Professional Documents
Culture Documents
E
video etc. to deliver the con- isfy the needs of maximum us-
-learning or electronic
tents to the learner. In typical ers in minimum time (Karnatak
learning is an active
environment the contents are et al, 2014). The successful im-
learning experience for
shared either through CDs, plementations of internet based
the learners which works on
DVDs, Tape, Hard disks or by e-learning methods are already
interactivity or "learning by
Internet media. In e-learning demonstrated for many areas in
doing" methodologies rather
based learning methodologies worldwide (www.creativity-
than a passive learning meth-
many methods are available po rt a l. co m, www. wa nna
ods in which the learners are
like synchronous learning, learn.com, www.howstuff
sitting in front of the teacher
Asynchronous learning, linear works.com/, www.skilldom.
and "learning by telling". E-
learning, Collaborative learn- co.in/ etc.). One of the interest-
Learning makes learning excit-
ing etc. These methods will be ing e-learning contents avail-
ing, engaging and compelling
discussed in coming sections of able in Internet for different
with full involvements of
this article. subjects is from Khan Acad-
learner in the subject. Difficult
emy (www.khanacademy.org/)
and boring subjects can be The recent Developments in
where learning is available in
made easier, more interesting web and related technologies
very interactive mode with
and appealing and learner cen- using Web 2.0 and AJAX has
more involvements of learners
tric with e-learning. Learning is opened new dimension for skill
in the subject.
a social activity, and e-learning development using new learn-
means that powerful and endur- ing methods. The learning The capacity building for geo-
ing learning experiences can be methodologies are moved to- spatial technologies and appli-
achieved, not just through con- wards self-paced learner cen- cations using e-learning based
tent, but through the use of tric environment. During last methods are getting popular
online communities and net- decade the utilization of Inter- among user communities. Re-
works (Jane Knight, 2003). In net technology by different mote Sensing and geo-
this mode of learning, the user groups in the society is information science have be-
learners are encouraged to emerged as a technological re- come key technology tools for
communicate, collaborate and valuation which has directly the collection, storage and
share knowledge through Inter- affect the life of human being analysis of spatially referenced
net or similar network. E- (Karnatak et al, 2012). The role data for resource planning and
learning includes various types of internet technology is very decision making (Karnatak et
Volume 21, Issue 1-2 Page 5
al, 2007). Today it is the back- Sensing (IIRS) Dehradun for e- learning is suited to distance
bone to many decision-making learning based capacity build- education, but it can also be
systems and location-based ser- ings are also presented in this used in conjunction with face-
vices emerging in the new in- article. to-face teaching, in which case
formation economy. Planners the term blended learning is
and decision makers' utilize E-learning based educa- commonly used (Wikipedia,
these geo-spatial technologies tion system accessed 12th Nov. 2014). E-
for variety of applications in E-learning or electronics based learning based learning meth-
agriculture, forestry, mining, learning is the use of electronic odologies are also known as,
market research, environmental media with Information and technology-enhanced learning
analysis as well as the social, communication technologies (TEL), computer-based instruc-
utility services and disaster (ICT) in capacity building in- tion (CBI), Computer-based
management. cluding training and education. training (CBT), computer-
E-learning includes various assisted instruction or com-
In the recent years, sharing and
types of media that deliver text, puter-aided instruction (CAI),
disseminations of geospatial
audio, images, animation, and internet-based training (IBT),
information via Internet and
streaming video, and includes flexible learning, web-based
World Wide Web (WWW) be-
technology applications and training (WBT), online educa-
came interesting and most
processes such as audio or tion, virtual education, virtual
popular among geo-spatial
video tape, satellite TV, CD- learning environments (VLE),
community and general users.
