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How to boost close-range remote sensing courses using a serious game: Uncover in a fun way the complexity and transversality of multi-domain field acquisitions / Loïca Avanthey in Remote sensing, vol 14 n° 4 (February-2 2022)
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Titre : How to boost close-range remote sensing courses using a serious game: Uncover in a fun way the complexity and transversality of multi-domain field acquisitions Type de document : Article/Communication Auteurs : Loïca Avanthey, Auteur ; Laurent Beaudoin, Auteur Année de publication : 2022 Projets : 1-Pas de projet / Article en page(s) : n° 817 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] enseignement supérieur
[Termes IGN] jeu sérieux
[Termes IGN] télédétectionRésumé : (auteur) Close-range remote sensing, and more particularly, its acquisition part that is linked to field robotics, is at the crossroads of many scientific and engineering fields. Thus, it takes time for students to acquire the solid foundations needed before practicing on real systems. Therefore, we are interested in a means that allow students without prerequisites to quickly appropriate the fundamentals of this interdisciplinary field. For this, we adapted a haggle game to the close-range remote sensing theme. In this article, we explain the mechanics that serve our educational purposes. We have used it, so far, for four academic years with hundreds of students. The experience was assessed through quality surveys and quizzes to calculate success indicators. The results show that the serious game is well appreciated by the students. It allows them to better structure information and acquire a good global vision of multi-domain acquisition and data processing in close-range remote sensing. The students are also more involved in the rest of the lessons; all of this helps to facilitate their learning of the theoretical parts. Thus, we were able to shorten the time before moving on to real practice by replacing three lesson sessions with one serious game session, with an increase in mastering fundamental skills. The designed serious game can be useful for close-range remote sensing teachers looking for an effective starting lesson. In addition, teachers from other technical fields can draw inspiration from the creation mechanisms described in this article to create their own adapted version. Such a serious game is also a good asset for selecting promising students in a recruitment context. Numéro de notice : A2022-243 Affiliation des auteurs : UGE-LASTIG+Ext (2020- ) Thématique : IMAGERIE Nature : Article DOI : 10.3390/rs14040817 Date de publication en ligne : 06/09/2022 En ligne : https://doi.org/10.3390/rs14040817 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=102878
in Remote sensing > vol 14 n° 4 (February-2 2022) . - n° 817[article]Development of German-Ukrainian cooperations for education and research in photogrammetry and laser scanning / Thomas Luhmann in Geo-spatial Information Science, vol 24 n° 1 (March 2021)
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Titre : Development of German-Ukrainian cooperations for education and research in photogrammetry and laser scanning Type de document : Article/Communication Auteurs : Thomas Luhmann, Auteur Année de publication : 2021 Article en page(s) : pp 152 - 159 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] Allemagne
[Termes IGN] apprentissage en ligne
[Termes IGN] balayage laser
[Termes IGN] coopération internationale
[Termes IGN] enseignement supérieur
[Termes IGN] formation à distance
[Termes IGN] modélisation 3D
[Termes IGN] photogrammétrie
[Termes IGN] recherche scientifique
[Termes IGN] semis de points
[Termes IGN] traitement de semis de points
[Termes IGN] UkraineRésumé : (Auteur) Since 2011 an intensive international cooperation has been in place between the Institute for Applied Photogrammetry and Geoinformatics (IAPG) at the Jade University of Applied Sciences in Oldenburg, Germany, and various Ukrainian universities. Following an initial contact by Prof. Gottfried Konecny, the first visit was organized, and was followed by many more. In subsequent years an intensive cooperation was established particularly with the National University for Construction and Architecture (KNUCA) in Kiev. In addition to architects and civil engineers, KNUCA also trains geodesists, geo-information scientists and landscape planners. The cooperation today includes the reciprocal exchange of scientists and students, research projects, courses and cooperation at many other levels. In addition, a commercial company has been established, SPM3D LLC, which