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Some textbooks also provide self-learning tools with software demos and casestudies. Students should be encouraged to invest in one of these textbooks to getas much hands-on experience as possible. Specific textbooks relate to particularsoftware and even though the technology changes relatively quickly and such booksmight become dated, it is always useful for students to undergo individual trainingon the use of GIS (see for example Ormsby et al. 2004).Teaching undergraduate GIS to various disciplinesThe major problem of teaching GIS to various disciplines is the instructor’s dispositionto the different applications of GIS. Despite students having a fixed structure tofollow at the beginning of the course, some of the more professional degree courseshave industry specific requirements which the instructor should be aware of. In thecase of Architecture and Education, expectations by the industry must be understoodbefore undertaking any teaching.Fortunately for most disciplines there are both textbooks and exercises which canhelp the tutor to use industry specific case studies (see for example Malone et al.,2002).The role of the studentThe student has a very important role to play in the delivery and success of GISstudy-units. Mostly it is the adaptability to use computer software which depends onthe student’s background subjects in secondary and post-secondary education.Students should understand the importance of hands-on experience to learn aboutGIS. Most students today are keen at using the software from an early stage of thestudy unit. It is important however that during the first tutorials the tutor is ensuringstudents understand the processes that are going on in using the software. It is alsoimportant for the student to take an interest in seeing how systems are operated inthe real world, and in the case of Malta this is possible with site visits to particularindustries which have applied GIS in their work processes.ConclusionsThis paper aimed at identifying the opportunities and problems of developing undergraduatestudy units about GIS. It focused on the course development and problemsof multi-disciplinary teaching but also on student aids and the importance of selflearning.The demand for geospatial skills is growing worldwide (see Gewin, 2004)with more scientist required to understand the processes of integrating use of GISwith spatial phenomenon. This on its own should be an incentive for higher educationto invest in the teaching of GIS from undergraduate levels.References1. CLARKE K. 2002. Getting started with GIS, Prentice Hall, England.2. GEWIN V. 22 nd January 2004. “Mapping Opportunities”, Naturejobs, Nature PublishingGroup, England, pp 376−377. Available online at http://www.nature.com/cgi-taf/DynaPage.taf?file=/nature/journal/v427/n6972/full/nj6972-376a_fs.html100
3. HEYWOOD I., CORNELIUS S., CARTER S. 2002. Introduction to Geographic InformationSystems, Prentice Hall, England.4. LONGLEY P., GOODCHILD M. F., MAGUIRE D.J., RHIND D.W. 1991.Geographic Information Systems First Edition, Wiley, USA. Available online athttp://www.wiley.com/legacy/wileychi/gis/volumes.html5. MALONE L., PALMER A.M., VOIGT C.L. 2002. Mapping Our World GIS Lessons forEducators, ESRI Press, California.6. MAP SERVER. 2005. Available online at http://www.mepa.org.mt/Planning/index.htm?MapServer.htm&1, Malta Environment and Planning Authority.7. MCDONNELL R., KEMP K. 2004. International GIS Dictionary, Wiley, USA.8. ORMSBY T., NAPOLEON E., BURKE R., GROESS, C., FEASTER, L. 2004. Gettingto Know ArcGIS desktop, ESRI, California.9. TOMLINSON R. 2003. Thinking about GIS: Geographic Information System Planningfor Managers, ESRI Press, California.101
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
Page 106 and 107: Even though this only is a short an
Page 108 and 109: Background of international student
Page 110 and 111: students in their language skills.
Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 116 and 117: audio lectures - one for presenting
Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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