Bridging geomatics theory to real-world applications in alpine surveys through an innovative teaching summer school program
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FOSS4G Europe 2024 Tartu15 / 156
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Civil engineeringIntegrated development environmentMeasurementBridging (networking)GeomaticsArchaeological field surveyTheoryThermodynamischer ProzessTelecommunicationContext awarenessTime evolutionOpen setObservational studyAreaTrailGroup actionProjective planeArithmetic progressionOpen setCondition numberContext awarenessStudent's t-testBitInclusion mapTerm (mathematics)Open sourceAreaObservational study2 (number)SoftwareResultantMeasurementSlide rulePolygonLecture/ConferenceComputer animation
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AreaClique-widthMaxima and minimaNumberGeomaticsArchaeological field surveyTheoryDerivation (linguistics)VelocityBounded variationVolumeCivil engineeringSatelliteEndliche ModelltheorieEntire functionSurfaceObservational studySquare numberTrailResultantLengthSurfaceGroup actionProjective planeNumberAreaBridging (networking)Maxima and minimaClique-widthProjektive GeometrieMetre
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Derivation (linguistics)VelocityTime evolutionEndliche ModelltheorieEntire functionSurfacePhysical systemSatelliteTheoryGeomaticsArchaeological field surveyBridging (networking)VolumeBounded variationEvolutePoint (geometry)MereologyContext awarenessMultiplication signComplete metric spaceOrder (biology)MathematicsObservational studyVelocityMeasurementGeomaticsArchaeological field surveyDigital photographyEndliche ModelltheorieGeometry
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SurfacePhysical systemSatelliteBridging (networking)TheoryGeomaticsArchaeological field surveyBounded variationVolumeDerivation (linguistics)VelocityEndliche ModelltheorieEntire functionArchitectureIntegrated development environmentProgrammer (hardware)PlanningMathematicsProduct (business)PolygonProjective planeTerm (mathematics)Moment (mathematics)Transformation (genetics)Group actionCore dumpMeasurementUniverse (mathematics)Student's t-testMultiplication signComputer programmingIntegrated development environmentSoftwareComputer architecturePoint (geometry)Direction (geometry)Archaeological field surveyData qualityCivil engineeringFlow separationLecture/Conference
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Thermodynamischer ProzessGeomaticsArchaeological field surveyTheoryVisualization (computer graphics)MethodenbankCore dumpProcess (computing)System programmingInformationTrailOrder (biology)Term (mathematics)MereologyCore dumpField (computer science)AreaFocus (optics)Object (grammar)Point (geometry)MethodenbankMeasurementPosition operatorWeb 2.0BuildingMobile WebIntegrated development environmentLibrary (computing)Visualization (computer graphics)Thermodynamischer ProzessStudent's t-testRevision controlPresentation of a groupTheoryProjective planeOpen sourceVideoconferencingGeomaticsElectronic data processingFeedbackMathematicsComputer animation
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Nichtlineares GleichungssystemIcosahedronWeb pageMethodenbankData structureRepository (publishing)Sheaf (mathematics)ChecklistGeomaticsArchaeological field surveyTheoryStudent's t-testLibrary (computing)Open setProjective planeTwitterRevision controlHypothesisData structureWeb pageComputer animation
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Archaeological field surveyTheoryGeomaticsBridging (networking)Shape (magazine)Meta elementPoint cloudMeasurementDisplacement MappingSoftwarePopulation densityOrientation (vector space)Computer-generated imageryEntire functionReduction of orderFeedbackGroup actionEmailPoint (geometry)DatabaseCollaborationismAdditionHypothesisPoint cloudStudent's t-testZeno of EleaFeedbackStandard deviationWordMultiplication signObservational studyCore dumpElement (mathematics)Digital photographyEvent horizonElectronic data processingProjective planeGroup actionThermodynamischer ProzessOpen sourceProcess (computing)Shape (magazine)Medical imagingUniverse (mathematics)GeomaticsSpline (mathematics)Order (biology)Open setDatabaseThermal conductivityLibrary (computing)Mathematical analysisIntegrated development environmentRevision controlPoint (geometry)Presentation of a groupProduct (business)Real numberSoftwarePerspective (visual)outputConnected spaceView (database)MeasurementDistanceFile formatVelocityDifferent (Kate Ryan album)QR codeParallel portMetadataShared memoryLevel (video gaming)Signed measureComputerComputer animationLecture/Conference
