and postgraduate levels, with both on-campus as well as online distance learning students. Based on the concept that active engagement in learning materials promotes 'stickiness' of subject matter, the remote sensing class was re-designed to encourage an active style of learning. Critically, class content was reviewed to identify the key learning outcomes for the students. This resulted in a necessary sacrifice of topic range for depth of understanding. Graduates of the class reported high levels of enthusiasm for the materials, and the style in which the class was taught. This paper details a number of techniques that were used to engage students in active and problem based learning throughout the semester. It suggests a number of freely available tools that academics in remote sensing and related fields can readily incorporate into their teaching portfolios. Moreover, it shows how simple it can be to provide a far more enjoyable and effective learning experience for students than the one dimensional lecture.

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    KW - Social networking (online)

    KW - Active Learning

    KW - Choreography

    KW - Educational benefits

    KW - Engagement in learning

    KW - Online distance learning

    KW - Online resources

    KW - Problem based learning

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    M3 - Conference Paper published in Proceedings

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    Joyce K, White B. Remote sensing tertiary education meets high intensity interval training. In Schreier G, Skrovseth PE, Staudenrausch H, editors, International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences: 36th International Symposium on Remote Sensing of Environment. Vol. 40. Berlin, Germany: International Society for Photogrammetry and Remote Sensing. 2015. p. 1089-1092 https://doi.org/10.5194/isprsarchives-XL-7-W3-1089-2015