Towards a new paradigm for innovative training methods for capacity building in remote sensing

Everybody uses a bulb to illustrate an idea but nobody shows where the current comes from. Majority of remote sensing user community comes from natural and social sciences domain while remote sensing technology evolves from physical and engineering sciences. To ensure inculcation and internalization of remote sensing technology by application/resource scientists, trainer needs to transfer physical and engineering concepts in geometric manner. Here, the steering for the transfer of knowledge (facts, procedures, concepts and principles) and skills (thinking, acting, reacting and interacting) needs to take the trainees from Known to Unknown, Concrete to Abstract, Observation to Theory and Simple to Complex. In the initial stage of training/education, experiential learning by instructor led exploring of thematic details in false colour composite (FCC) as well as in individual black and white spectral band(s) imagery by trainees not only creates interest, confidence build-up and orientation towards purposeful learning but also helps them to overcome their inhibitions towards the physical and engineering basal. The methodology to be adopted has to inculcate productive learning, emphasizing more on thinking and trial and error aspects as opposed to reproductive learning based dominantly on being told and imitation. The delivery by trainer needs to ensure dynamic, stimulating and effective discussions through deluging questions pertaining to analysis, synthesis and evaluation nature. This would ensure proactive participation from trainees. Hands-on module leads to creative concretization of concepts. To keep the trainees inspired to learn in an auto mode during post-training period, they need to consciously swim in the current and emerging knowledge pool during training programme. This is achieved through assignment of seminar delivery task to the trainees. During the delivery of seminar, peers and co-trainees drive the trainee to communicate the seminar content not only in what but also in how and why mode. The interest culminated in this manner keeps the entropy of the trainee minimized even during post-training professional life. So, such germinated trainee would always generate positive induction among colleagues; thus, helping in realizing multiplier effect. Based upon above thought process(es), the paper discusses the concept of "thinking curricula" and associated cares needed in training deliveries. (c) 2006 Published by Elsevier Ltd on behalf of COSPAR.