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Displacement MappingInformationVelocityVolumePoint (geometry)GeomaticsArchaeological field surveyTheoryPoint cloudSeries (mathematics)Visualization (computer graphics)MeasurementComputing platformNetwork topologyMetadataPerformance appraisalStudent's t-testTerm (mathematics)Cone penetration testInclusion mapAddress spaceSoftware testingVirtual realityOpen setDigitizingLocal ringComputerSoftware frameworkRead-only memoryIdentity managementLogical constantSign (mathematics)SoftwareVolume (thermodynamics)Process (computing)Medical imagingArchaeological field surveySoftware development kitEntire functionPoint (geometry)Digital photographyOpen setOrder (biology)Radical (chemistry)Multiplication signAnalytic continuationField (computer science)Observational studyWeb 2.0Group actionIntegrated development environmentCASE <Informatik>VelocityThermodynamischer ProzessProjective planeStudent's t-testMathematicsComputing platformMereologyAreaDisplacement MappingDifferent (Kate Ryan album)BitMethodenbankState observerInsertion lossVisualization (computer graphics)Semiconductor memoryHypothesisReal numberInclusion mapLogical constantMobile WebVirtualizationMeasurementE-learningLevel (video gaming)Term (mathematics)Library (computing)Arithmetic progressionData structureEvoluteElectric generatorVapor barrierDataflowPresentation of a groupAdditionMoment (mathematics)BilderkennungPoint cloudCollaborationismOpen sourceDirection (geometry)QuicksortSoftware testingGeomaticsControl flowComputer animationLecture/Conference
24:23
Computer animation
Transcript: English(auto-generated)
00:00
Hello, everyone. I'm so pleased to be here in person, finally, in our first 4G academic track. Again, my name is Federica Gasparri. I'm a second year PhD student at the Technical University of Milano. And today, I will talk to you briefly about our work in progress, as any open source project, actually, an open work in progress related
00:22
to a summer school that is organized yearly by my group that is the Laboratory of Geodetic and Photogrammetric Measurement at Politecnico di Milano. Actually, it is devoted to surveying and monitoring a glacier's condition in North Italy. So the idea is to show you how
00:42
we try to deal with openness of education and openness of software and material, also. And we connected this aspect with the goal, also, of climate change awareness and inclusion of a student in this topic. So the main question that raised to our mind
01:00
was actually how we can make this summer school that, firstly, was entirely devoted to polytechnical students, more accessible, more open, and inclusive, also, under all the aspects that these terms means, usually. So in the next slide, I will talk to you a bit about the context of the project,
01:22
mainly the study area we are focusing in, the bigger research project of our group, and then also the summer school with its history. Then I will show you a bit about the goal and workflow for the summer school with a highlight of the results with some discussion on the outcomes of the latest year
01:43
work on the summer school, especially when we started opening it as much as possible. Sorry. OK. And then I will go directly to conclusion and future works. Well, the study area, as I was anticipating before, is actually the Belvedere Glacier.
02:03
That is a debris-covered glacier in North Italy in the Italian Alps. That is actually on the east face of Monterozza. I don't know if any of you know this area or ever when they're trekking. It's really a nice place, even if it's really changing a lot, unfortunately, lately.
02:21
And here are some number. His surface is around two kilometers square. His length is around 3,000 meters from north to south. And also his maximum width is roughly 500 meters. It is actually a glacier that have been vastly
02:42
and widely studied by not only geometrics like us, but also some geomorphologists and glaciologists in Italy. But the fact is that this happens mostly independently. So it is something that in the past had a lot of issues in communicating the result, having some bridge.
