Near real-time flood detection in urban and rural areas using high resolution Synthetic Aperture Radar images

A near real-time flood detection algorithm giving a synoptic overview of the extent of flooding in both urban and rural areas, and capable of working during night-time and day-time even if cloud was present, could be a useful tool for operational flood relief management. The paper describes an automatic algorithm using high resolution Synthetic Aperture Radar (SAR) satellite data that builds on existing approaches, including the use of image segmentation techniques prior to object classification to cope with the very large number of pixels in these scenes. Flood detection in urban areas is guided by the flood extent derived in adjacent rural areas. The algorithm assumes that high resolution topographic height data are available for at least the urban areas of the scene, in order that a SAR simulator may be used to estimate areas of radar shadow and layover. The algorithm proved capable of detecting flooding in rural areas using TerraSAR-X with good accuracy, and in urban areas with reasonable accuracy. The accuracy was reduced in urban areas partly because of TerraSAR-X’s restricted visibility of the ground surface due to radar shadow and layover

Taking the lead: learners’ experiences across the disciplines

The first year at university is a time of significant flux for students, as they adjust to unfamiliar environments, encounter new approaches to teaching and develop fresh learning strategies on the road to becoming self-directed learners. This sense of uncertainty may be compounded by the need to interact with unfamiliar and frequently complex online systems and technologies, possibly even before arrival. Furthermore, although technology is embedded seamlessly into the personal lives of many of today’s students, recent reports have questioned the widespread assumption that young adults have the sophisticated information skills and digital literacy needed to become autonomous learners. In this paper we present findings from a recently-completed study addressing these important issues. We investigated the utilisation of ICT and learning technologies by first-year undergraduates from a variety of different entry routes and academic disciplines, including Physics, Divinity and Veterinary Medicine, at the University of Edinburgh. The focus of the work was on the impact of technology on students’ transition to university and how this changed as they progressed through their first year. The overall shape of the research was based on a student-centred approach, with students’ own views and opinions placed central to the study; and used a holistic approach in which students’ use of e-learning and technology was set within the context of their learning experiences as a whole. To capture the breadth and complexity of their experiences we used a mixed-mode approach, including a series of reflective diaries recorded by learners (in video, audio or text format) together with surveys and focus groups. Students do not form a homogenous group, and findings in this area are inevitably complex. They have high expectations and are generally confident with technology; however, they may not always recognise technology’s potential to support and enhance learning. The term e-learning does not mean much to them; there is simply learning with strands of technology running through. This is reflected in a strong desire for face-to-face contact, with technology used to supplement and enhance this. Students are social, with informal group learning often facilitated by technology. They find their comfort zones and ways of working that are personal to them, and use technology to suit their own way of learning

Tracking Online Education in Canadian Universities and Colleges: National Survey of Online and Digital Learning 2019 National Report

Disponible en français dans EDUQ.info sous le titre "Évolution de l’apprentissage en ligne dans les universités et collèges du Canada : sondage national sur la formation à distance et l’apprentissage en ligne 2019"The Canadian National Online and Digital Learning Survey aims to track the status and development of online, distance and digital learning in public post-secondary education across Canada

Scheduling satellite-based SAR acquisition for sequential assimilation of water level observations into flood modelling

Satellite-based Synthetic Aperture Radar (SAR) has proved useful for obtaining information on flood extent, which, when intersected with a Digital Elevation Model (DEM) of the floodplain, provides water level observations that can be assimilated into a hydrodynamic model to decrease forecast uncertainty. With an increasing number of operational satellites with SAR capability, information on the relationship between satellite first visit and revisit times and forecast performance is required to optimise the operational scheduling of satellite imagery. By using an Ensemble Transform Kalman Filter (ETKF) and a synthetic analysis with the 2D hydrodynamic model LISFLOOD-FP based on a real flooding case affecting an urban area (summer 2007,Tewkesbury, Southwest UK), we evaluate the sensitivity of the forecast performance to visit parameters. We emulate a generic hydrologic-hydrodynamic modelling cascade by imposing a bias and spatiotemporal correlations to the inflow error ensemble into the hydrodynamic domain. First, in agreement with previous research, estimation and correction for this bias leads to a clear improvement in keeping the forecast on track. Second, imagery obtained early in the flood is shown to have a large influence on forecast statistics. Revisit interval is most influential for early observations. The results are promising for the future of remote sensing-based water level observations for real-time flood forecasting in complex scenarios

Peer Evaluation of Teaching in an Online Information Literacy Course

This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using pre- and post-observation meetings between instructor and evaluator, as well as a formal summative report, has been adapted to focus attention on key aspects of online teaching. The paper also discusses the need for evaluating librarians’ online teaching performance, as distinct from online course design

Évolution de la formation à distance et de l’apprentissage en ligne dans les universités et collèges du Canada : 2017

Le présent rapport fournit un aperçu des résultats d’une enquête nationale réalisée au printemps et à l’été 2017 auprès de l’ensemble des établissements post-secondaires publics canadiens. L’étude a été menée par une équipe de chercheurs canadiens indépendants. Les résultats du sondage ont été présentés à Toronto le 17 octobre 2017 dans le cadre de la Conférence mondiale sur l’apprentissage en ligne

Sondage national sur la formation à distance et l’apprentissage en ligne

Disponible en anglais dans EDUQ.info sous le titre "Tracking Online and Distance Education in Canadian Universities and Colleges: 2018"Le premier sondage complet sur la formation à distance et l’apprentissage en ligne mené auprès des établissements d’enseignement postsecondaire publics du Canada, dans chaque province et chaque territoire et pour tous les types d’établissements, a été réalisé en 2017. Les résultats avaient montré que l’apprentissage en ligne se portait très bien dans les établissements postsecondaires canadiens, 85 % de l’ensemble des établissements répondants ayant offert en 2016 des cours en ligne crédités, sans compter que des cours en ligne étaient offerts dans presque tous les domaines d’études dans un établissement ou un autre. Les deux tiers des établissements répondants considéraient que l’apprentissage en ligne était très ou extrêmement important pour leur avenir à long terme. L’étude de 2018 s’appuie sur les résultats de l’année dernière, et comprend une liste élargie d’établissements, un questionnaire modifié avec des questions plus détaillées, ainsi que des définitions et des questions plus précises ayant trait aux inscriptions. Les établissements répondants représentent 92 % de la population étudiante postsecondaire du Canada