scholarly journals TRAINING IN INNOVATIVE TECHNOLOGIES FOR CLOSE-RANGE SENSING IN ALPINE TERRAIN – 3RD EDITION

2020 ◽  
Vol XLIII-B5-2020 ◽  
pp. 243-250
Author(s):  
M. Rutzinger ◽  
K. Anders ◽  
M. Bremer ◽  
B. Höfle ◽  
R. Lindenbergh ◽  
...  
Keyword(s):  
Summer School ◽  
Past Research ◽  
Range Sensing ◽  
Research Activities ◽  
Level Of Satisfaction ◽  
Hands On ◽  
Student Questionnaire ◽  
Close Range ◽  
Recent Edition ◽  
Postdoctoral Researchers

Abstract. The 3rd edition of the international summer school “Close-range Sensing Techniques in Alpine terrain” took place in Obergurgl, Austria, in June 2019. This article reports on results from the training and seminar activities and the outcome of student questionnaire survey. Comparison between the recent edition and the past edition in 2017 shows no significant differences on the level of satisfaction on organizational and training aspects. Gender balance was present both in candidates and in the outcome of selections. Selection was based on past research activities and on topic relevance. The majority of trainees were therefore doctoral candidates and postdoctoral researchers, but also motivated master students participated. The training took place through keynotes, lectures, seminars, in the field with hands-on surveys followed by data analysis in the lab, and teamwork for preparing a final team presentation over different assignments.

scholarly journals TRAINING IN INNOVATIVE TECHNOLOGIES FOR CLOSE-RANGE SENSING IN ALPINE TERRAIN

2018 ◽  
Vol IV-2 ◽  
pp. 239-246 ◽  
Author(s):  
M. Rutzinger ◽  
M. Bremer ◽  
B. Höfle ◽  
M. Hämmerle ◽  
R. Lindenbergh ◽  
...  
Keyword(s):  
Summer School ◽  
Laser Scanning ◽  
Project Planning ◽  
High Mountain ◽  
Online Questionnaire ◽  
Range Sensing ◽  
Hazard Management ◽  
Mountain Environments ◽  
Close Range ◽  
Summer Schools

The 2nd international summer school “Close-range sensing techniques in Alpine terrain” was held in July 2017 in Obergurgl, Austria. Participants were trained in selected close-range sensing methods, such as photogrammetry, laser scanning and thermography. The program included keynotes, lectures and hands-on assignments combining field project planning, data acquisition, processing, quality assessment and interpretation. Close-range sensing was applied for different research questions of environmental monitoring in high mountain environments, such as geomorphologic process quantification, natural hazard management and vegetation mapping. The participants completed an online questionnaire evaluating the summer school, its content and organisation, which helps to improve future summer schools.

scholarly journals CLOSE-RANGE SENSING TECHNIQUES IN ALPINE TERRAIN

2016 ◽  
Vol III-6 ◽  
pp. 15-22
Author(s):  
M. Rutzinger ◽  
B. Höfle ◽  
R. Lindenbergh ◽  
S. Oude Elberink ◽  
F. Pirotti ◽  
...  
Keyword(s):  
Summer School ◽  
Early Career ◽  
School Students ◽  
Range Sensing ◽  
Early Career Researchers ◽  
Remotely Piloted Aircraft ◽  
Close Range ◽  
Alpine Research ◽  
Aircraft System ◽  
The One

Early career researchers such as PhD students are a main driving force of scientific research and are for a large part responsible for research innovation. They work on specialized topics within focused research groups that have a limited number of members, but might also have limited capacity in terms of lab equipment. This poses a serious challenge for educating such students as it is difficult to group a sufficient number of them to enable efficient knowledge transfer. To overcome this problem, the Innsbruck Summer School of Alpine Research 2015 on close-range sensing techniques in Alpine terrain was organized in Obergurgl, Austria, by an international team from several universities and research centres. Of the applicants a group of 40 early career researchers were selected with interest in about ten types of specialized surveying tools, i.e. laser scanners, a remotely piloted aircraft system, a thermal camera, a backpack mobile mapping system and different grade photogrammetric equipment. During the one-week summer school, students were grouped according to their personal preference to work with one such type of equipment under guidance of an expert lecturer. All students were required to capture and process field data on a mountain-related theme like landslides or rock glaciers. The work on the assignments lasted the whole week but was interspersed with lectures on selected topics by invited experts. The final task of the summer school participants was to present and defend their results to their peers, lecturers and other colleagues in a symposium-like setting. Here we present the framework and content of this summer school which brought together scientists from close-range sensing and environmental and geosciences.