03:02
And this is the first, let's say, issue we found when we started studying the glacier. The glacier is the main protagonist, the main character of the research project, of one of the research projects of my group since 2015, when some professors, particularly passionate about hiking, but also mountain
03:23
and glacier monitoring and also climate change studies and awareness, started studying the glacier and also testing a geometrics approach, mainly GNSS measurement for point measurement over time, and also UAV photogrammetry in order to test
03:40
the capabilities of this device for monitoring. And every year, we've dedicated surveys, started producing accurate and complete 3D models and also orthophotos, you referenced the high quality orthophotos of the glacier. In order to understand the heat's evolution in time, how points measured were displaced along the glacier
04:02
in the different part of the glacier, and also the velocities of changes. Here you can see, for example, I think it's quite impressive, the evolution in November 22 and also during 2023 of the main lobe of the glacier that is also monitored with a fixed camera equipment
04:21
we have for detecting with stereo cameras, for detecting also daily the changes on the lobe, and also basically try to develop also tools that are accessible not only for our project on the glacier, but also other glacier, other places that underwent severe transformation
04:43
and changes due to climate change. And so actually, the research project, the passion of a professor, researchers in our groups, led to the creation of the summer school in 2016. It started as an innovative teaching program at Politecnico di Milano, supported by the Passion in Action Initiative there,
05:04
but it was mainly devoted to geometrics students. So only students with already a background of traditional topographic measurement and some kind of photogrammetry and GNSS measurement.
05:20
In time, this situation changed. We decided, actually, professor decided and also researcher decided to open the course to more students from other disciplines of our universities, not only engineers, like environmental engineers like me, but also civil engineers, all the engineers of Politecnico,
05:41
as well as architecture, landscape architecture students, urban planners, and designers that are the main disciplines at Politecnico di Milano. The idea was all to introduce students to the basic of survey, because sometimes these data are widely used to understand and study the environment,
06:01
create also a cartographic product, but sometimes the idea behind how these data are collected, how these data are processed and evaluated, also in terms of data quality, is missing when these data are used in particular project. The idea in the next year is also to open the course outside Politecnico.
06:23
There are some bureaucracy issues at the moment, but the idea is to go in that direction. So at the moment, with our experience, we are a small group. At the moment, four or five person in the research lab working also in this project. How we can make more accessible, open, and inclusive these experiences.
06:43
So we started trying to highlight what were the main point that were the core of the summer school, starting from the software used, how to structure the lectures, and also how to engage with students and also the local community there, because, okay, we are surveying, we are collecting data that can be used widely
07:03
by the research community, but how we can integrate the education aspect with the research aspect as well as the community engagement aspect. So starting from this, in the last year, we identified some aspect to be improved, and again, there's still a lot of work to do,
07:20
but these are the most recent work we've done. First, we identify modular workflow for the summer school. That mainly consists on theory session with some basic introduction to the theory of the disciplines involved. Practical sessions, so ends all learning for practice and learning by doing.
07:41
Also some data processing, of course, in order to obtain the data and made by the students themselves with peer-related tutoring and guided session that are part of the main research project initiative. And also final presentation that are engaged also in some kind of critical thinking
08:01
about the experience and shared experience feedbacks, especially by students, in order to improve constantly in the new version of the summer school suggestion and also criticism maybe. So firstly, the theory session, this was something already consolidated also in the past, were dedicated to, as I was mentioning,
08:22
geometrics, data processing, and visualization. Mostly there is first a main idea on the background of the glacier because it is really a challenging environment. It change every year. Also, it's not that accessible in terms of mobility. Sometimes the tracks are missing
08:41
because part of the moraine are collapsing, so it's also a dangerous area. So the first part is also an introduction how to go there, be prepared for the field work, actually. Then there is a photogrammetry module dedicated to introduction to the core idea of photogrammetry, how it works, how you can 3D reconstruct an object.
09:00
Then GNSS positioning with the basic of point measurement on the glacier, and then GIS with an introduction to QGIS in particular, as well as to the main concept of GIS. And then some focus also on our process of the fixed camera device we have on the front, the picture you saw before in the video,
09:21
with also an idea on how to process the data that are released openly, later we will see, and how to process the stereo camera data and with some Python toolkit, openly accessible, and in conclusion, how to build also in order to communicate and also to improve the outreach of the project,
09:41
how to build 3D, simple 3D web visualization with a common open source library. Then, of course, this imply having a lot of teaching resources that have to be updated every year with new version, and also have to be aligned also with the latest trend also in FOSS and FOSS4G.
10:02
So we move to publishing on our MK docs website, hosted on GitHub pages, all the teaching material, so you can find everything online, and the entire modular structure is intended to be constantly updating, integrated also with more advanced topic, considering the interest
10:23
of students that usually got involved also on master thesis project and got even more engaged on the topic, and so anyone can access and, of course, open issues if you have any suggestion and suggest improvement for the work. Then there are the practical session.