now employs more than 14 engineers in the field of 3D acquisition, point cloud processing and modeling. This article summarizes the history of the cooperation and presents the results of associated student projects. In addition, results of joint work on the development of a virtual laser scanner are presented, part of a German-Ukrainian initiative to digitize teaching. Numéro de notice : A2021-299 Affiliation des auteurs : non IGN Thématique : IMAGERIE/SOCIETE NUMERIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.1080/10095020.2020.1831891 Date de publication en ligne : 13/10/2020 En ligne : https://doi.org/10.1080/10095020.2020.1831891 Format de la ressource électronique : URL Article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97384
in Geo-spatial Information Science > vol 24 n° 1 (March 2021) . - pp 152 - 159[article]
Titre : Teacher Education Type de document : Monographie Auteurs : Ulas Kayapinar, Éditeur scientifique Editeur : London [UK] : IntechOpen Année de publication : 2021 ISBN/ISSN/EAN : 978-1-83969-289-5 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] apprentissage (cognition)
[Termes IGN] enseignement assisté par ordinateur
[Termes IGN] formation à distance
[Termes IGN] plateforme collaborative
[Termes IGN] réseau socialIndex. décimale : 16.40 Formation Résumé : (Editeur) Teacher education is an increasingly complex and challenging area of research and practice ultimately vital for generations. This book imparts insight and directions for both research and practice in teacher education. Chapters cover a variety of topics, such as collaborative teaching experiences, creativity education in curricula, innovations in science and technology in education, new techniques for learning and teaching subjects such as entrepreneurship, history, mathematics, science, technology, heritage, and early childhood education, and using online social platforms in education. Note de contenu :
1. Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences
By Loan De Backer, Mathea Simons, Wouter Schelfhout and Ellen Vandervieren
2. Development of Creative Thinking Skills in the Teaching-Learning Process
By Natalia Larraz-Rábanos
3. The Nature of Science and Technology in Teacher Education
By Bodil Svendsen
4. Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook
By Yaniv Biton and Ruti Segal
5. Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students
By Delfín Ortega-Sánchez and César Barba Alonso
6. Research Trends in the Measurement of Entrepreneurial Education: A Bibliographic Coupling Analysis
By Vanessa Pertuz and Luis Francisco Miranda
7. Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education
By Joyce Mathwasa and Lwazi Sibanda
8. Living Heritage Educational Experiences in a Pandemic Scenario. The Case Study of the Ethnomedicine Museum A. Scarpa
By Anna Siri
9. Disrupting Certainties: History Education for Informed Lived Citizenships
By Philippa A. HunterNuméro de notice : 26709 Affiliation des auteurs : non IGN Nature : Recueil / ouvrage collectif DOI : 10.5772/intechopen.94952 Date de publication en ligne : 22/09/2021 En ligne : https://doi.org/10.5772/intechopen.94952 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=99473
Titre : Deeper learning, dialogic learning, and critical thinking : research-based strategies for the classroom Type de document : Guide/Manuel Auteurs : Emmanuel Manalo, Éditeur scientifique Editeur : Londres : Routledge Année de publication : 2020 Autre Editeur : Londres : Taylor & Francis Importance : 386 p. ISBN/ISSN/EAN : 978-0-429-32305-8 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] communication
[Termes IGN] enseignement supérieurRésumé : (Editeur) Deeper learning, dialogic learning, and critical thinking are essential capabilities in the 21st-century environments we now operate. Apart from being important in themselves, they are also crucial in enabling the acquisition of many other 21st-century skills/capabilities such as problem solving, collaborative learning, innovation, information and media literacy, and so on. However, the majority of teachers in schools and instructors in higher education are inadequately prepared for the task of promoting deeper learning, dialogic learning, and critical thinking in their students. This is despite the fact that there are educational researchers who are developing and evaluating strategies for such promotion. The problem is bridging the gap between the educational researchers’ work and what gets conveyed to teachers and instructors as evidence-based, usable strategies. This book addresses that gap: in it, leading scholars from around the world describe strategies they have developed for