4TH International conference on computer aided-learning and distance learning in meteorology

Helsinki, Finland, 14-18 June 1999

One year training experience of CAL AT EAMAC

Presented by Emmanuel Kploguédé, Instructor at EAMAC, Niamey-NIGER

Introduction

Four African meteorologists were trained for CAL production at UCAR/COMET, Boulder, Colorado (USA) during the 1997-1998 academic year. Once back home, this new tool was introduced as a teaching method. This paper presents what has been done so far and it also shows the problems encountered.

From 12th to 30th October 1998, a training on advanced satellite meteorology course took place at the African School of Meteorology and Civil Aviation (EAMAC) in Niamey (NIGER). The trainees were senior forecasters from six different African countries. For the first time the course was fully delivered on using computer based training tools. The theory of satellite and image interpretation were displayed and taught to the learners through powerpoint. The practical session of the training was done on using computer assisted learning modules ASMET1 and ASMET2. A couple of issues were faced before and during the training :
•	When to introduce those modules in the curriculum ?
•	How to manage information contained in the modules which are not needed for this part of the training or even for this course ?
•	The modules depict good meteorological features but which are small part of the curriculum so, how to use them to give the learners the essentials without focussing all their attention on just this section ?
•	Should we modify the program to make it fully in phase with the modules ?

Approach and experiment

The introduction of the CAL (Computer Assisted Learning) as a teaching method to use satellite imagery in order to improve the analysis and the plotting of maps has a double objective : first, to make a pedagogical tool using new techniques available for Meteorology teachers, and secondly, to provide self-tuition modules for students, in-service trainees as well as field weather forecasters. Preparing CAL lessons is time-consuming and it requires patience and a lot of work. However, this teaching aid becomes user-friendly for both trainers and trainees. Moreover, field weather forcasters who cannot receive a formal training in an institution, but who own a PC (Personal Computer) can self-train with CAL. 

In-service training programmes in Meteorology are regularly run by EAMAC (the African School of Meteorology and Civil Aviation) ; however, the most outstanding remains that on ‘Advanced Satellite Meteorology’ (12 - 30 October 1998). Theory on satellites and satellite imagery were taught using powerpoint to display the course presentation on a high resolution wall screen and then ASMET1 and ASMET2 modules were introduced.

The first problem came from the fact that most trainees were not familiar with computing. Thus, sometimes, however short, had to be devoted to teaching them how to load ASMET2, configurate the screen, etc. …The second difficulty was how to match the content of ASMET2 modules with the official course programme.
The official course programme was designed to cover four subjects to be taught in 80 hours. Among the subjects were Satellite Imagery (20 hours) and Workshop (24 hours). Satellite Imagery was divided into eight chapters, one of which (The Identification of Tropical Systems) dealt with three of the themes developed by ASMET2 :
       
-	various development stages of a line squall ;
-	Identification of the intertropical convergence zone ;
-	cloud clusters.

Furthermore, ASMET2 contains 6 chapters that emphasize the integration of satellite imagery in the analysis and the plotting of synopsis maps in low and high atmospheric layers. ASMET2 develops also how to follow convective systems. It must be pointed out that all these aspects were not part of the initial training programme.
So, knowing that it takes 8 to 12 hours to go through ASMET2, shouldn’t the training programme be modified so as to insert ASMET2 modules ? But then how to minimize the waste of time due to the fact that most trainees are not familiar with computing ?

How did the trainees react to the method?

The trainees were allowed to work their ways through the modules alone, freely, at their own pace, taking notes for further use and noting down questions they would ask later. 
From time to time the trainers would intervene to make some points clear and help the trainees work their ways in the modules. At the end questions were asked, comments and suggestions were made and if need be more explanations about a particular module were given.

When asked how they found the new learning aid, all found it very helpful insomuch as the themes that were developed were backed up by visual aids such as pictures and maps, and reinforced by exercises.
Indeed the new method allows the trainees to move freely through the modules, any time and without the actual presence of the trainer. Since all the trainees do not have the same learning rate, such a method gives each individual the opportunity to learn and self-evaluate without having to follow the rythm of the whole group.
We intend to go next year to operational centres in order to assess whether CAL has improved or not the work done by our formers trainees.

Conclusion

CAL implementation in teaching programmes is time consuming, but the method is obviously more advantageous since it is learner-centered (self-tuition, self-evaluation, individual rythm, etc .). It helps the trainers to better pinpoint each leraner’s weaknesses and therefore provide the appropriate explanation. CAL also makes a know-how accessible to a large audience and helps harmonize the work methods of the weather forecasters which are disparate due to local diversities.

As we have seen CAL has a few drawbacks, but the advantages and the results expected from such a method are far more important for trainers, trainees, students and field weather forecasters provided they possess a minimum equipment.

So, even though CAL is at the beginning a time consuming teaching method which requires expensive equipment it is worth implementing and making it accessible to a large audience.