10:41
As I was mentioning, there are some kind of parallel works that are conducted during the days on the glacier because during the week, we stay there during the summer school. Students, tutors, and the professor that is actually the most enthusiastic one to go around hiking. We stay in a alpine hut, a traditional alpine hut,
11:02
and so we stay all together in the evening to share some time and having the theoretical lessons, but then during the days, we divide in little groups, and we go around in order to collect the data and understand how the environment is done, what are the peculiarities of this challenging environment, and in this way, also, students have some inputs
11:23
divided in different group with different background inside the different group, have also some kind of inputs on what can be done, how the project can be also enriched with different perspective, not only on the technical point of view of the processing or the collection of the data.
11:42
There's the data processing during which there are practice session, again, in the alpine hut. Here's the main challenge is the limited accessibility to internet connection, so we have to move from one alpine hut to another one, in which students learn how to process GNSS measurement.
12:03
The image taken with drones, and also how to construct the product that are actually the one on which geomatics researcher, but also glaciologists, geomorphologists, have the opportunity to have studies and conduct analysis.
12:20
Mostly, we use RTKlib, QGIS, and Cloud Compare for the processing, as well, the tutorial material is online, it's still on the under update because in the next weeks, there will be the new version. We are also working toward moving us from commercial software to open-source software for photogrammetry.
12:42
This was the main issue for our group because there's a long tradition, unfortunately, in our university of using Metashape, but we are actually moving toward ODM, open-drome map and meshroom, in order to have a full open-source approach to the teaching and also to the data processing.
13:03
And then, of course, the final presentation that enhance the experience of the students under both the technical and the human side because they can share what they learned, what are the most critical aspect they faced, and also, they can also suggest what are actually the improved needs
13:24
that need to be considered in the next version. And so, also, they realize how they contributed to an ongoing research project, a real research project, by advancing the project documentation of the product that are created, the also monographies of ground control points
13:42
that are measured, and also, by improving the software tutorials, maybe suggesting some particular steps that were not included but they found particularly difficult to follow. And so, with their critical feedback and comments, we are able to understand also how everything is perceived on the other side
14:01
and works toward some new updates for the project. While we work with the students every year, every edition, there is someone within the students that came up with some new ideas or new tools, a new approach on how to make everything open
14:22
and or more open. And so, one of the latest effort we've done, also in collaboration with the students that then started doing a master thesis on the Glacier monitoring project, was to start releasing the data, hold the data, standardize in particular point clouds
14:42
and 3D data, as open data on Zenodo, so that the idea that these data are not only geomatics-driven but are accessible to the entire community and particular to the entire community outside also the research one. I know these are technical data, sometimes point clouds are not that easy to be understand
15:02
outside the world of the geomaticians, but these are really core element for studies and so on. And it was nice to see that when we started sharing these data on Zenodo, promoting them also with some outreach event together with students, master students involved in the summer school,
15:20
we got in contact with other people, mostly from Italy and some also from Germany, that are interested in sharing the data in the same ways, also learning from our mistake maybe in the past and also in order to improve. So we share point clouds, DSMs, digital surface models
15:41
and orthophotos on Zenodo together with metadata so that everyone can understand how the data were produced, how the data were processed and when basically they were collected. All these data are prepared by student during the summer schools. They are aware that they will be open data so they are also make more responsible
16:01
about the fact that what they are doing is actually impacting the research community on glacier monitoring. And all of these data are released in a format accessible with QGIS cloud compare. Regarding the GTP measurements, we also released by using, by developing, designing actually,
16:23
database with PostgreSQL and PostGIS for releasing both real measurement of the points with their computed distances over time, distances, actually also displacements, velocities and accelerations. So everyone can access also these data
16:40
through QGIS and any other software also specially enabled. There you can find also the QR code to the data. And again, of course having this kind of structure with the data they collected, students can also have an idea of what is happening to the glacier, have an idea of the glacier evolution,
17:01
how it is changing. So they also connecting the concept of having this data on a local area but how this data are important to understand the impact on the valley, on the local community there. What could be happening in the next year
17:21
in the surrounding environment by understanding part of the glacier that are moving faster than others. And through this reconstruction and having also available the data from previous surveys and previous campaign, they can understand the year during which something happened. So we are trying also to foster the critical thinking
17:43
while observing the different velocities, displacement and acceleration over time along the glacier. So they gain familiarity with the software and also understand a bit of the impact of this data. So you can see that is quite impressive
18:00
what is happening also to the annual volume loss of the glacier that is also a disappearing glacier unfortunately due to the latest observation we have that are compared also with other researcher in geomorphology and glaciologists. Also during the summer school, some processing toolkits and dedicated toolkits
18:21
for change detection, image analysis were developed mostly based on the fixed camera devices we have on the terminal lobe but also on the orthophotos we have. So for example in the past year, we released, all of them are available on GitHub, iSpy4D for the continuous monitoring in time of glaciers
18:42
using low-cost stereo cameras. And also deep image matching that is mostly dedicated to, actually it was born for the glacier Belvedere but it's also used on other glacier now as other case studies actually joined
19:00
the testing of these toolkits. So if you are working in this field, I invite you to check and have a look. And in conclusion, the idea is that what is done there has to be also communicated in an effective way. So thanks also to the Web3D module, students have an idea on how to manipulate the data
19:21
in order to make them visible in an effective way. So effective visualization of the data in the web so that, for example, with our Web2D map, they can, someone, everyone can access a website and see what is happening on the glacier on a specific part of the glacier, can see also the point clouds over time.
