Course Name & Description: GSP 216: Introduction to Remote Sensing - Introductory course in remote sensing focusing on broad topics pertaining to nature of radiation, aerial photography and interpretation, multispectral scanners, and image data and processing.
Project Abstract: GSP 216: Introduction to Remote Sensing is a core course in the geospatial science curriculum at Humboldt State University. There has been an increasing demand for geospatial science courses and capacity is currently limited by the availability of lab space on campus. The goal of this project is to create online content and virtual labs for a fully online, asynchronous version of GSP 216. This project is part of an ultimate goal of creating a fully online suite of geospatial courses at Humboldt State University. A significant amount of the online course material will be open content. This will allow students in the face-to-face course to access the online material as well as students not enrolled in the course. This will benefit all students as they will have constant access to online lessons, activities and learning exercises.
Keywords/Tags:Online, Open Content, Virtual Labs, Interactive Content
Instructional Delivery: Online
Pedagogical Approaches: Virtual Labs, Videos, Open Content, Interactive Content
Class Size: 48 Students
Why Redesign the Course?
How Will the "Redesign" Lead to Better Learning?
The overall goal of this introductory course in remote sensing is to gain an understanding of some of the fundamental concepts of remote sensing. After completing GSP 216 students should be able to:
GSP 216 Syllabus (Before Redesign)
GSP 216 Syllabus (After Redesign)
Advice for Students
Accessibility
Content will be provided via a website developed for the course and the learning management system, Moodle. The online content will be a mix of text, images, videos, and interactive tools and activities. All content will meet CSU accessibility standards and videos produced for the course will be captioned.
Affordability
This course does not require a textbook and all of the online content is free and/or open source. Students enrolled in the course will receive a student license for ArcGIS at no cost. Funding from the Course Redesign grant was used to purchase students licenses for the remote sensing software, ENVI. Students may need to purchase a student license for the ENVI/IDL software at a cost of approximately $150. All other software and technology used in the course is free.
Diversity
The flexibility of a fully online course will accommodate a wide variety of students, including those with work schedules, family obligations, class conflicts and those who may live the surrounding remote rural communities.
Sara Hanna, Department of Forestry and Wildland Resources
I am a lecturer in the Department of Forestry and Wildland Resources at Humboldt State University. I currently teach GSP 216: Introduction to Remote Sensing as a traditional face-to-face class and am looking forward to developing it as a fully online class. GSP 216 is a core component of the Geospatial program, which is an interdisciplinary program with courses offered through the departments of Environmental Science & Management, Forestry, and Geography. My academic background is in environmental science and natural resources and my research interests are wide ranging but are generally focused in ecology. In addition to traditional field based ecological work, I am extremely interested in interdisciplinary research approaches using geospatial analysis techniques.
GSP 216 - Introduction to Remote Sensing Website
Course Redesign Impact on Teaching and Learning
View Excerpt of a Final Project »
Feedback from students was generally positive. Many students expressed that they like the asynchronous online format because it allowed them to fit the course into their schedule when it otherwise wouldn't have been possible. Students enjoyed the labs and the final project. The lab exercises and final projects engaged students and provided hands-on experience. Students selected their own individual topic for their final project and applied the geospatial skills they learned throughout the semester.
"I really felt engaged in the course for the final project. I felt like I was doing something applicable and possibly important to someone else."
The students were challenged by the material and some students expressed difficulty with the accelerated rate of the material. Many students indicated that they would have preferred a 16-week online course.
"This class was fantastic! Fast passed, difficult to keep up, but one of the more challenging classes (in a good way) that I have taken at HSU."
Teaching Tips
Course Redesign Obstacles
"The quizzes were miserable. Not the teachers fault, but the program created through moodle was full of errors. It made me so frustrated that I didn't care if I passed/failed the quiz."
Strategies I Used to Increase Engagement
"Talking with Sara helped me to better understand the material. She was ALWAYS available even outside her office hours. Very quick response time on emails."
Overall teaching this course was an enjoyable process, albeit time consuming. I spent a significant amount of time dealing with software licensing and installation issues. While most students remained engaged in the materials and assignments, those who didn't were difficult to reach. I contacted some students several times to ask if they were having issues or needed assistance but didn't receive any response. This made it difficult to gauge with issues the students were having. For many students I spoke with they indicated that the 8-week accelerated course was hard to keep up with, particularly since most were enrolled in a full course load. After talking with students and receiving feedback I would consider holding an in-person orientation the first week of class to introduce the material and review the software installation process. It might also be beneficial to organize informal, in-person study sessions lead by myself or a teaching assistant.