E-learning is widely used in academic education, and currently, the COVID-19 pandemic is increasing the demand for e-learning resources. This report describes the results achieved and the experiences gained in the Erasmus+ CBHE (Capacity Building in Higher Education) project “Innovation on Remote Sensing Education and Learning (IRSEL)”. European and Asian universities created an innovative open source e-learning platform in the field of remote sensing. Twenty modules tailored to remote sensing study programs at the four Asian partner universities were developed. Principles of remote sensing as well as specific thematic applications are part of the modules, and a knowledge pool of e-learning teaching and learning materials was created. The focus was given to case studies covering a broad range of applications. Piloting with students gave evidence about the usefulness and quality of the developed modules. In particular, teachers and students who tested the modules appreciated the balance of theory and practice. Currently, the modules are being integrated into the curricula of the participating Asian universities. The content will be available to a broader public.

Geoinformatics is a new science, however has roots thousands of years. It integrates three traditional geosciences (firstly geodesy and surveying as the science of measurement and representation of the Earth, science of precise spatial data acquisition methodologies; secondly geography as the science of studying, analysing and modelling human and physical aspects of spatial processes; finally cartography as the science of making maps, in ways that communicate spatial information effectively, geography and cartography). The integration is based on the results of informatics, in the frame of rapidly evolving computer science. The author aims to share experiences in learning and teaching geoinformatics, and to summarize some lessons learned in implementation of educational development projects. The first part will briefly introduce the trends of joint developments in the last decades and present the current status on the field of GI education. The main focus here will be on the results of the running EU project, which is an advanced successor of the NCGIA CC. The second part is focusing on curriculum and learning material development methods. The competency matrix will be introduced here, as a tool, used to document and compare the required competencies for graduates.

The high resolution remote sensing data is becoming available increasingly and facilitating the applications of automated image analysis methods and techniques. These methods are advantageous in the evaluation of natural and semi-natural riparian ecosystems where traditional in situ field surveys are very time consuming and often problematic because of inundation. This study analysed the Szigetkoz riparian wetland (Hungary) based on high resolution aerial imagery. The analysis proved that the detection of hybrid poplar stands is feasible through the application of decision tree image classification method. It is also concluded that a site-specific algorithm is transferable to the datasets with the same spectral and geometric resolutions of distant sites in the same wetland region applying the same spectral and textural parameters..

Abstract In the current study, aerial image analysis has been applied to map vegetation communities in a riparian wetland ecosystem, Szigetköz (Hungary). Remote sensing offers an objective and timeeffective method for the detection of detailed vegetation habitats with the use of high resolution aerial photos combined with ancillary botanical and silvicultural data. Three images of the same test site, acquired in three different years have been analysed by sample-based semi-automated image classification technique. Due to the heterogeneous nature of the target vegetation classes, besides using spectral features (e.g. vegetation indices) textural descriptors were also involved in the classification procedure. The most appropriate parameters have been chosen using a statistical feature selection method based on the Jeffries-Matusita distance. The accuracy assessment proved for each scene that the combined use of spectral and textural features gave the best classification results in comparison to the exclusive use of spectral or textural measures. The here-applied feature set can be applied for the analysis of similar riparian sites. Kivonat Légifelvételek osztályozása vizes élőhelyek térképezése céljából. A tanulmány célja légifelvételek elemzésére szolgáló módszer kidolgozása vizes élőhelyek vegetációtérképezéséhez, melyet a szigetközi folyómenti mintaterületen vizsgáltunk. A hagyományos terepi felméréssel szemben a távérzékelés lehetővé teszi vizes élőhelyek megközelítően objektív és gyors térképezését nagy felbontású légifelvételek és kiegészítő botanikai és erdészeti adatok felhasználásával. A mintavételen alapuló fél-automatikus képosztályozás eredményesnek bizonyult a kiválasztott három képre alkalmazva (adott tesztterület három időpontra). A vegetációs célosztályok heterogén természetéből adódik, hogy a spektrális jellemzők (vegetációs index) vizsgálata mellett texturális jellemzők bevonására is szükség van az osztályozási algoritmusok kialakításához. A legjelentősebb paramétereket a Jeffries-Matusita statisztikai kiválasztó módszer segítségével határoztuk meg. Megbízhatósági elemzés alapján a spektrális és texturális jellemzők együttes alkalmazása adta a legjobb osztályozási eredményeket a kizárólag spektrális vagy texturális paraméterek felhasználásával szemben. Hasonló ártéri területek növényzeti térképezéséhez a kiválasztott jellemzők alapértelmezett alkalmazása javasolt.

