查看更多>>摘要：In this issue, we have three peer-reviewed articles. The first article in this issue is by Dr. Michel Morgan from the School of Construction, Southern Alberta Institute of Technology. The title of the paper is Inverse Interpolation for Terrain Modeling using LiDAR Data. The paper discusses a single-step terrain extraction algorithm using the inverse interpolation model in a single step. The paper presents the mathematical model and details the proceed for implementing the algorithm. This is supported by several applications in different terrains. Inspection of the extracted terrain was conducted visually and the results looked promising. The second article in this issue is by Professor Thomas Mayer from the Department of Natural Resources & the Environment at the University of Connecticut. The title of the article is "Reducing Slope Distances without Using an Elevation Factor". The article presents two formulas to find a chord of a normal section and an arc of a circle, with a radius that matches the reference ellipsoid, from slope distances. Several tests were conducted and results showed less than centimeter level accuracy with lines of 10-kilometer or less in length and heights 1,725 meters and less. In addition, the second method works better for lines of heights less than 430 meters.
查看更多>>摘要：Educators are looking for innovative solutions to improve classroom instruction and increase learning gains over traditional lectures. As a result of the rapid growth of geospatial-related technologies and computer visualization capabilities, many geovisualization options are available to adopt in the classroom environment. This paper summarizes viable geovisualization options while highlighting advantages, disadvantages, and potential applications. Geovisualization options currently available range from conventional two-dimensional solutions to more immersive options such as augmented reality (AR), mixed reality (MR), and virtual reality (VR). Although modern AR/MR/VR options often elicit excitement from students, this highly immersive approach is not always preferred given the need for personal equipment (e.g., glasses and headwear), specialized content (e.g., virtual landscapes and custom three-dimensional models), and added logistical complexity. Considerations and a proposal for adoption at a small class size, higher education institution are provided.
查看更多>>摘要：In a previous paper, the surveying revolution of 1550-1650 was discussed. This discussion is continued in this paper, with an attempt to find parallels between that revolution and the current geospatial revolution that started around 1950. The current revolution should be considered the fourth revolution, and it has stronger parallels to the third, especially concerning timing, than the first two. The critical point of revolutions has less to do with technology, methods, and theory, than with how people see their world, that is, how they think. The hunter-gatherer society had no conception of the life of a farmer, and little social structure to deal with having to change to that lifestyle. Similarly, the arrival of industrial society was extremely difficult for the agriculturally oriented people involved: Blake's description of early factories as "these dark Satanic Mills" was not an idle poetic construction. Today, as the Industrial Age changes into something else, our thinking is often stuck in what worked for the Industrial Age, not for the current situation. This is not surprising, because we have little other experience. As Industrial Age institutions become increasingly dysfunctional in new circumstances, Industrial Age thinking will not fix things. While the nature of a new geospatial worldview cannot be discerned at present, there are indications about some of the important attributes of what might drive that worldview. These are presented and discussed in this paper.
查看更多>>摘要：The current trend of hands-on postsecondary institutions is moving away from traditional laboratory and test methods to project and team-based assessments. The geomatics engineering technology program uses project-based learning to simulate industry experiences in a field and office team dynamic, but implementing authentic assessment within a team has been challenging. The student progresses through the program by completing a series of projects, from short field tasks to more complex, higher-stakes projects that use varying sizes of teams. Developing authentic assessments that provide evidence of independent effort and learning is challenging without adding to the instructor's workload burden. Various techniques have been explored to encourage team skill building with independent authentic assessments including field notes, field tests, formative classwork, written group exams, and creative half-semester projects. Challenges and successes will be discussed from an instructor's perspective based on personal observation and informal feedback from students, such as preparing a student for unconventional assessments, ways to properly grade the individual, recognizing at-risk students, student retention rates, and instructor workloads. Some of these have been overcome by adjusting assessments and group members, with results showing reduced workloads, improved student attitudes, and more room to include authentic assessments.
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