Changing Horizons in Geography Education - HERODOT Network ...

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22The use of ICT in Geography departmentsin European higher educationKarl DonertLiverpool Hope UniversityHope Park, Liverpool L16 9JD, UKe-mail: donertk@hope.ac.ukAbstractGeography is a very visual and contemporary area of study in higher education. It has a criticalrole to play in providing lifelong learning skills and competencies for society, including thoseconcerning information and communication technologies (ICT). This paper reviews someof the results of a survey undertaken at the birth of the HERODOT Thematic Network forGeography in higher education in late 2002. It considers the use and implementation of ICTby academics, the student learning approaches encouraged and the professional developmentneeds of academics. The lack of implementation of modern ICT, especially elearning, andlow level of integration of ICT in Geography are reported on. The paper then assesses someof the issues involved in encouraging change and concludes with the members’ perceivedrole of network.Key words: ICT, elearning, Bologna, professional development, HERODOT networkIntroductionIn Europe, higher education systems are in a state of great change and as highereducation organisations experience massive reform it is likely that those involved willneed to work in many different ways. Higher Education institutions across Europeare undergoing significant changes, not only of their layout and structure, but alsotheir own approaches to education (Sangra, 2002). The comparative analyses ofsuch systems can lead to benchmarking and standardisation of approach, throughfor example the TUNING Project (Haug, 2001).One significant development has been the rise of a computer technology that hasthe power to transform education into innovative learning and teaching situations,Innovation in the use of information and communications technology (ICT) hasa huge potential for widening access and supporting learners as and when they needit (Richardson, 2001). So higher education should be responding to new kinds ofstudents, those who want ‘anytime-anywhere’ courses which suit them rather thanwhat the teachers want to deliver. The significance of this has yet to be realised.The affordability and wider access to today’s powerful information technologiesshould promote the widespread development of modern education (Wagner andSzacs, 2000). An interactive computer-based approach to teaching and learningshould be matching the powerful changes that are taking place in our rapidly evolvinginformation culture.
eEurope and the Bologna agendaIn higher education terms, the European goal in is to become the most competitiveand dynamic knowledge base in the world capable of sustainable economic growthwith more and better jobs and greater social cohesion (Commission of the EuropeanCommunities, 2004). This will be achieved partly through the use of new technologieswhere eEurope is the European action which actively promotes the informationsociety to all in Europe (Commission of the European Communities, 2002). Some ofits core priorities have been identified as eLearning, eWorking skills and eInclusion(Oliveira, 2002). The European Commission thus strongly advocates the use of ICTin education and training in order to bring access to educational opportunities ina more equally distributed fashion throughout an enlarging Europe. There should bea greater emphasis on the types of cooperation and collaboration in learning broughtabout by communication and information technologies throughout Europe (Reding,2000). ICT for education has become very significant in political and financial terms,with increasing investment from powerful organisations that often have little realknowledge of education.The Bologna process is not simply about transforming structures and educationalcontent; it is connected with lifelong learning and to the needs of society. Highereducation institutions are now expected to be actively involved in lifelong learningand to include the new information and communication technologies. Bolognaprovides common standpoints for all higher education institutions where a relevantcurriculum is needed to answer the needs of society. Across Europe Geography seemsto have been enslaved in a disciplinary curriculum, Bologna should not encourageus to simply transfer the old curriculum into a changed format. Geography has thepotential to be the subject that can address the needs of Europe, so we need to createnew learning opportunities that are relevant to the students. These students are alsomaking new demands on higher education: They increasingly require tailor-made,learner centred courses that focus on their needs and their demands. The resultanteducation will thus need to develop the learning skills of the student, such as criticalthinking, teamwork, inter-cultural awareness, problem solving and co-operation.The significance role and of ICT and particularly elearning in delivering this shouldnot be underestimated.e-LearningThere is no simple definition of what constitutes elearning. The term could describethe use of software that is designed to manage or administer various aspects oflearning which are decided upon and implemented by a tutor (Resnick and Resnick,1992). eLearning software might consist of a core set of features which would includethe delivery of learning materials, administration of learners including the trackingof progress, assessment of learners, different forms of communication, planning,organisation and timetabling facilities, searching tools and online help (Milligan,2000).Most elearning software appears to offer the same set of solutions. Many of theseproducts claim to provide an integrated learning space, which is well suited to the23
Page 3 and 4: Changing Horizons inGeography Educa
Page 5 and 6: ContributorsAnouk AdangFaculty of G
Page 7 and 8: Margaret C. KeaneSt Mary’s Univer
Page 9 and 10: Artur ReligaDepartment of Geography
Page 11 and 12: Contents1. Exciting Geography......
Page 13: Barbara Katharina Mayerhofer, Teach
Page 17 and 18: How to design and implement excitin
Page 19 and 20: only increase their motivation to l
Page 21: Ministry of Education. Having in mi
Page 25 and 26: The main learning approachesencoura
Page 27 and 28: as a vibrant exciting subject at un
Page 29 and 30: include ICT as part of the educatio
Page 31 and 32: 19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34: class using identical instructions
Page 35 and 36: ability to hold and move a load is
Page 37 and 38: the range of practical activities.
Page 39 and 40: Multimedia learning of geographical
Page 41 and 42: • an organizer and manager of a l
Page 43 and 44: Geographical fieldwork in forestsJa
Page 45 and 46: One of these field study laboratori
Page 47 and 48: learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: 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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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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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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