The sky is the limitReconstructing physical geography from an aerial perspective

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The sky is the limit : Reconstructing physical geography from an aerial perspective. / Williams, Richard; Tooth, Stephen; Gibson, Morgan.

Yn: Journal of Geography in Higher Education, Cyfrol 41, Rhif 1, 26.10.2016, t. 134-146.

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

Harvard

Williams, R, Tooth, S & Gibson, M 2016, 'The sky is the limit: Reconstructing physical geography from an aerial perspective', Journal of Geography in Higher Education, cyfrol. 41, rhif 1, tt. 134-146. https://doi.org/10.1080/03098265.2016.1241986

APA

Williams, R., Tooth, S., & Gibson, M. (2016). The sky is the limit: Reconstructing physical geography from an aerial perspective. Journal of Geography in Higher Education, 41(1), 134-146. https://doi.org/10.1080/03098265.2016.1241986

Vancouver

Williams R, Tooth S, Gibson M. The sky is the limit: Reconstructing physical geography from an aerial perspective. Journal of Geography in Higher Education. 2016 Oct 26;41(1):134-146. https://doi.org/10.1080/03098265.2016.1241986

Author

Williams, Richard ; Tooth, Stephen ; Gibson, Morgan. / The sky is the limit : Reconstructing physical geography from an aerial perspective. Yn: Journal of Geography in Higher Education. 2016 ; Cyfrol 41, Rhif 1. tt. 134-146.

Bibtex - Download

@article{ba0d977ba501412babd2b2257ebb6a30,
title = "The sky is the limit: Reconstructing physical geography from an aerial perspective",
abstract = "In an era of rapid geographical data acquisition, interpretations of remote sensing products are an integral part of many undergraduate geography degree schemes but there are fewer opportunities for collection and processing of primary remote sensing data. Unmanned Aerial Vehicles (UAVs) provide a relatively inexpensive opportunity to introduce the principles and practice of airborne remote sensing into field courses, enabling students to learn about image acquisition, data processing and interpretation of derived products. Two case studies illustrate how a low-cost “DJI Phantom Vision+” UAV can be used by students to acquire images that can be processed using Structure-from-Motion photogrammetry software. Results from a student questionnaire and analysis of assessed student reports showed that using UAVs enhanced student engagement and equipped them with data processing skills. The derivation of bespoke orthophotos and Digital Elevation Models has the potential to provide students with opportunities to gain insight into various remote sensing data quality issues, although additional training is required to maximize this potential. Recognition of the successes and limitations of this teaching intervention provides scope for improving future UAV exercises. UAVs are enabling both a reconstruction of how we measure the Earth{\textquoteright}s surface and a reconstruction of how students do fieldwork.",
author = "Richard Williams and Stephen Tooth and Morgan Gibson",
year = "2016",
month = oct,
day = "26",
doi = "10.1080/03098265.2016.1241986",
language = "English",
volume = "41",
pages = "134--146",
journal = "Journal of Geography in Higher Education",
issn = "0309-8265",
publisher = "Taylor & Francis",
number = "1",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - The sky is the limit

T2 - Reconstructing physical geography from an aerial perspective

AU - Williams, Richard

AU - Tooth, Stephen

AU - Gibson, Morgan

PY - 2016/10/26

Y1 - 2016/10/26

N2 - In an era of rapid geographical data acquisition, interpretations of remote sensing products are an integral part of many undergraduate geography degree schemes but there are fewer opportunities for collection and processing of primary remote sensing data. Unmanned Aerial Vehicles (UAVs) provide a relatively inexpensive opportunity to introduce the principles and practice of airborne remote sensing into field courses, enabling students to learn about image acquisition, data processing and interpretation of derived products. Two case studies illustrate how a low-cost “DJI Phantom Vision+” UAV can be used by students to acquire images that can be processed using Structure-from-Motion photogrammetry software. Results from a student questionnaire and analysis of assessed student reports showed that using UAVs enhanced student engagement and equipped them with data processing skills. The derivation of bespoke orthophotos and Digital Elevation Models has the potential to provide students with opportunities to gain insight into various remote sensing data quality issues, although additional training is required to maximize this potential. Recognition of the successes and limitations of this teaching intervention provides scope for improving future UAV exercises. UAVs are enabling both a reconstruction of how we measure the Earth’s surface and a reconstruction of how students do fieldwork.

AB - In an era of rapid geographical data acquisition, interpretations of remote sensing products are an integral part of many undergraduate geography degree schemes but there are fewer opportunities for collection and processing of primary remote sensing data. Unmanned Aerial Vehicles (UAVs) provide a relatively inexpensive opportunity to introduce the principles and practice of airborne remote sensing into field courses, enabling students to learn about image acquisition, data processing and interpretation of derived products. Two case studies illustrate how a low-cost “DJI Phantom Vision+” UAV can be used by students to acquire images that can be processed using Structure-from-Motion photogrammetry software. Results from a student questionnaire and analysis of assessed student reports showed that using UAVs enhanced student engagement and equipped them with data processing skills. The derivation of bespoke orthophotos and Digital Elevation Models has the potential to provide students with opportunities to gain insight into various remote sensing data quality issues, although additional training is required to maximize this potential. Recognition of the successes and limitations of this teaching intervention provides scope for improving future UAV exercises. UAVs are enabling both a reconstruction of how we measure the Earth’s surface and a reconstruction of how students do fieldwork.

UR - http://hdl.handle.net/2160/44950

U2 - 10.1080/03098265.2016.1241986

DO - 10.1080/03098265.2016.1241986

M3 - Article

VL - 41

SP - 134

EP - 146

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 1

ER -

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