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Remote sensing tertiary education meets high intensity interval training

Joyce, Karen and White, Barbara (2015). Remote sensing tertiary education meets high intensity interval training. In: 36th International Symposium on Remote Sensing of Environment, Berlin, Germany, 11-15 May 2015.

Document type: Conference Paper
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IRMA ID 75039815xPUB943
Author Joyce, Karen
White, Barbara
Title Remote sensing tertiary education meets high intensity interval training
Conference Name 36th International Symposium on Remote Sensing of Environment
Conference Location Berlin, Germany
Conference Dates 11-15 May 2015
Conference Publication Title The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences
Publisher International Society for Photogrammetry and Remote Sensing
Publication Year 2015
Volume Number 40
Issue Number 7W3
Start Page 1089
End Page 1092
Total Pages 4
HERDC Category E1 - Conference Publication (DIISR)
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.
Keyword Education
Active learning
Online resources
Remote sensing
Student centred
Additional Notes This is an Open Access article distributed under the terms of the Creative Commons Attribution License 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Description for Link Link to conference paper
Link to CC Attribution 3.0 License

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