ROM, and computer-based dig it al educat io n, t ele -
The online map and satellite
learning, as well as local intra- education etc. The learning
data services like Google
net and web-based learning methodologies in different
Maps, Bing Maps, Openstreet
(Tavangarian et al, 2004). The modes were presented by Nick
Map, ISRO Bhuvan etc., are
e-reading based systems works Van Dam using education
some of the success stories. By
on downloading the reading model of Charles Merril, 1960
using these web mapping ser-
contents and read it offline (Mayer, 1960). According to
vices the users are able to gen-
while e-learning is a systematic this model the learners through
erate some of the interesting
learning system which guides electronic media remembers
applications using mashup ar-
the learners online with various 10% of what they read (like e-
chitecture. The internet based
learning methodologies imple- mail, e-documents etc.), 30%
GIS are now becoming a plat-
mented in LMS. The E- of what they see (like online
form for further capacity build-
learning contents can be ac- self-study guide, video, ppt
ing for geo-spatial technologies
cessed by the students during etc.), 50% of what they hear
and applications. In this article
live classrooms or in out of the and see (like e-course with au-
various technical issues and
classroom. E-learning can be dio and video), 70% of what
challenges are discussed for
self-paced, asynchronous learn- they say or write (like live e-
Internet based e-learning for
ing or may be instructor-led, class, interactive e-course). The
Geoinformatics. The Initiatives
synchronous learning. E- most effective mode of learn-
of Indian Institute of Remote
Page 6 ISG Newsletter
ing in electronic mode is what Synchronous e-learning: the asynchronous and synchro-
learner do (like simulation and Synchronous learning occurs in nous methods rely heavily on
gaming) where the learners are real-time, with all participants self-motivation, self-discipline,
actively participating in learn- interacting at the same time and the ability to communicate
ing process. through some media like face- in writing effectively.
to-face discussions, live chat
The levels of instructional de- Linear learning:
(audio, video and text), live
sign are very high in e-learning Linear learning or e-reading
lecture delivery, virtual class-
based system rather than e- t hrough Co mput er -Based
room etc. The virtual class-
reading. The virtualization of Learning or Training (CBT)
room is one of the most popu-
classroom through internet me- refers to self-paced learning
lar technique which is getting
dia is one of the emerging do- activities delivered on a com-
very popular among learners.
main in e-learning environ- puter or handheld device such
ment. Here the term ―Virtual" Asynchronous e-learning: as a tablet or smartphone.
is used to describe a course thatAsynchronous learning is self- Zahm (2000) described com-
not taught in a classroom face- motivated and allows learner to puter-based training (CBT) as
to-face but through a substitute engage in the exchange of usually delivered via CD-ROM
mode that can conceptually be ideas or information without or as a Web download and that
associated "virtually" with the dependency of other par- it is usually multimedia-based
classroom teaching. In virtual ticipants or involvement of training. Karon (2000) dis-
classroom the student partici- trainer at the same time. Asyn- cussed the convenience factor
pates from remote places in chronous learning may use of well-designed computer-
live classrooms. The e-learning technologies such as email, based training by saying that
based systems are typically de- blogs, wikis, and discussion any well-designed computer-
pends on internet and multi- boards, as well as web- based training- whether it‘s
media technologies which are supported textbooks, hypertext networked based or delivered
the basic enabler of online documents (HTML, XML etc.), via the Internet – is more con-
learning. audio, video lectures, and so- venient than traditional instruc-
cial networking using web 2.0 tor-led training or seminars.
The extent to which e-learning
(Loutchkoet et al, 2002).
assists or replaces other learn- Collaborative learning:
ing and teaching approaches is Asynchronous learning is very Computer-supported collabora-
variable, ranging on a contin- effective for the working pro- tive learning (CSCL) uses in-
uum from none to fully online fessionals or the participants structional methods designed to
distance learning (Bates, A. those are not able to participate encourage or require students
and Poole, G., 2003; OECD, in lectures or practical in pre- to work together on learning
2005). Further the concept of e fix time slot. In asynchronous tasks. CSCL is similar in con-
-learning can be sub divided in mode of online courses, the cept to the terminology, "e-
to four major sub categories: participant proceed at their own learning 2.0" and "networked
pace and convenience. Both collaborative learning" (NCL)
Volume 21, Issue 1-2 Page 7
Penn State University USA un- tion programmes are e-reading Learning Management System
der the banner of COURSERA based rather e-learning. The six (LMS) and e-reading contents
offers UG and PG course on -week Distance courses (5 for its regular distance educa-
Remote Sensing Image Analy- credits) have a weekly study tion students.
