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support of student-centred learning, a core mission of Bologna. Laurillard’s (2002)mapping of methods with educational activities, are support for the fact that it isnot the environments themselves that support or enhance learning, but the ways inwhich they are used if suitable learning is to take place (Donert, 2004). Simms (2000)maintains that it is through the active engagement with learning that elearning canenhance the student experience. The major dimensions being characterised by:• Learners – the who of the learning process• Content – the what of the learning process• Pedagogy – the how of the learning process• Context – the when and where of the learning process.HERODOT Members SurveyIn late 2002, the 81 members of the HERODOT thematic network for Geography inhigher education were asked to complete an in-depth questionnaire about the stateof Geography in their institutions, their work and in their countries. In all 65 partnerTable 1. ICT and teaching Geography in higher educationActivityTeaching about ICTTeaching with ICTResearch24%HE departamentsGISRemote SensingIT in GeographyComputer assisted learningDistance learningOnline learningGISRemote SensingIT in Geography71%60%52%45%12%9%48%35%22%institutions responded based in31 different countries. Of these12 organisations were onlyinvolved in teacher training, notoffering undergraduate or postgraduateGeography degrees.Table 1 shows the proportion ofdepartments teaching about ICT,with ICT and doing research inICT in Geography at that time.Over half of the departmentsoffered distinct courses in ICT inGeography; however few used either distance learning or elearning to deliver coursesfor their students. Technology-oriented Geography courses have thus been developedin most academic departmentsbut using online learningopportunities or multimedia wasnot well developed.IT and GIS practicals weretaught in most higher educationGeography departments. Therewere two types of courses identified,introductory courses whichwere commonly developed forstudy in years 1 and 2, thesecourses were often followedby more advanced, detailed orspecialist courses in later years(Donert, 2004).Figure 1. IT and GIS practicals by year of study
The main learning approachesencouraged by academics andused by students were alsodefined in the survey (Figure 2).Surprisingly, only just over onehalfof the departments (56%)considered that they developed,as a main theme, student-centredlearning approaches, this wasfewer than those promotingteacher-organised approaches.The teacher-centric modelsappeared to prevail with traditionallecture-seminar-practicalactivities dominant with littleconcern for the student experienceor real needs.Concerning the use of ICT,in all only 38% encouragedstudents to use computer assisted learning. This suggests that although geographicalstudies are strongly related to contemporary issues, current affairs and visualinformation sources, the value of information acquisition and the opportunities forcommunications through ICT in the learning process are greatly undervalued, Itwould thus appear that few European geographers have been at the forefront indeveloping courses and materials which incorporate or embed new technologies.Figure 2. Main learning methods used by students – percentage ofdepartmentsTable 2. Variety of student learning approachesin GeographyNumber of mainlearning approaches%institutions1−2 10%3−4 42%5−6 34%7−8 15%It was noticeable that the range of mainstudent learning approaches suggested bygeographers varied significantly (Table 2).Most departments encouraged many differentapproaches and several included all thosementioned in the survey, but in one-third of thereplies traditional teacher-orientated activitiesseemed to dominate with little variety encouraged.These were not just found in higher educationinstitutions from EU countries nor were they only from new member states; butthe approaches favoured seemed to depend mainly on local circumstances and individualpreferences. With the ongoing implementation of Bologna in European institutionsthis pattern is likely to significantly change in future years. The approachesto implementing and managing such change will also need consideration.The issues involving IT-based practical work were also researched and thisrevealed the existence of three main situations. More than one-quarter (27%) ofthe institutions considered themselves to be technologically well-equipped. Theymentioned the wide range of facilities they had available for both study purposes andresearch. In some cases the laboratory facilities had become self-funded by income-25
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 and 22: Ministry of Education. Having in mi
Page 23: eEurope and the Bologna agendaIn hi
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
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76:
delivery, and the methods of the pa
Page 77 and 78:
• Pathways signal important tasks
Page 79 and 80:
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
Page 324 and 325:
and political implications of plann
Page 326 and 327:
8. UNITED NATIONS 1997. Kyoto Proto
Page 328:
Conference Changing Horizons in Geo
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