By Learning Technology Support Service , on 21 March 2011
from Dr Mat Disney
As a Lecturer in Remote Sensing in the Department of Geography I get to talk to (at?) students on a regular basis, something I enjoy. Over the past few years I’ve looked for opportunities to present my research to school students in a range of environments, something UCL encourages through our partnership with City and Islington Academy for example. I’ve spoken at workshops, schools, the Royal Society Summer Exhibition, as well as running hands-on practical sessions and writing about what I do for school science publications (see SEP’s Catalyst for example). It doesn’t hurt that my research is very visual – satellite images, 3D models and animations, fires, trees and so on.
Recently I had the opportunity to talk about remote sensing to high-school students from under-served communities in Chicago as part of a programme to introduce real-world applications of science, technology, engineering and maths (STEM) outside their normal curriculum. The students voluntarily attend sessions for three hours on Saturday mornings and interact in real-time via video, interactive whiteboards and instant messaging using Adobe Connect.
The Chicago session was co-organised by Ian Usher, a former UCL Geography colleague who is now e-learning co-ordinator for Bucks County Council, and Roxana Hadad in Chicago. I showed the students various satellite images, including some striking high resolution satellite images of downtown Chicago, the Mall in Washington DC showing a large rally that took place in late October, and Stonehenge, and discussed with them what their environmental and scientific applications might be.
I was very impressed with the level of interaction provided by the software – me in my garden office at home, and them in a well-equipped classroom half a world away. I was even more impressed by how enthusiastic and welcoming the students were. They were very quick to work out what they were looking at – for example the dried up river system around Stonehenge, along with the context and significance. They very rapidly arrived at the idea that Stonehenge might be a prehistoric calendar of sorts.
I think the novelty of being able to interact so directly and immediately with students outside their normal sphere like this is a really powerful way of attracting and maintaining interest. The advances in bandwidth and software tools allow for rich two-way interaction which brings the whole process alive (compared to web-based delivery of video for example). It was a very enjoyable experience, and I really look forward to more activities like this – it’s a great way help bring UCL’s expertise to a wider audience.
This is a further follow up to a brief report by UCL News in January