Changing Horizons in Geography Education - HERODOT Network ...

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Groups also focus on international themes and regional studies and help membersdevelop their international networks.For geographers, internationalization presents some interesting and challengingquestions: What is the role of geography in global education? What should it be? Cangeography education develop individuals into global citizens? Do geographers sharegoals with other disciplines in regard to internationalization? How can departments,institutions, and professional organizations successfully plan and design programsfor internationalization? Though many geographers in the United States are exploringthese questions, much can be gained through international dialogue, and it is in thisspirit that the AAG, together with HERODOT and other like-minded networks, mightbegin to explore joint initiatives to enhance internationalization The first ingredient– a common vision – is already in place. To follow through, we can take advantageof the disciplinary infrastructure built by the INLT network and IGU Commissionon Geographical Education. Likewise, we can learn from the techniques employedby various specialty organizations including the International Cartographic Association,the International Critical Geography Group, and UNIGIS. For ongoing support,we will inevitably need to secure funding for our initiatives, and possible US sourcesworthy of investigation include the International Program in the US Department ofEducation Fund for the Improvement of Postsecondary Education, and the Office ofInternational Science and Engineering in the National Science Foundation.Through research and outreach, geographers can engage the internationalizationprocess underway in higher education and help direct it toward the improvementof educational practice and student learning. The challenges are great, but so tooare the opportunities to develop global citizens through partnerships between theprofessional societies that support the work of geographers in the world.References1. ALEXANDER, R., 2001. Border crossings: Towards a comparative pedagogy. ComparativeEducation, 37(4): 507−523.2. BONK, C., AND CUNNINGHAM, D., 1998. Searching for learner-centered, constructivist,and sociocultural components of collaborative learning tools. In: C. Bonk andK. King (eds.) Electronic Collaborators: Learner-Centered Technologies for Literacy,Apprenticeship, and Discourse, pp. 25−50. London: Lawrence Erlbaum Associates.3. BRUFFEE, K. A., 1993. Collaborative Learning: Higher Education, Interdependenceand the Authority of Knowledge. Baltimore, MD: Johns Hopkins University Press.4. CALVANI A., SORZIO, P., AND VARISCO, B., 1997. Inter-university cooperativelearning: an exploratory study. Journal of Computer Assisted Learning, 13: 271−280.5. FORTUIJN J., 2002. Internationalizing learning and teaching: a European experience,Journal of Geography in Higher Education/Carfax lecture presented at the AnnualMeeting of the Association of American Geographers, 21 March 2002, Los Angeles.6. HAIGH M., 2002. Internationalization of the curriculum: designing inclusive educationfor a small world. Journal of Geography in Higher Education, 26(1): 49−66.7. HANVEY R., 1976. An attainable global perspective. Theory into Practice, 21(3):162−167.216
8. HAYDEN M., AND THOMPSON J., 1995. International schools and internationaleducation: a relationship reviewed. Oxford Review of Education, 2(13): 327−345.9. JOHNSON D. W., JOHNSON R. T., AND SMITH K. A., 1998. Active learning: Cooperationin the college classroom. Edina, MN: Interaction Book Company.10. KNIGHT J., AND DE WIT H., 1995. Strategies for internationalisation of higher education:Historical and conceptual perspectives. In de Wit, H. (Ed.) Strategies for internationalisationof higher education: A comparative study of Australia, Canada, Europeand the United States of America. Amsterdam: European Association of InternationalEducation.11. REEVE D., HARDWICK S., KEMP K., AND PLOSZAJSKA T., 2000. Deliveringgeography courses internationally. Journal of Geography in Higher Education, 24(2):228−237.12. SHEPHERD I., MONK J., FORTUIJN J., 2000. Internationalization of geography inhigher education: towards a conceptual framework. Journal of Geography in HigherEducation, 24(2): 285−298.13. SOLEM M.N., 2001. A scoring guide for assessing issues-based geographic inquiry onthe Web. Journal of Geography, 100(2): 87−94.14. SPRINGER L., STANNE M. E., AND DONOVAN S., 1998. Effects of cooperativelearning on undergraduates in science, mathematics, engineering, and technology:A meta-analysis. (Research Monograph № 11). Madison: University of Wisconsin-Madison, National Institute for Science Education, Review of Educational Research.217
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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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academic science. I do believe that
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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
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
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Page 208 and 209: Then these results were compared to
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Page 214 and 215: nationalize their undergraduate and
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Page 220 and 221: have also affected the number ofGeo
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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
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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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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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