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nationalize their undergraduate and graduate programs. Finally, the survey exploresthe teaching methods of faculty and their support for global learning outcomes.The ACE initiative rests upon the assertion that internationalization is necessaryto prepare students for life, work, and citizenship in a globalized modern economy.In the second project, we are directly addressing this challenge by creating materialsfor an internationalized curriculum in geography.Online center for global geography educationThe Online Center for Global Geography Education is producing a series of coursemodules to enhance the teaching and learning of global geography. The Center ispartially funded by the National Science Foundation (NSF) and is being developedwith the full support and involvement of the Association of American Geographers,Grosvenor Center for Geographic Education, International GeographicalUnion, International Network for Learning and Teaching, and National Council forGeographic Education. The project aims to internationalize teaching and learningby providing geographers with the materials, technology, training, and technicalsupport they need to start their own international teaching projects.The Center currently offers three prototype modules: Population, Global Economy,and Nationalism. An early prototype, Migration, is also available for review. Eachmodule is a self-contained, collaborative learning environment featuring lessonsthat engage students in collaborative projects, promote understanding of geographicconcepts, provide practice using geographic skills, and deepen awareness of internationalperspectives about contemporary global issues. Important geographicconcepts and skills are illustrated through data, case studies, and animations drawingon the AAG’s Activities and Readings in the Geography of the World (ARGWorld)project. The modules support online collaboration using Blackboard, a softwareplatform supporting e-learning. To enable broader dissemination, the modules willbe published in English and Spanish.The project includes a research and evaluation component to investigate studentlearning outcomes and faculty attitudes toward internationalization in highereducation.For students, key learning objectives include (a) the ability to use the information,methods, and concepts of geography to examine global issues; (b) knowing how touse Internet technology for effective learning and collaboration; (c) being able toformulate and carry out strategies for asking and answering geographic questions inan international team; and (d) greater interest in the study of geography and appreciationfor its perspectives on global issues. Expectations are that student learningand interest in global geography will be enhanced through online interactions withpeers and experts in different world regions.The modules are currently being tested by faculty in several countries toconsider what teaching methods and technologies promote the abilities of internationalstudents engaged in online collaborative learning. Research has shown thatcollaborative learning can improve academic achievement and even promote crossculturalunderstanding and goodwill (Bruffee 1993; Calvani, Sorzio, and Varisco214
1997; Johnson, Johnson, and Smith 1998; Springer, Stanne, and Donovan 1998). Asyet however, few studies have examined the materials, teaching methods, and technologiesbeing used to support online international collaborative learning, particularlywith regard to (a) how the learning process is affected by language and culturaldiversity (Bonk and Cunningham 1998; Fortuijn 2002), and (b) whether the practiceenhances the learning of geography and appreciation for its perspectives on globalissues (Reeve, Hardwick, Kemp, and Ploszajska 2000; Shepherd, Monk, and Fortuijn2000). The project’s evaluation will assess achievement of these student outcomes aswell as faculty attitudes toward this approach to global geography instruction. Bothquantitative and qualitative research methods will be used to assess the success ofthe CGGE project. Four central research questions are driving the evaluation:• How does international collaborative instruction affect college student learningof the concepts and skills geographers use to analyze contemporary issues?• To what extent does this form of instruction enhance college student understandingand appreciation of international perspectives about these issues?• To what extent does this form of instruction foster appreciation among collegestudents for the geographic perspective on global issues?• What specific teaching strategies and technologies promote or hinder the effectivenessof online, multilingual international collaborative learning?A variety of methods are being used to collect the primary data for the research.Data will be collected from trials conducted by the six module authors and severaladditional faculty in the U.S., Northern Ireland, Spain, China, Germany, the Netherlands,Australia, and Chile over two academic semesters beginning in September2004. Quantitative analysis will use a pretest-posttest design to measure achievementof specific content outcomes and changes in student attitudes toward globalgeography. Qualitative methods will focus on areas where more nuanced data aresought, such as the analysis of student appreciation for international perspectivesand for reactions to the pedagogy itself. Supplementary qualitative data consistingof classroom observations and interviews will be obtained at two test sites in Europeduring Spring 2005 by the project evaluator, who has been awarded a sabbaticalleave for that purpose.DiscussionThe initiatives described above are designed to create the materials and informationbase that can serve as an empirical platform for strengthening geography in highereducation. Beyond these initiatives, the AAG supports international collaborationthrough a variety of ongoing programs. In August of 2004, the AAG assisted juniorand senior scholars attending the IGU Congress in Glasgow through a travel grantprogram funded by the National Science Foundation. The My Community, OurEarth project is currently inviting student projects that reflect the themes of theU.N. Decade of Education for Sustainable Development. The AAG continues itstradition of holding a special reception at each annual meeting to honor the presenceof international scholars participating in the meeting. And many AAG Specialty215
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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
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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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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Page 166 and 167: can convene. Details of these modul
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Page 170 and 171: The assessment must form the basis
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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
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Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
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Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
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Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 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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