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on to the other satellite school. Of course this is possible only if the teacher only hasa few lessons to be taught overall, because it takes from 35 to 45 minutes to drivefrom Oulu to Tyrnävä or to Ylikiiminki. Many teachers do like to drive to the satelliteschools whenever it is possible, and the students seem to especially appreciate it.They feel that the teacher is ready to make some efforts for them. They appreciatethat the teacher really would like to get to know them.The second approach follows the principles of distance teaching more closely.It takes place within the Northern Ostrobothnia Distance Teaching Network(NODiTeN; Pohjois-Pohjanmaan etälukioverkosto in Finnish). The teaching andlearning environment needs technical devices such as computers, phones and maybevideos. The system is close to virtual schools, but is more effective, because thereis a closer connection between the student and the teacher. In a virtual school theteacher and the students really do not meet or see each other at all. But in the NorthernOstrobothnia Distance Teaching Network, there are usually two 100-minute videoconferencingsessions per course. During those two lessons, the students and theteacher see each other, and can communicate through videoconferencing. Basically,the sessions have started to resemble normal classes where the difficult parts of thecourse are discussed.The course outlines are presented on the net in a learning environment calledOptima Discendum. Optima provides teachers with possibilities to choose the desiredtype of Web-based learning and decide how to implement it. The workspace is amode in the environment in which the teacher carries out their training or project.In principle, an environment can contain any number of workspaces. The workspacealways has an owner who has administrative rights to the workspace. The supervisor’srole is to create an operational environment in which the venture (or learning activity)is carried out. The supervisor can assign users to the environment as workspacemembers. A user with access rights to one or more workspaces is called a member.Each user automatically has their own folder, created when the user account is createdor imported into the environment. The user’s personal folder is an environment-levelfunction, and therefore available regardless of workspace membership, as long asthe user has an account in Optima. Through the desktop, the user can convenientlyand centrally administer the messages, documents, annotations, bookmarks, andsettings in the environment. Messages and documents can be easily located using asearch engine (Discendium, 2002).There are discussion forums and working environments for each course, whichcontain the goals and specific guidelines and materials needed for the course. Thetype of the course material depends on the teacher. Sometimes the materials aresimilar to virtual schools in that everything is included. However, this is not necessaryas the students may still have textbooks and other resources. The students havegiven feedback that the material provided should be clear and precise. There is somuch information dealing with geographical issues, that the basic guidelines andthe core material were valued as more important than the amount of information.The teachers’ job is thus to sieve the core material as clearly as possible. Back to thebasics is the guideline for a distance teacher.148
A variety of methods are necessary to assess student performance and learning.Evaluation and assessment is an integral part of the teaching-studying-learningprocesses. Formative evaluation is embedded in activities and interaction betweenstudents and between students and teachers. The teachers use the information gatheredto make corrections and changes in the study plan. Teachers can also use e-mail,bulletin boards, chat rooms, self-evaluation and product evaluation for assessment.At the end of the course the students have summarised evaluation tests. This evaluationis based on numerical values. Teachers also make a summarised evaluation ofthe students in the form of the final grade. The students´ progress measured usingformative assessments throughout the course is taken into account in the final evaluation.Also this is given in numerical form.ConclusionDeveloping ICT with distance education as a part of it in schools is a long process.It requires an effective technical infrastructure, psychological and cultural changesin teaching and learning. It seems that schools are in the middle of this process.Teachers do not resist implementing ICT, but it seems that they are not completelyconvinced of its advantages. In order to fully utilize ICT, they require better learningmaterials and digital content in Finnish. In addition, the teachers have problemsintegrating ICT in the curriculum, and they feel that the schools lack both effectivetechnical facilities and support to maintain these environments (Niemi, 2003).However, distance education is becoming an important component in all educationalsectors in Finland. In this article, some pedagogical features have beenpresented that are good to consider when teaching on distance education. In orderto create a rewarding online learning experience, evaluation needs to be combinedwith an effective learner-centred pedagogy. When teachers set clearly definedlearning goals and expected outcomes, develop criteria for evaluation, and usemultiple methods of assessing learning and teaching, they promote an environmentthat is conducive to learning. By providing activities and leaving time for discussion,a dynamic community of learners can be constructed.Finally, course organization strategies, such as scheduled activities and messagesfrom students and teachers form an integral part of the learning experience. Ongoingcommunication and interaction is imperative to support students and help assessmentand evaluation made by teachers. That way distance education can also be agood personal experience and give stimulation and interaction as much as traditionalcontact teaching in a classroom.References1. Discendium. 2002. Discendum Optima´s flexible architecture 2002. Available:http://www.discendum.com/english/optima/index.html (30 th April 2005)2. Ministry of Education. 1995. Education, Training and Research in the Informationsociety: a national strategy. Helsinki: Ministry of Education.3. Available: http://www.minedu.fi/eopm/strategi/2.html (30 th April 2005)149
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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
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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 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
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Page 138 and 139: the handful of disciplines that has
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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 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 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
Page 196 and 197: 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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