scholarly journals CLOSE-RANGE SENSING TECHNIQUES IN ALPINE TERRAIN

2016 ◽  
Vol III-6 ◽  
pp. 15-22 ◽  
Author(s):  
M. Rutzinger ◽  
B. Höfle ◽  
R. Lindenbergh ◽  
S. Oude Elberink ◽  
F. Pirotti ◽  
...  
Keyword(s):  
Summer School ◽  
Early Career ◽  
School Students ◽  
Range Sensing ◽  
Early Career Researchers ◽  
Remotely Piloted Aircraft ◽  
Close Range ◽  
Alpine Research ◽  
Aircraft System ◽  
The One

Early career researchers such as PhD students are a main driving force of scientific research and are for a large part responsible for research innovation. They work on specialized topics within focused research groups that have a limited number of members, but might also have limited capacity in terms of lab equipment. This poses a serious challenge for educating such students as it is difficult to group a sufficient number of them to enable efficient knowledge transfer. To overcome this problem, the Innsbruck Summer School of Alpine Research 2015 on close-range sensing techniques in Alpine terrain was organized in Obergurgl, Austria, by an international team from several universities and research centres. Of the applicants a group of 40 early career researchers were selected with interest in about ten types of specialized surveying tools, i.e. laser scanners, a remotely piloted aircraft system, a thermal camera, a backpack mobile mapping system and different grade photogrammetric equipment. During the one-week summer school, students were grouped according to their personal preference to work with one such type of equipment under guidance of an expert lecturer. All students were required to capture and process field data on a mountain-related theme like landslides or rock glaciers. The work on the assignments lasted the whole week but was interspersed with lectures on selected topics by invited experts. The final task of the summer school participants was to present and defend their results to their peers, lecturers and other colleagues in a symposium-like setting. Here we present the framework and content of this summer school which brought together scientists from close-range sensing and environmental and geosciences.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

scholarly journals Monitoring Forests in Space and Time Using Close-Range Sensing

2020 ◽  
Author(s):  
Mikko Vastaranta ◽  
Ninni Saarinen ◽  
Tuomas Yrttimaa ◽  
Ville Kankare ◽  
Samuli Junttila
Keyword(s):  
Unmanned Aerial Vehicles ◽  
Laser Scanning ◽  
Structural Changes ◽  
Method Development ◽  
Forest Growth ◽  
Forest Monitoring ◽  
Time Dimension ◽  
Range Sensing ◽  
Aerial Vehicles ◽  
Close Range

In this review, we summarize the current state-of-the-art in the utilization of close-range sensing in forest monitoring. We include technologies, such as terrestrial and mobile laser scanning as well as unmanned aerial vehicles, which are mainly used for collecting detailed information from single trees, forest patches or small forested landscapes. Based on the current published scientific literature, the capacity to characterize changes in forest ecosystems using close-range sensing has clearly been recognized. Forest growth has been the most investigated cause for changes and terrestrial laser scanner the most applied sensor for capturing forest structural changes. Unmanned aerial vehicles, on the other hand, have been used to acquire aerial imagery for detecting tree height growth and monitoring forest health. Mobile laser scanning has not yet been used in forest change monitoring except for a few early investigations. Considering the length of the forest growth process, investigated time spans have been rather short, less than 10 years. In addition, data from only two time points have been used in many of the studies, which has further been limiting the capability of understanding dynamics related to forest growth. In general, method development and quantification of changes have been the main interests so far regardless of the driver of change. This shows that the close-range remote sensing community has just started to explore the time dimension and its possibilities for forest characterization.

scholarly journals Omani Undergraduate Students’ Awareness and Experiences of the Research-Teaching Nexus

2021 ◽  
Vol 10 (4) ◽  
pp. 207
Author(s):  
Mohammed Abdullah Al-Nofli
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Survey ◽  
Good Evidence ◽  
Research Experience ◽  
Research Activities ◽  
Hands On ◽  
Instructor Support ◽  
Participation In Research

The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students reported advantages arising from their participation in research—including developing research skills and gaining new knowledge. They also reported the need for more hands-on research experience and instructor support. Some findings were generally consistent with the literature on students’ awareness and experiences of research. The study provided important implications for the research-teaching nexus at Sohar University.

scholarly journals MENINGKATKAN KEMAMPUAN MINDS-ON DAN HANDS-ON SISWA MATERI BANGUN DATAR DENGAN MENGGUNAKAN METODE TALKING STICK

