The ASMET Vol. 2 is a Computer Based Training (CBT) or Computer-Aided Learning (CAL) module aimed at improving the forecasting skills of African meteorologists, particularly with the regard to the potential of satellite meteorology. This module has been designated for use as a learning program, teaching aid and reference tool. It’s intended to be used in a course on satellite meteorology at RMTCs; University programs and as a self-study programs by weather forecasters and other satellite data users.

The module presents a process for integrating satellite imagery into the weather analysis process. Emphasis is placed on the identification of the Inter-tropical Convergence Zone (ITCZ) and its related features over tropical Africa in visible, infrared, and water vapour satellite imagery. The satellite information is integrated with synoptic observations to construct analyses for surface, low-, mid-, and upper-level synoptic charts. With better initial analyses, you will be able to improve your forecasting skills.

Given the focus of the module, model and radar data are not included. However, it is important to note that numerical model data are useful for filling in the gaps when observations are lacking. They are also important to fully understand the actual status of the atmosphere and its development.

Finally, its our vision that training of meteorology at the RMTCs and the related institutions in Africa will be more effective, accessible, and efficient through the incorporation of Computer Aided learning (CAL) into the training curricula.

The African Satellite Meteorology Education and Training (ASMET) Project came into being in late 1995. The implementation of the project delayed until 1997 because of various reasons. The German Development Co-operation (GTZ) in collaboration with EUMETSAT provided all the technical assistance to Institute for Meteorological Training and Research (IMTR), Nairobi and African School of Civil Aviation and Meteorology (EAMAC), Niamey.

The primary aim of ASMET project was to enhance the skills and knowledge of African weather forecasters when it comes to the utilization of satellite data. It's envisaged that optimal utilization of all the available meteorological data will improve the quality and reliability of local weather forecasts. Better forecasts and early warning systems for natural disasters may increase the level of preparedness for severe weather conditions and unexpected weather developments especially in the remote rural areas.

The ASMET project consists of the following components:

• Delivering of computer software and hardware for training in satellite meteorology to IMTR and EAMAC.
• Training the faculty in the use and production of Computer Aided Learning (CAL) material.
• Training the faculty in satellite meteorology. This will equip them with necessary skills to enable them make optimal utilization of satellite data.
• Facilitating the integration of CAL into the curriculum at the RMTCs and the production of new CAL.

Four African instructors were sent to COMET Boulder, US for nine months training in CAL starting from September 1997. Each RMTC nominated two participants. Their main mission was:

• To learn skills on computer aided learning (CAL) production
• To learn Instructional Design techniques and apply objectively in future, designing courses at the RMTCs

The team that produced ASMET Vol. 2 module comprised of six members. These are:

• Team leader: Instructional Designer Marianne Weingroff
• Comet Meteorologist: Katy Ginger
• Four African fellows

The ITCZ is a common feature in both West Africa and Eastern Africa. Most of the weather over tropical Africa is brought about by the activities of the ITCZ. Since ITCZ is the feature of interest to ALL the stakeholders, this gave us the criteria for selecting the topic for the CAL production.

The team designed and produced the ASMET Vol.2 module. The development process involved the following steps:

• Front-end analysis
• Content analysis and production
• Script writing
• Identification of data
• Media production using Animator and Adobe PhotoShop
• Scanning of graphics using ScanMaker and PhotoShop
• Chart analysis
• creating story boards
• Authored the module using Toolbook Assistant II version 6.0. The module is in English and French.

Note that we sought professional experts for production of audio and video.

From the content analysis we designed the module to have eight chapters in line with the analysis processes undertaken in most African Weather Services. The chapters are:

• Introduction
• Assess the weather condition
• Analyse surface chart
• Track convective system
• Analyse low-level charts
• Analyse 700 hPa chart
• Analyse 300 hPa chart
• Conclusion

In summary the module presents a process of integrating satellite imagery into the weather analysis process. Combining satellite data with conventional observed data does this. The process involved:

• Analyzing the charts using both synoptic data and satellite data and then compare with the analysis for the same time and date without satellite information.
• One point comes out clearly that analysis based on the satellite data is a better representation of the atmospheric conditions than that without.
• The results encourage the optimal use of satellite data as intended by this project by using the skills presented in this module.
• A process of storm tracking and forecasting is presented too. This gives a better and more accurate forecast.

• Chapter 1:- Introduction and creation of awareness of importance of satellite meteorology to analysis and weather forecasting.
• Chapter 2:- Provides skills of identifying meteorological features as critical point in analysis process. Assessing the previous weather conditions in the last 24 hours from the satellite images before doing your analysis. Skills are given for identifying each feature.
• Chapter 3:- Analysis of surface chart by using all the information available. If there is missing synoptic data fill the regions by scalloping for areas with convective systems as seen from satellite imagery.
• Chapter 4:- Tracking convective systems for the purposes of nowcasting and identifying areas that may suffer from flush-flood. You learn how to make estimates of speed of a convective system
• Chapter 5:- Analysis of low level charts over West Africa. These refers to the levels 600m, 900m, 1500m and 2100m above mean sea level. You learn how to discriminate low level-clouds from the high and medium level clouds by using both visible imagery and Infrared imagery.
• Chapter 6:- Analysis of 700-hPa chart. These give skills to identify Easterly waves from the satellite imagery and locate it on 700 hPa level. The wave pattern is identifiable from both upper air data analysis and the Satellite imagery
• Chapter 7:- Analysis 300 hPa chart. This level is important for the development-term and steering effects on the surface features. It gives the skills of identifying areas of positive vorticity advection and negative vorticity advection using water vapour imagery. From water vapour imagery you able to identify troughs and ridges as well as jetstreams in upper atmosphere.
• Chapter 8:- Conclusion. You are reminded on what you have gone through the ASMET Vol.2 Module. Apply this skills and you will be a better weather forecaster

This module can be used in the follow ways:

• As a lecture aid
• Self paced learning by students
• Distance learning for officers in the field
• Reference tool