19:41
So for example, we created this platform that is, again, a work in progress with students. Let's see what is happening this year during this edition that is built on leaflet, potrion, cesium.js libraries in order to view over time, starting from also the 70s, because we collected some old data
20:01
from aerial photogrammetry from the Italian agency. We started having all these point clouds over time, and also we are trying to make it more interactive, showing also the points, how the points' measurement and displacement velocities change over time. So every time there's some new modules,
20:22
new parts of this tool that are implemented during the summer school with some suggestion, maybe some design that is then implemented as part of a thesis or as part of the research. So in conclusion, the summer school until now provides participants
20:40
with the opportunity to apply both theoretical as well as multidisciplinary skills, not only in geomatics, in a real world environment when sometimes geomatics teaching, especially for field works, is conducted in a controlled environment and is becoming even more difficult after COVID.
21:01
We've transitioned to online teaching to have some kind of real world experience, especially connected to a so challenging environment like the one at the glacier. We also provided open access to the teaching material, trying to move everything to phosphor-G tools. And also we are deciding to go in this direction
21:23
in order to have a constantly updating platform that can be also improved through collaboration with other research group interested in these topics. And also for having a sort of human documentation
21:40
of the project from one generation of students, a researcher to the other one, engaging also in the term of the sustainability of the summer school and of the teaching process. And there also during the summer school, it's nice to see how the students interact and have also some kind of team working, the critical thinking connected to the importance
22:01
of the open data they are releasing and creating with their work, and also during a nice break on the mountain, enjoying some taste from the local mountain and the local area. As I was saying, and I constantly said during the presentation, this work is a constant open work in progress, so we are always open to suggestion.
22:21
We are a small group, but we are really interested in trying to break the barrier of access to what we are doing and how the summer school is structured. So as the new edition is approaching, there are some important issues. The first one is for sure, when we talk about open access and open source,
22:43
we always have to think that open sometimes also means inclusion and accessibility. Also on the human side, for the participation in the summer school, for this reason, we are now trying to study. At the moment, we are evaluating how to construct or provide also a virtual tour and field work experience on the glacier,
23:02
because again, on the Alpine Hut, there are limited seats so no one can be there and actually witness the entire summer school. And also there are a lot of mobility barriers and accessibility barriers that limited experience. So we are testing now, evaluating actually Cesium.js for Open3D engine.
23:23
Also we are moving toward the full transition to FOSS in order to adopt entirely a workflow that is accessible. And also the idea is to engage the community because okay, the glacier is disappearing and there are geomorphological aspect and monitoring aspect, but what is disappearing is also the human memory
23:40
of the local community that is there and it's something that is going to be lost forever, also because sometimes there is no access to particular communicating tool and platform. So in this way, it's a way to open also the memory of the local community that interacts with students and researcher there. Also, we have a bigger community outside the glacier.
24:03
So we are trying to find way to improve also the inclusion of the crowdsource data through Mapathon, Editathon, and also other sources in the project. This is a short bibliography on what we did on the glacier. And so this is my last slide.
24:22
Sorry for getting too much over the time. Thank you so much for listening. Thank you.
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