Archive aerial image databases are important sources of detailed vegetation information and its monitoring, however, a large amount of botanical and silvicultural mapping tasks are carried out solely by traditional field surveying or by the additional use of manual based remotely sensed image interpretation. Automatized digital image analysis techniques offer a potential tool for rapid mapping purposes of ecosystems, without strong limitations of areal extent and the interpreter’s subjectivity. In this study a semi-automatic classification approach has been developed for the mapping of riparian vegetation habitats for a test area in the Szigetkoz Danubian floodplain, based on aerial imagery from different years. In order to detect complex vegetation patches, textural information has been added to the analysis of spectral characteristics and hereby provided promising results due to the improved classification accuracies.

Because of the rapid economy development and the enormous society evolution, large scale changes of land use and land cover had occurred in areas of Beijing and Hungary in the past two decades. This paper focused on monitoring on LUCC(land use and land cover change) in Changping，Beijing, China and Lake Velence watershed area in Szekesfehervar, Hungary based on Multi-Temporal, Multi-Spatial and multi-source remotely sensed images and Geographic Information System( GIS).

This paper presents a new trend in the learning process, named e-Learning. E-Learning is a learning process that uses the computer as a medium of transferring, storing and presenting information to the learners. The first part of the study presents the needs for e-Learning and follows its evolution through time. The infrastructure used to implement this process is then presented along with the way that learners benefit from this learning method. A framework for e-learning and the conceptual design of an educational gateway and its subsystems developed at the Faculty of Geoinformatics, University of West Hungary is then presented. Different business models for e-Learning are also presented along with their presumed impact on the world. The study concludes with how e-Learning business models will change the educational services and greatly improve the effectiveness of transferring knowledge in the future.

Our study aims at monitoring ecosystem dynamics in the Szigetkoz Danube floodplain (Hungary), where the wetland communities have been seriously affected by the abrupt hydrological changes after the Danube-diversion in 1992. Wetland habitats were mapped in the last years for a chosen area, based on a comparable use of archived analogue and digital aerial images and available silvicultural and botanical inventories. During the object-based image analysis the classification was mainly based on texture measures. The resulting map time series show habitat borders for each year and present the changes separately for each class. The method is suitable for the characterization of spatial and temporal structure of wetland land cover in a realistic way. (C) 2011 Published by Elsevier Ltd. Selection and peer-review under responsibility of Spatial Statistics 2011

The paper aims to introduce briefly the structure, activities and plans of the International Federation of Surveyors (FIG) Commission 2 - Professional Education, to reinforce a discussion within the Association of Geographic Information Laboratories for Europe (AGILE) Working Group of Education (EUGISES) on the cooperation possibilities within the related professions. GeoSpatial Information Science is a new discipline, which is based on the experience and knowledge of three long-tradition sciences (Surveying - the science of precise locations, Geography - the science of spatial analysis of physical and social processes, Cartography - the science of visualization of spatial information). These knowledge areas are integrated due to the new possibilities of computer technology, and creating extremely huge synergy for the benefit of the information society. The above mentioned fields have their own existing associations, but the communication and cooperation between them is not satisfactory until now. The Association of Geographic Information Laboratories in Europe (AGILE) is one of the organizations, which could build contacts to Educational Commissions of International Organisations on the related professions, including the International Federation of Surveyors (FIG), the International Society for Photogrammetry and Remote Sensing (ISPRS), the International Geographical Union (IGU), and the International Cartographic Association (ICA). Probably e-Learning developments and course delivery, the good practices in university marketing and management are the most challenging areas for joint discussions.

SUMMARY The paper deals with the principles of organizational, conceptual, networking and business issues concerning the reuse and sharing of the existing learning materials in Spatial Information Management (SIM) among the universities. The paper demonstrates the theoretical issues through the eduGI (Reuse and Sharing of e-Learning Courses in GI Science) project and gives an example for an e-Learning material under the topic of the "Data acquisition and integration" course developed by the University of West Hungary, at the Faculty of Geoinformatics. The paper explains the idea how to (re)use existing resources by the exchange of e-Learning courses via Internet and it lists the benefits of such kind of action.

The relatively slow development of Geographic Information Systems/Land Information Systems (GIS/LIS) in Hungary can be explained by a lower-level computer environment, but the lack of sufficient knowledge in computer technology, especially on spatial information systems of decisionmakers and end-users is the main barrier. Being aware of this situation, one of the most important task in the field of geoinformatics is education. A nation-wide Technology Transfer Centre (TTC) was founded in Hungary in September, 1992. The first project of the TTC's GIS Department is the Hungarian adaptation of the National Center for Geographic Information and Analysis (NCGIA) Core Curriculum. The wellknown and most commonly used in the world GIS curriculum gives a general overview of GIS, and consists of the minimal, most important knowledge necessary to apply GIS as a problem solving tool. The main concept of this educational project is the development of lecture notes on GIS/LIS, in order to satisfy the basic needs for specialized secondary education and introductory courses of higher education. The materials have been designed for people who are going to use GIS/LIS technologies in their profession, and have no real previous experience in this field. The paper draws a draft background (political, institutional, financial, and educational changes, mainly through the example of the Technical University of Budapest), summarizes the sources, the main aims of the project, and the present status of development.

