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Effective Practices in Distance Education in UpperSecondary Level Geography in FinlandEila Jeronen 1 , Sirpa Anttila-Muilu 21Department of Educational Sciences and Teacher Education,University of Oulu P.O.B. 2000, 90014 Oulu, Finlande-mail: Eila.Jeronen@oulu.fi2S. Anttila-Muilu, Oulun Lyseon lukioKajaaninkatu 3, 90100 Oulu, FinlandAbstractDuring the last decade, there have been large changes in the society and the school systemin Finland. This article briefly describes the curriculum for upper secondary school geography,to be introduced by the 1 st of August 2005. In the new curriculum, communication,media skills and technology are listed as important teaching methods. The article also offersa specific set of pedagogical and assessment strategies found to be successful in distanceeducation in Geography. Distance education offers students an opportunity to have uppersecondary level education also in small rural village schools, which do not have teachers inall the required subjects.Key words: multiform teaching, net-based learning environments, geography educationIntroductionFinland launched a special information society strategy in 1995 (Ministry of Education,1995) in which the use of information and communication technology (ICT)in teaching and learning figured as a key to accelerating the progress in the chosendirection (Sinko and Lehtinen, 1999). In 1999, the Ministry of Education updatedthe ICT strategy. This was a continuation of earlier governmental efforts to steernational growth towards an information society through learning and education.The main concept in the programme was a ´learning citizenship society` (Ministryof Education, 1999). The third strategy was published in 2004. This InformationSociety Programme can be divided into three categories: knowledge, content andthe operating environment. The programme is targeted to all players in the education,training and research fields and it concerns all citizens as users or producersof information society services. The programme is geared 1) to develop all citizens’information society knowledge and skills, 2) to enable educational institutions touse information and communications technology (ICT) in a versatile way in theiractivities, 3) to establish ICT-based procedures in education, training and researchand 4) to promote social innovation through the use of ICT (Ministry of Education,2004).The ICT strategies have affected the processes at schools. All schools havean Internet connection, and systematic staff development has started. Innovative146
projects are running and in the best cases, they are a natural part of school life(Niemi, 2003).The curriculum for upper secondary school geographyIn the Finnish national curriculum for upper secondary school geography, the maingoal is that a student becomes aware of the relationship between the human being andnature, and understands the earth to be a changing and diverse living environment.The students should acquire a readiness to analyse regional environmental questions,and to find solutions in accordance with sustainable development. Geographicaleducation integrates topics from both natural and social sciences. There are twoobligatory courses to be studied: The Blue Planet and The Common World. TheBlue Planet course consists of Physical Geography. The content includes topics suchas Geographical Thinking, Position of the Earth in the Solar System, Atmosphere,Hydrosphere, Weather and Climate, Changing Topography of the Earth, VegetationZones, Landscapes through Maps and Figures. The Common World course consistsof cultural geography. Its main topics are The Nature of Cultural Geography, Population,Natural Resources, Primary Production and Environment, Industry and Energy,Traffic and Interaction, Landscapes and Land Use, and Globalisation and Sustainabledevelopment. In addition, there are two optional courses named The World ofHazards and Regional Research. The first course includes threats and risks, both fromnatural phenomena and the action of human beings. The second one includes Cartography,GIS (Geographic Information Systems), and regional geographical researchby the students. In upper secondary level geography, the areas to be evaluated arethe development of geographical thinking skills, mastery of geographical concepts,stating arguments for conceptions, and skills to observe regional dependences. Theskill to interpret, evaluate and use geographical information, and presentation andco-operational skills are also to be evaluated (Opetushallitus 2003).Distance education in Oulun Lyseon Lukio School.The geographical courses studied in Oulun Lyseon Lukio School are NaturalGeography, Human Geography, Geography of Hazards, and Regional Geography.One course consists of about 30 hours of teaching during the six week period. Thelessons are each usually 75 minutes long. There are two 75-minute lessons and onelesson of 45 plus 75 minutes during each course week. Therefore, the student hasthree geography lessons in a week. This is the situation in normal contact teachingin Oulun Lyseon Lukio School.In distance education, there are two possible teaching approaches. The first iscalled multiform teaching, which is used at Tyrnävä and Ylikiiminki satellite schools.The teaching can be distance teaching all the time, it can partially take place in anormal contact situation – meaning that the teacher and the students are in a sameclassroom at the same time. Usually this happens only once during the course whenthe students commute from Tyrnävä and Ylikiiminki to Oulu. The teacher, however,has the possibility to drive either to Tyrnävä or to Ylikiiminki to give the class andmeet the students in one of the satellite schools and have the videoconferencing going147
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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
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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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
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 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
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: 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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