As discussed in assignment 2, the objectives of my lesson, "Aerial Photography and Flight Planning," will be for students in the class to be able to:<br><br>
•	Identify some basic regulations for a flight under visual flight rules (VFR)<br>
•	Interpret aeronautical charts, including different types of airspace<br>
•	List required equipment <br>
•	Analyze forecast weather according to VFR weather minimums<br>
•	Identify the difference between pilotage and dead reckoning<br>
•	Create a final flight plan that will comply with VFR regulations, including the use of navigation systems as backup [1].<br><br>
Addressing some common course concerns, I would like to first point out that the perceived relevance of the content to career or personal interests should be high overall because photogrammetry is a significant part of the Geomatics curriculum, and there is a whole lecture and chapter already dedicated to aerial photography and flight planning. This will be strengthened by the fact that I have a piloting background, whereas my professor counterparts do not. Since the lesson will be taught through Polycom, everything will appear normal on the student's end. The lesson and assignment will not be too difficult, especially if the students pay attention during my lecture. There will be adequate student support available as I will provide assistance through telephone and e-mail. I will pace the lecture at a slow rate so as to not overwhelm the students with terminology they have never heard. Scheduling will be handled from the very beginning of the semester as part of the syllabus so that the students know exactly when I will be lecturing. I will provide full feedback to the students on their assignments so they understand what they can legally plan for as if they were all pilots themselves. Students will be free to interact with each other and with me for as long as they wish to [2].<br><br>
Most of the students in the Geomatics Program are older-than-average community college transfers. In fact, it is not uncommon for Geomatics undergraduate students to be older than me. Many of them worked in the surveying business and started taking night classes until they met all of the requirements to apply to our program. Most stop working so they could focus completely on school, but a few continue to work part- or full-time. Each lecture is recorded, so in the event a student misses a live lecture, they can access previous lectures for up to two weeks. In general, though, attendance for Geomatics courses is high. One professor in the Geomatics Program, Dr. David Gibson, prefers to make his courses as much online as possible. He has recorded all of his lectures on video available on his course websites, and he uses the Blackboard Learning System to offer homework assignments, quizzes, and exams. Students located around the state are able to participate in the class as if they were in Gainesville. This is similar to what I would be interested in doing, however, I will not be able to for my lesson because the normal instructor, Dr. Dewitt, does not use it.<br><br>
To check the quality of my lesson, a number of factors will be considered. First, I will assess how many students are enrolled in Advanced Photogrammetry, which will include students in Gainesville, Plant City, and Ft. Lauderdale. I will also determine if the students are Geomatics majors, non-Geomatics majors taking the course as an elective, or non-degree seeking students. Next, I will rate student achievement based on how well they perform on their flight plan assignment and meet the overall objectives of the lesson. I will pass out evaluation forms so I can assess both student satisfaction and faculty satisfaction. As the Geomatics Program Assistant, I recently sent out and collected data from alumni and employer questionnaires that were designed to assess how well the program is meetings its objectives and provide us with a picture of our program's reputation. Lastly, I will cross-check my course materials with an organization like the University Continuing Education Association [2].<br><br>
Because my lecture will be delivered via Polycom as most Geomatics courses are, we will have a great distance education experience [3]. Dialogue will be high because of the live video conference method. Because students in other locations can ask me a question live in the moment as if they were in the same room, there is little transactional distance [2]. Some students may feel reluctant to ask questions during the video conference and might prefer asking them by e-mail or other text-based methods, but since there are relatively few students in the satellite locations currently, I believe this will not be a problem during my lesson. I consistently observe students in the satellite locations interacting with the professor and students in Gainesville.<br><br>

References<br>
<br>
1.	CFR Title 14 Volume 2 Chapter I Parts 61, 71, and 91.<br>
2.	Moore, Michael and Kearsley, Greg. Distance Education: A Systems View.<br>
3.	Greenberg, A., 2004. Navigating the Sea of Research on Video Conferencing-Based Distance Education: A Platform for Understanding Research into the Technology's Effectiveness and Value.