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Musaadatul Fithriyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Class Ii ◽  
Learning Methods ◽  
Average Value ◽  
Research Activities ◽  
Lecture Method ◽  
Diverse Learning ◽  
Hands On ◽  
The Impact

Learning materials in  two-dimentional figure in class II at MI Sunan Giri Merjosari Malang there are several problems namely students tend to be passive and the learning atmosphere is less pleasant because the teacher is more dominant using the lecture method so that the impact on student learning outcomes is less than the specified KKM 75 amounting to 60% of the 20 overall total students. One of the ways to improve the quality of student learning is to apply learning methods that later learning objectives can also be maximally achieved. Very diverse learning methods adapted to the material and objectives to be achieved include talking stick method including one of the learning methods carried out with the help of a stick and in turn will be held by students and who hold the mandatory answer questions from the teacher. Learning with the talking stick method is very suitable to be applied in elementary, because it can train students cognitive and psychomotor abilities, besides that the learning atmosphere is also fun and active students. This talking stick method is very appropriate to be used in the development of students' minds-on and hands-on. The purpose of this study was to determine the application of the talking stick method and the improvement of the minds-on and hands-on abilities of students in the Flat Build Class II MI Sunan Giri Merjosari Lamongan after using the talking stick method. Researchers conducted using a qualitative approach to the type of classroom action research (CAR). Analysis of the data used is descriptive qualitative techniques. The sequence of research activities includes 4 stages including: (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection. The results of the study obtained the results of the assessment of learning outcomes of the two-dimentional figure material both cycle I and cycle II of Minds-on ability in cycle I amounted to 82.25 compared to the value of Minds-on in cycle II amounted to 85.5 an increase of 3.25. Likewise with the Hans-On ability assessment there was also an increase between Cycle I an average value of 75.45 and a second cycle of 80.95 an increase of 5.5. Based on the results of the analysis of the research data it can be concluded that the use of the talking stick method can improve the minds-on and hands-on abilities of thematic learning in Class II theme 4 Flat Build Material and its properties in MI Sunan Giri Merjosari Malang and its implementation can run effectively and efficient.

Thermo/Fluids Curriculum Development in a New Mechanical Engineering Program

2010 ◽  
Author(s):  
Amir Jokar ◽  
Stephen Solovitz
Keyword(s):  
Heat Transfer ◽  
Graduate Students ◽  
Fluid Mechanics ◽  
Mechanical Engineering ◽  
Dual Approach ◽  
Engineering Programs ◽  
Engineering Research ◽  
Engineering Program ◽  
Research Activities ◽  
Hands On

This study describes a model for developing a thermo/fluids curriculum in a new mechanical engineering program. Hands-on experience and applied engineering research are the center of this development. The efforts in creating undergraduate, elective, and graduate level courses and laboratories in the fundamental topics of thermodynamics, fluid mechanics, and heat transfer are reviewed and explained in detail. A dual approach has been taken in developing the curriculum, so that both undergraduate and graduate students can utilize the facility in their research activities. This development has been revised and optimized since its initiation in 2005, and it has successfully been accredited by ABET. The good results obtained from this model can be used in developing mechanical engineering programs, especially for smaller-sized institutions.

scholarly journals PhD Research Learning in Product Architecture Design

2019 ◽  
Vol 1 (1) ◽  
pp. 549-558
Author(s):  
Olga Sankowski ◽  
Kevin Otto ◽  
Seung Ki Moon ◽  
Dieter Krause
Keyword(s):  
Summer School ◽  
Design Research ◽  
State Of The Art ◽  
Research Field ◽  
Product Architecture ◽  
Architecture Design ◽  
Diverse Range ◽  
Hands On ◽  
Individual Participant ◽  
Summer Schools

AbstractThe field of design research has been expanding into a wide diverse range of multidisciplinary topics. It takes substantial time for young researchers to attain a cumulative overview of state of the art on ever more complex methodologies. Teaching doctoral candidates in summer schools is an approach being taken by the design society to support them attaining an immersed understanding of a chosen research field as well as to help them formulate their own line of research. The aim for a new researcher is to form exchanges and collaborations with other researchers. The 'International Summer School on Product Architecture Design - PAD 2018' was such an effort, where 17 international PhD researchers and three international faculties met for a week and explored research in product architecture through hands-on exercises. We surveyed the researchers for effectiveness of the summer school and found that structure and concept of the summer school was effective for providing a background baseline of state of the art. We found there was a significant but less impact on individual participant´s research. We have yet to understand if the creation of collaborations among participants will occur.

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