successfully cultivating students’ capabilities for deeper learning and transfer of what they learn, dialogic learning and effective communication, and critical thought. They explore connections in the promotion of these capabilities, and they provide, in accessible form, research evidence demonstrating the efficacy of the strategies. They also discuss answers to the questions of how and why the strategies work. A seminal resource, this book creates tangible links between innovative educational research and classroom teaching practices to address the all-important question of how we can realize our ideals for education in the 21st century. It is a must read for pre-service and in-service teachers, teacher educators and professional developers, and educational researchers who truly care that we deliver education that will prepare and serve students for life. Note de contenu :
1. Structuring dialogue
2. Facilitating meaning construction
3. Cultivating questioning
4. Promoting engagement and reflection
5. Training specific competencies
6. Program/course teachingNuméro de notice : 26522 Affiliation des auteurs : non IGN Nature : Recueil / ouvrage collectif DOI : 10.4324/9780429323058 En ligne : http://doi.org/10.4324/9780429323058 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97480
Titre : How to avoid plagiarism : Student handbook Type de document : Guide/Manuel Auteurs : Petr Černikovský, Auteur ; Tomáš Foltýnek, Auteur ; Josef Fontana, Auteur ; et al., Auteur Editeur : Karolinum Press Année de publication : 2020 Importance : 42 p. ISBN/ISSN/EAN : 978-80-246-4816-3 Note générale : Bibliographie
This handbook was published with the support of the Ministry of Education, Youth and Sports, and constitutes one of the outputs of the centralised development project MŠMT-12222/2019-3 “Prevention of plagiarism in student works”Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Formation
[Termes IGN] copyright
[Termes IGN] prévention
[Termes IGN] rédaction
[Termes IGN] sanction
[Termes IGN] universitéRésumé : (Editeur) [Introduction] Dear students, you’ve probably heard about plagiarism before. Unfortunately, it’s a real problem that we encounter in academia. You might be worried that plagiarism could happen to you, too. It can arise not only intentionally (we don’t suspect you of that), but also due to carelessness or lack of knowledge. In this handbook, we will show you how to correctly deal with sources of literature and a bibliography, which you use while writing your seminar papers, thesis and other academic texts – as a matter of fact in any work in which you use the findings of your predecessors. We all know how tempting it is to make our job easier, especially when someone has already formulated exactly what we want to say, or when we’re under time pressure. This is really tricky. It’s becoming apparent that even years after the end of our studies, plagiarism can be exposed. Of course, a student handbook can’t force you to obey academic integrity principles. […] Note de contenu : - Introduction: dear students
- It takes your own ideas
- What is plagiarism
- What is not plagiarism
- (In)famous plagiarism cases
- Consequences of plagiarism
- How to cite
- Final tipsNuméro de notice : 26520 Affiliation des auteurs : non IGN Nature : Manuel DOI : sans En ligne : https://dspace.cuni.cz/bitstream/handle/20.500.11956/124174/Pln%C3%BD%20text.pdf Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97361 PermalinkPermalinkPermalinkEvaluating online and traditional learning environments using cartographic generalization techniques / Jared L. Ware in Cartographica, vol 53 n° 2 (summer 2018)
PermalinkPermalinkAlbum#Juliette, étudiante à l'ENSG Géomatique : une grande école nationale "à taille humaine" / Xavier Fodor in SIGmag, Supplément au n° 15 (décembre 2017)
PermalinkENSG Géomatique, la grande Ecole d'ingénieur pour les géomaticiens / Anonyme in SIGmag, Supplément au n° 15 (décembre 2017)
PermalinkMEMORAe : un système d'information support d'un éco-système apprenant / Marie-Hélène Abel in Ingénierie des systèmes d'information, ISI : Revue des sciences et technologies de l'information, RSTI, vol 22 n° 6 (novembre - décembre 2017)
PermalinkRecommandation basée sur l'aide multicritère à la décision pour personnaliser l'échange d'information / Sarra Bouzayane in Ingénierie des systèmes d'information, ISI : Revue des sciences et technologies de l'information, RSTI, vol 22 n° 6 (novembre - décembre 2017)
PermalinkLearning effectiveness of virtual environments for 3D terrain interpretation and data acquisition / A.M. Perez-Romero in Survey review, vol 49 n° 355 (October 2017)
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