sis and Applications. Graduate load of 20 to 24 hours
All the courses mentioned
Certificate in Geospatial Intel- (www.itc.nl).
above are based on recorded
ligence, Master of Professional
In India, the e-learning based videos and demonstrations
Studies in Homeland Security -
online education programme is where the learners has to play
Geospatial Intelligence Option,
in emerging stage. The Open these contents as their own
Certificate of Geographic In-
universities like IGNOU and convenience and pace. It looks
formation Systems and Master
Sikkim Manipal University like an extension of classroom
of Geographic Information
(SMU) are offering various dis- teaching where learning is
Systems. COURSERA has also
tance education programme based on ―learning by telling‖.
conducted online course on
(very limited for Geo-spatial The interactive multi-media
Maps and the Geospatial Revo-
technologies) but the interac- contents where the learners are
lution with video lectures and
tive contents for e-learning are involved in learning process
d e m o n s t r a t io n ( ht t p s : / /
very limited. Status of major are still very limited. The avail-
www.coursera.org).
programme areas under: ability of teachers for live in-
UNIGIS International offers teraction is also very limited.
The National Institute of Disas-
online distance learning educa- But these efforts encouraging
ter Management (NIDM) under
tion across the world with dif- and exciting for learners.
the Ministry of Home Affairs,
ferent course structure for vari-
Government of India is offer- IIRS Initiatives in
ous countries. In UK, with col-
ing e-Learning courses on Dis- e-learning for Geoinfor-
laboration of two universities
aster Risk Management. The
viz Manchester Metropolitan matics
Interactive contents are devel-
University and the University
oped for Comprehensive Disas- The initial focus of IIRS was to
of Salford offering certificate,
ter Risk Management Frame- use EDUSAT/INSAT 4CR sat-
PG diploma and M.Sc. degree
work and various thematic ellite for distance learning but
through online e-learning based
courses. The contents for extended the scope to use
education system (www.uni
NIDM course are based re- broadband internet so that ac-
gis.org).
corded videos and e-reading cess to large number of institu-
ITC university of Twente, mat er ia ls ava i la ble fo r tions/universities /individuals
Netherland offers several dis- downloads. with little cost the user
tance education based certifi- (Krishna Murthy et al, 2014).
Sikkim Manipal University of- IIRS distance learning program
cate and diploma programmes
fering distance education pro- initiated in 2007 and success-
in modular structure with lim-
grammewith Master‘s Degree fully conducted 14 programs in
ited availability of seats. The
in Geoinformatics. They pro- the last eight years. The first
contents of their online educa-
vide access through online
Volume 21, Issue 1-2 Page 9
course was attended from and learner centric courses. oped outside Moodle LMS for
twelve universities and the The syllabus of the courses are proper user management and
number of institutions / as per latest developments and linking the participants with
universities increased mani- trends in geo-spatial science IIRS EDUSAT programme.
fold. The fourteenth course is and technologies with specific The adopted e-learning objet
in progress with more than 222 focus on Indian case studies for standard and other technical
institutions /universities / geo-spatial applications. The details are shown in Table 2.
