Changing Horizons in Geography Education - HERODOT Network ...

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teaching needs in terms of CPD. So, the European thematic network for Geographyin higher education (HERODOT) has been established in part to address theseconcerns and to support academics in their implementation of the Bologna process.Hence the delivering change through Bologna is not being matched by the necessarysupport for those involved. The significance of innovation and change is dealt withpartly in the next section.Professional development and changeICT challenges our ‘traditional’ educational system and its eminence has significantimplications for the future. Organisations react to change in many different ways andthey will take up possible new opportunities at different rates, but understanding theprocess of change is important for implementation. The degree of inertia or resistanceto change will be related to many factors. In Geography much opinion, including thatshown in the papers for this HERODOT Conference, appears to suggest that we needwell-defined reform, new bachelor and masters courses, not just changed in nameonly, which are integrated with relevant ICT with pedagogical approaches to supportgood materials for learning. While there are many good examples of pioneers thatdemonstrate that change using ICT is possible and practical, the issue that we needto address is what professional development is necessary to enable the geographycommunity to transform its European education space and populate it with exciting,relevant and vibrant new courses.In total, the 65 institutions identified only ten creative initiatives involving theuse of ICT in Geography. There were some major developments, for example increating digital landscape models equipped with logically integrated data for variouspurposes in 2D, 3D and 4D event modelling, the development of major new coursesusing elearning software and the establishment of a Geography education portal.Several other initiatives reported on planned action research for example in the useof the Web, digital portfolios or presentation software in classes. However, most ofthem only appeared to involve teacher education courses in Geography rather thanacademic geography courses. So it seems like Geography was, with only a fewexceptions, at a very early phase in the adoption of new technologies for learningand teaching. So we should be considering how and why eLearning, multimedia andgeo-software opportunities should be implemented so that academics can focus onhow to construct courses based on the learning requirements of the students ratherthan the teaching approaches we want to offer. In a higher education increasinglygoverned by market forces our courses need to match the expectations of the learners,hence useful quality guidelines in terms of technical issues, pedagogical approachesand content should be established and used.ConclusionsIf the perceived role of a Thematic Network like HERODOT is to stimulate andsupport change (Figure 3) by providing examples that are retrievable by tutors/teachers and give access to best practise and the state of the art, then its actionsmust relate to the activities of a knowledge society. Today we are all expected to28
include ICT as part of the educationalapproaches we promote.However, much Geographyeducation in Europe has not yetembraced these needs. It remainslargely dominated by traditionalteaching activity, which isfairly resistant to the adoptionof new approaches. As a resultgeographers are not, except inthe case of GIS, in a positionto take advantage of the potentiallypositive impacts of ICT. Itis likely that many Geographydepartments will soon seek tooffer online courses in the nearfuture in order to expand theirprovision and more importantlyincrease income generationrather than doing it to in meet theeducational needs of computerliteratestudentsFigure 3. Perceived role of the HERODOT network(Cooper, 2000)Online learning provides opportunities for significant levels of interaction (Zell,2001). eLearning has been shown to be an excellent facility for the development ofcollaborative skills including cooperative problem solving and teamwork activities(Simms, 2000). Therefore, integrating eLearning within Geography courses wouldencourage deeper, more reflective and student centred learning approaches, meetingthe core goals of Bologna. The support mechanisms can be used to help most studentsreach their goals. So, as a high priority, HERODOT must consider the potential ofnew technologies in geographical education as we develop our educational structuresthrough the Bologna process. In many countries, geography as an academicsubject is at risk and yet geography and geographers do not seem flexible enough tointegrate and incorporate multimedia, the Web and e-learning into our universitycourses. We need to embrace these new technologies, but new pedagogies whichare more relevant to the 21 st century will need to be employed. So, we should focuson the meaningful embedding of computer-based activities that will offer enhancedlearning opportunities. These will help develop learner autonomy and encourage theestablishment and building of professional communities of geographers.There are strong implications that e-learning should change the way that highereducation is delivered. This research thus suggests that a more in-depth survey ofopinions and attitudes are required towards the use of new technologies. This surveyis currently being undertaken by members of the HERODOT network.29
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 and 24: eEurope and the Bologna agendaIn hi
Page 25 and 26: The main learning approachesencoura
Page 27: as a vibrant exciting subject at un
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
Page 81 and 82:
Figure 1. Changes in the structure
Page 83 and 84:
Challenges for the futureNowadays t
Page 85 and 86:
A perspective from the United State
Page 87 and 88:
The process of GIS inquiry - Thinki
Page 89 and 90:
Remote Sensing in Geography Educati
Page 91 and 92:
IntroductionThe Democratic Republic
Page 93 and 94:
images visualise the “tree vegeta
Page 95:
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
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Even though this only is a short an
Page 108 and 109:
Background of international student
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students in their language skills.
Page 112 and 113:
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
Page 132 and 133:
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
Page 146 and 147:
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
Page 170 and 171:
The assessment must form the basis
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The teaching shall build on the pup
Page 174 and 175:
The Relationship between Geography
Page 176 and 177:
Geography and Territory Planning ha
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we wished, of course we have obtain
Page 180 and 181:
Why Managers from Multinational Com
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able to have training in different
Page 184 and 185:
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
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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It is expected that the more active
Page 202 and 203:
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
Page 210 and 211:
Figure 9. Countries mentioned by th
Page 212 and 213:
Internationalizing geography in hig
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nationalize their undergraduate and
Page 216 and 217:
Groups also focus on international
Page 218 and 219:
The Position of Geography Graduates
Page 220 and 221:
have also affected the number ofGeo
Page 222 and 223:
The majority answered that they wou
Page 224 and 225:
In the Primary school curriculum, G
Page 226 and 227:
the efficacy of the teaching and le
Page 228 and 229:
228
Page 230 and 231:
What Europe do we teach?A view from
Page 232 and 233:
The regional approach is used in on
Page 234 and 235:
The syllabi reflect mainly that the
Page 236 and 237:
Geography Forum: Intercultural Lear
Page 238 and 239:
Was Intercultural Competence promot
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of geographical education in our un
Page 242 and 243:
Higher education (University) as a
Page 244 and 245:
This table shows the importance of
Page 246 and 247:
the studies on what exists, to cons
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248taught in the foreign language e
Page 250 and 251:
as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
Page 254 and 255:
Years’ Religious War in the 17 th
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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
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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
Page 268 and 269:
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
Page 284 and 285:
Some backgroundFor a number of year
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issues that will shape the future g
Page 288 and 289:
Geography and Environmental Science
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(2000) cautioned an awareness of cu
Page 292 and 293:
Geography and Languages in Intercul
Page 294 and 295:
Table 1. The most widely taught for
Page 296 and 297:
the whole world will, according to
Page 298 and 299:
References1. CALVET L. J. 2002. Le
Page 300 and 301:
Sustainable development: let geogra
Page 302 and 303:
predecessor “green,” or the pre
Page 304 and 305:
8. GUNN A. S., “Professional Ethi
Page 306 and 307:
Much research in Environmental Educ
Page 308 and 309:
Sustainability, Development and Sec
Page 310 and 311:
includes geography. The context is,
Page 312 and 313:
• protected areas8. Landscape sec
Page 314 and 315:
Developing geographical professiona
Page 316 and 317:
tion contributes to the growth of e
Page 318 and 319:
cooperative learning using as theor
Page 320 and 321:
Studyng climate and water resources
Page 322 and 323:
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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