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1. Fundamental to understanding GIS is the recognition that the GIS model is not onlya specialized computer model like conventional databases. It is an interpretationof geographical space, and therefore the modelled objects and phenomena needto be as close as possible to the real world.2. GIS is ‘as different as it is similar’ to traditional geographical analysis andmapping, meaning that the GIS education should be organized in close relationshipwith the core Geography program of the department or faculty.3. Taking into account the above principle, we have to point that there are differenttypes of GIS specialists, these might include:• GIS users• GIS developers and• GIS “architects” and managers.The level of geographic competence needs to be different for each type of specialist.A GIS teaching program should be designed to serve either a specific level of GISspecialist or to gradually build knowledge through each specialism, from GISuser to GIS “architect”. In this case, the “GIS architect” should be familiar withall geographical concepts that GIS technology is built upon.4. The didactic, two-stage educational approach (introduction, followed by anadvanced course) is simply not efficient in GIS education. A case study approachwith extensive hands-on experience provides better focus, but also puts a greaterburden on individual instructors and facilities.5. GIS is no longer a camera-based discipline – modern GIS and geoinformation aremobile and thus a significant part of GIS education might be organized on thefield.Considering the above principles, we think that GIS teaching programs must bedesigned in four mutually penetrating and interacting stages, which have to be tightlyconnected to the fundamentals of geography as an academic discipline:1. GIS fundamental module: This module must give the necessary theoretical knowledgeabout the geographical concepts behind GIS technology, Geographical (Spatial)modelling, traditional and computer based mapping, Principles of GIS, etc.2. GIS attributive module: Here students need to receive the necessary computerliteracy, as well as knowledge and skills in Remote sensing, Geodesy, Photogrammetry,Statistics, and all other related disciplines.3. GIS application module: the leading approach here must be so-called “problembasedlearning”. A case study approach is foreseen so that students will get toknow how real-world problems are solved through GIS.4. GIS practicum, including field work thanks to the so-called “mobile GIS” applicationsThe organizational time line of the programme needs to be slightly different fromthe standard ‘two stage’ approach: introduction and an advanced level, includingapplications. This approach more or less produces only GIS technicians, insteadof GIS specialists with competences to design more reliable and representativecomputer-based geographical representations. Therefore the fundamentals must beformed on geographical concepts and courses, developing spatial thinking amongstudents.130
ConclusionWith the topics developed in the paper, we are aiming to open a discussion withinthe European geography community about the place of GIS and GI technologiesin the geography curricula in Europe, as well as, their role in the capacity buildingof European geographers. We think that GI literacy and the capacity to work withgeographical data and information are among the key characteristics of the contemporarygeographer. Those capabilities are playing an important role not only in theterms of improvement of the employability of geography graduates, but also they arevery important for the promotion of the geography as a discipline and professionalfield in contemporary society.References1. KOTSEV A., DIMITROV S. 2004. Problems and potential solutions for the implementationof GIS within the Bulgarian Statistical System, 24 th Biennial Conference on Regionaland Urban Statistics: Understanding Change, Mineapolis, USA pp. 151−158.2. MARBLE D. F. 1997. Rebuilding the Top of the Pyramid: Structuring GIS Educationto Effectively Support GIS Development and Geographic Research. Proceedingsof the Third International Symposium on GIS and Higher Education (available athttp://www.ncgia.ucsb.edu/conf/gishe97/program_files/papers/marble/marble.html)3. RHIND D., RAPER. J. 2001. GIS: time for rethink, GeoEurope May 2001 Vol. 10 (5),pp. 47−48.131
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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
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• 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 100 and 101: Some textbooks also provide self-le
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
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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 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
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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
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
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Page 164 and 165: academic science. I do believe that
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Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
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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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