Using Remote Sensing and Spatial Information Technologies to Detect and Map Two Aquatic Macrophytes

This paper describes the light reflectance characteristics ofwaterhyacinth [Eichhornia crassipes (Mort.) Solms] and hydrilla [Hydrilla verticillata (L.F.) Royle] and the application of airborned videography with global positioning system (GPS) and geographic information system (GIS) technologies for distinguishing and mapping the distribution of these two aquatic weeds in waterways of southern Texas. Field reflectance measurements made at several locations showed that waterhyacinth generally had higher near-infrared (NIR) reflectance than associated plant species and water. Hydrilla had lower NIR reflectance than associated plant species and higher NIR reflectance than water. Reflectance measurements made on hydrilla plants submerged below the water surface had similar spectral characteristics to water. Waterhyacinth and hydrilla could be distinguished in color-infrared (CIR) video imagery where they had bright orange-red and reddish-brown image responses, respectively. Computer analysis of the imagery showed that waterhyacinth and hydrilla infestaions could be quantified. An accuracy assessment performed on the classified image showed an overall accuracy of 87.7%. Integration of the GPS with the video imagery permitted latitude/longitude coordinates of waterhyacinth and hydrilla infestation to be recorded on each image. A portion of the Rio Grande River in extreme southern Texas was flown with the video system to detect waterhyacinth and hydrilla infestaions. The GPS coordinates on the CIR video scenes depicting waterhyacinth and hydrilla infestations were entered into a GIS to map the distribution of these two noxious weeds in the Rio Grande River.

Curriculum innovation: pragmatic approaches to transforming learning and teaching through technologies

This report draws together outcomes from the JISC Curriculum Delivery Programme on behalf of JISC and includes recommendations for further investigation.

Case study: Making it happen, embedding digital technologies in curriculum activities

Case study on how South Eastern Regional College are taking a strategic approach to managing and developing digital technologies to enhance the student experience.

Information science and the scientist. A look at information requirements and the technologies available to scientists in the pursuit of information

A review article looking at the type of information requirements commonly shared by scientists and their use of traditional information services. Areas covered include primary requirements of IFE (Institute of Freshwater Ecology) staff, pure versus applied research, informal and personal sources of information, and traditional library and information services. It goes on to describe how research into information systems and technology may improve the wider accessibility and use of information to the scientific community. Technologies covered include online databases, telecommunications, gateways, expert systems, optical technology and applications of CDROM.

JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four.

Urquhart, C. (editor for JUSTEIS team), Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Armstrong, A., Lonsdale, R. & Fenton, R. (2003). JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth with Information Automation Ltd (CIQM). Sponsorship: JISC

Innovations in learning and teaching approaches using game technologies - can "The Movies" teach how to make a movie?

The use of games technology in education is not a new phenomenon. Even back in the days of 286 processors, PCs were used in some schools along with (what looks like now) primitive simulation software to teach a range of different skills and techniques – from basic programming using Logo (the turtle style car with a pen at the back that could be used to draw on the floor – always a good way of attracting the attention of school kids!) up to quite sophisticated replications of physical problems, such as working out the trajectory of a missile to blow up an enemies’ tank. So why are games not more widely used in education (especially in FE and HE)? Can they help to support learners even at this advanced stage in their education? We aim to provide in this article an overview of the use of game technologies in education (almost as a small literature review for interested parties) and then go more in depth into one particular example we aim to introduce from this coming academic year (Sept. 2006) to help with teaching and assessment of one area of our Multimedia curriculum. Of course, we will not be able to fully provide the reader with data on how successful this is but we will be running a blog (http://themoviesineducation.blogspot.com/) to keep interested parties up to date with the progress of the project and to hopefully help others to set up similar solutions themselves. We will also only consider a small element of the implementation here and cover how the use of such assessment processes could be used in a broader context. The use of a game to aid learning and improve achievement is suggested because traditional methods of engagement are currently failing on some levels. By this it is meant that various parts of the production process we normally cover in our Multimedia degree are becoming difficult to monitor and continually assess.

Étude des compétences informatiques et des attitudes du corps professoral face à l'utilisation des technologies de l'information et de la communication (TIC) à l'Institut de Technologie du Cambodge (ITC)

L'utilisation des nouvelles technologies de l'information et de la communication (NTIC) fait l'objet de discussions dans le domaine de l'éducation. La présente recherche a pour objectif principal d'identifier le profil des compétences informatiques et des attitudes du corps professoral d'une haute école de formation technologique du Cambodge au regard de l'utilisation des environnements informatiques dans sa pratique d'enseignement. Cette étude descriptive exploratoire aura comme principale retombée de contribuer au développement de l'intégration des NTIC en pédagogie universitaire au Cambodge. Nous tenterons éventuellement de mettre en lumière les besoins que cette intégration suscite. L'élaboration d'une stratégie de systématisation de l'implantation des NTIC en pédagogie universitaire pourrait être traitée dans une future étude. Le recueil de données a été réalisé à l'aide d'un questionnaire d'enquête ainsi que d'une série d'entrevues réalisées auprès du personnel enseignant de l'Institut de Technologie du Cambodge durant la session d'hiver 2001.