Abstract
Abstract. The democratization and accessibility of low-cost devices for image acquisition and the development of highly automated procedures for orientation and dense image matching allow almost every person to be a potential producer of photogrammetric models. The diffusion of image-based technologies to produce 3D models amongst wider audiences entails however some risks, as the lack of critical awareness of the final quality of the outputs. Information and education about potentialities and limitations of reality-based digitization by photogrammetry may help spreading procedures and methods for the correct use of this technology. This paper presents the results of one of the funded projects within the 2018 ISPRS Capacity Building Initiatives “Education and training resources on digital photogrammetry”. The production of multimedia material for supporting smart educational teaching and learning approaches will be reported, as well as experiences on their application on case studies. Blended innovative teaching and learning pedagogical approaches have been tested, as Flipped Classroom (FC), Learning-by-doing (LBD), Collaborative Learning (CL), and Challenge-Based Learning (CBL), supported by multimedia tools for capacity-building and knowledge transfer. The implementation of multimedia materials for supporting teaching strategies resulted in the production of updated and engaging resources, as videos, tutorials, and datasets to be used during courses, workshops, and seminars targeted to different user groups. The combination of teaching strategies and multimedia supporting materials were tested within national and international projects, from academic courses to complete non-experts, from activities on the field to online and distance learning.
Highlights
The COVID-19 pandemic and the measures adopted all around the world for population containment has forced the adoption of distance and online learning approaches, to continue the didactic activities
The contribution of supporting didactic materials for digital photogrammetry consists in improved learning of theory and practice by using the most up-to-date technologies: multimedia tools like videos and animations can help clarifying and visualizing theoretical concepts, making them more engaging
The produced datasets usually come from different sources, and they need to be integrated, allowing students understanding the limitations of each technique and the opportunities given by multi-source data integration
Summary
The COVID-19 pandemic and the measures adopted all around the world for population containment (lock-down) has forced the adoption of distance and online learning approaches, to continue the didactic activities. The didactic provision has been overturned at all levels of education, from primary to tertiary education, along with an outstanding and quick adaptive capacity from both the involved sides, teachers and students. Before these tragic events occurred, the topic of quality and inclusive education has already been part of Sustainable Development Goals for the European 2030 Agenda, as stated by Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The application of these innovative approaches to STEM (Science, Technology, Engineering and Mathematics) disciplines has already given good results in terms of both effective teaching strategies and learning skills (Corlu and Aydin, 2016). Innovative teaching and appealing materials are useful to attract and involve future students towards STEM disciplines, since the demand of professionals able to face with the technological evolution is constantly increasing on the market
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