SUMMARY During the previous years, e-Learning was one of the main topics at the events organized by FIG Commission 2. Many presentations aimed to share experiences on content development, or to introduce international researches in surveying education and training. Because of e- Learning methods are playing an increasing role in professional education there is a growing need for knowledge transfer on this field. To fulfil this need in 2008 ITC (Enschede) jointly with Commission 2 and Commission 7 organized a special workshop on e-Learning (http://www.itc.nl/fig_elearning2008/). To widely disseminate the results an FIG publication is under construction to summarize the outcomes of the Commission's symposia and workshops. The technical report will be presented during the FIG International Conference 2010 in Sydney. The preparations for the publication started early March 2009. A team of Commission 2 members drafted a first proposal and invited relevant e-learning specialists from universities and industry to join. To facilitate the writing process a Wiki environment was created for drafting the publication and Skype was promoted as the tool for online meetings. The paper describes the online writing process: experiences and expected next steps.

SUMMARY The paper deals with the principles of organizational, conceptual, networking and business issues concerning the reuse and sharing of the existing learning materials in Spatial Information Management (SIM) among the universities. The paper demonstrates the theoretical issues through the eduGI (Reuse and Sharing of e-Learning Courses in GI Science) project and gives an example for an e-Learning material under the topic of the “Data acquisition and integration” course developed by the University of West Hungary, at the Faculty of Geoinformatics. The paper explains the idea how to (re)use existing resources by the exchange of e-Learning courses via Internet and it lists the benefits of such kind of action.

SUMMARY The economy of information society is based on the creation, dissemination and exploitation of data, information and knowledge. This will be one of the dominant features of this century, and will play a fundamental role in generating a recovery in growth and an increase in employment. The extended use of the potential offered by information and communication technologies (ICT) will create new service markets; will speed-up administrative and decision-making procedures. Developments in the ICT have also had a huge effect on the learning environments. For the period of 2007-2010 an FIG Working Group (WG 2.2) was established by Commission 2 (Professional Education) on e-Learning. The introduction gives an overview of the structure of Commission 2 and its mission and workplan for the period of 2007 - 2010. This paper aimed to be a discussion paper on the main objectives of WG 2.2 - e-Learning. What is e-Learning? By the simplest definition: e-Learning is a learning process created by interaction with digitally delivered content, network-based services and tutoring support. Adding more details on methodology: e-Learning is any technologically mediated learning using computers whether from a distance or in face to face classroom setting (computer assisted learning), it is a shift from traditional education or training to ICT-based personalized, flexible, individual, self-organized, collaborative learning based on a community of learners, teachers, facilitators, experts etc. Broadening our view wider: cultural and social impacts are key defining characteristics. e-Learning is a foundation of the globally networked and interdependent economy, which is advanced by ICT. The author presents the status, trends and the importance of business models of e-Learning.

SUMMARY The economy of information society is based on the creation, dissemination and exploitation of knowledge. This will be one of the dominant features of the 21st century, and will play a fundamental role in generating a recovery in growth and an increase in employment. The extended use of the potential offered by information and communication technologies (ICT) will create new service markets; will speed-up administrative and decision-making procedures. Developments in the ICT have had a huge effect also on the learning environments. E-Learning represents the convergence of many factors from different fields. e-Governance, the Knowledge Management and e-Learning intertwine. It was the main reason that Commission 2 on Professional Education, Commission 3 on Spatial Information Management and Commission 7 on Cadastre and Land Management organised a joint workshop on these topics in Budapest, Hungary. Educational needs in e-Governance, solutions and trends in knowledge management and knowledge transfer, furthermore educational and training services in e-Learning were on agenda. Speakers presented information on the present state, trends, and developments of these three current topics. The first part of the presentation is giving a concise summary of the workshop In the second part of the paper some aspects and the importance of business models, standards and metadata are highlighted. As "e-Commerce" has challenged in the last decade basic principles about the nature of business, the impact of "e-learning" raising questions about the business aspects of education and training. Currently also fundamental issues are new technological developments on standards and open source software. These together will facilitate creativity; foster the accumulation of innovation and activity within an administration and learning environment. Metadata in education is a description of learning objects (like courses, subjects, learning materials, learning units, documents or educational services), which may contain data about their form and content. Educational metadata should provide the minimum requirements to define the attributes required to fully/adequately describe the educational objects.