departments with more than learning is made available
The hardware infrastructure is
4000 number of participants through interactive 2D and 3D
setup for 1000 concurrent
attending the program live and animations, audio, video for
learners with 100 Mbps Inter-
interactive. IIRS program is practical demonstrations, soft-
net connectivity from NKN
unique and interactive and de- ware operations with free data
which is fully scalable to sat-
mand is increasing not only applications. The learning
isfy more number of partici-
universities but among research methods are implemented to
pants. Open source software
institutions, user departments make it more interactive and
and data sets for practical exer-
and individuals. In this mode of learner centric application with
cises are also available to the
online education the teachers practical examples of real
participants. In future it is
are available for live classroom world problems.
planned to give access to IIRS
during 16:00 hrs to 17:30 hrs
The e-learning contents are cre- laboratory for practical exer-
on daily basis during the
ated as interactive multimedia cises through private cloud.
course. The practical exercises
application and integrated with
are being conducted as live IIRS e-learning courses are
customized LMS based on
demonstration with open flexible for anytime, anywhere
Moodle. The user registration
source and COTS packages. learning keeping in mind the
and admission module is devel-
The live classes are being con- demands of geographically dis-
ducted using A-VIEW system
developed by Amrita Univer-
sity funded by Ministry of Hu-
man Resources Development
(MHRD), Government of In-
dia.
Table 1: Distribution of e-learning hours for available courses under IIRS e-learning programme
capacity building in geo-spatial learning system which guides technology for capacity is very
technologies and applications. the learners online with various effective for remote sensing
The e-learning systems are learning methodologies imple- and geo-spatial technologies.
based on self-paced, learner mented through LearningMan- Various e-learning object stan-
centric methodologies which agement Systems (LMS). E- dards are providing an interop-
focusses on ―learning by do- learning based education and erable solution for online learn-
ing‖ where learners are in- training is one of emerging ing contents. The role of open
volved in learning process. The mode of learning by harnessing source/freeware Learning Man-
e-reading based systems works the power of ICT and educa- agement System (LMS) is very
on downloading the reading tional tools in the area of important for wider uses and
contents and read it offline Geoinformatics. The utilization application of this technology.
while e-learning is a systematic of Internet and multimedia Moodle LMS is one of the ma-
Figure 3: LMS and contents delivery (Theory and Practical) in IIRS e-learning courses
Page 12 ISG Newsletter
ture software product which standing the geographical fea- ―Effective Teaching with Tech-
provide excellent platform to tures.● nology in Higher Education‖,
run e-learning based online John Wiley, San Francisco.
Acknowledgements
courses. The e-learning concept
Bray, T., Poli, J., Sperberg-Mc
is very new in education sys- Authors express their gratitude Queen, C.M. Maler, E & Yer-
tem where sometimes the stu- to Chairman, Indian Space Re- geau, F. (Eds.) (2004), Extensi-
dents are confused in e-reading search Organisations (ISRO) for ble Markup language (XML) 1.0
and e-learning. The validity of motivation and encouragements. (Third edition) Available: http://
e-learning certificates and de- Thanks to NNRMS for financial wwww.w3.org/TR/2004/REC-
gree is still in discussion stage support. The contribution of dif- xml-20040204. (Last accessed
while for learners it is a suc- ferent e-learning teams of IIRS, on 24 June 2013)
cessful platform. In geo-spatial subject experts are duly ac-
domain e-learning based capac- knowledged. Special thanks to Clark, R. C., Mayer, R. E.
ity building is good for theory Dr.S. K. Srivastav, Head Geoin- (2007). eLearning and the Sci-
and practical but the fields sur- formatics Department of IIRS ence of Instruction. San Fran-
vey exercises are again depend for his continuous support and cisco: Pfeiffer.
encouragements.
on self-motivation of the par- Jane Knight, (2003), e-Learning
ticipants. In future some virtual References Centre. Available: http://
simulations for field exercises www.janeknight.com/ (Last ac-
can be attempted for under- Bates, A. and Poole, G. (2003), cessed on 24 June 2013).
Figure 3: LMS and contents delivery (Theory and Practical) in IIRS e-learning courses
Volume 21, Issue 1-2 Page 13