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References1. BLAKE C. T., DAVIES C., JONES A., MORRIS E., SCANLON, E. 2003. Evaluatingcomplex digital resources, ALT-J 11 (1), 4−16.2. COMMISSION OF THE EUROPEAN COMMUNITIES 2004. Lisbon agenda,http://europa.eu.int/growthandjobs/index_en.htm, accessed May 10 2005.3. COMMISSION OF THE EUROPEAN COMMUNITIES 2003. The Bologna Process:Next Stop Berlin 2003. http://europa.eu.int/comm/education/bologna_en.html, accessed10 March 20054. COMMISSION OF THE EUROPEAN COMMUNITIES 2002. eEUROPE 2002:communication from the Commission to the Council and the European Parliament,European Commission, Brussels.5. COOPER L. 2000. Online Courses – Tips For Making Them Work, T.H.E Journal (March2000), http://www.thejournal.com, accessed 10 January 2003.6. DONERT K. 2003. HERODOT: a Thematic Network for Geography departments inhigher education, Proc. IGU 2003 UK Conference, Institute of Education London, April26−27, 213−9.7. DONERT K. 2004. Aspects of GIS education and Geography in European highereducation, 4−19, [in:] Donert K, Aspects of Geography in European higher education:Geographical Information Systems, Liverpool Hope University, Liverpool.8. DRAPER S. W., CARGILL J., CUTTS Q. 2002. Electronically enhanced classroominteraction, Australian journal of educational technology, 18 (1), 13−23.9. HAUG G. 2001. The TUNING project in the context of main trends in higher educationin Europe, http://www.relint.deusto.es/TUNINGProject/presentations/TUNING_Guy_Haugh.pdf, accessed 2 February 2005.10. KEMP K. K. 1999. Strategic Change in GIScience Education. Geographic InformationSciences, 5(1), 24−29.11. LAURILLARD D. 2002. Rethinking University Teaching: A framework for the effectiveuse of Educational technology. London: Routledge.12. LONGLEY P., GOODCHILD M., MAGUIRE D., RHIND, D. 2001. Geographical InformationSystems and Science, Wiley and Sons, Chichester and New York.13. MILLIGAN C. 2002. Using Digital Resources for Teaching Learning & Research in thevisual arts, http://vads.ahds.ac.uk/guides/using_guide/sect41.html, accessed 5 January2003.14. MOONEY K., MARTIN A. 2003. The potential of distance elearning in the spatial informationsciences: an evaluation of a pilot programme at the Dublin Institute of Technology,http://www.upv.es/menuconf/CD%20MENU%20CONFERENCE/2B%20Courses/keevin_mooney.pdf, accessed, 12 November 2004.15. OLIVEIRA C. 2002. Information Technologies in Education and Citizenship, EuropeanCommission, Brussels.16. REDING V. 2000. Implementation of the e-Learning Initiative, Dundalk Institute ofTechnology, http://www.labi-berlin.nubb.dfn.de/bibliothek/reden/reding_imple.htm,accessed 12 March 2005.17. RESNICK L. B., RESNICK, D. P. 1992. Assessing the Thinking Curriculum: New Toolsfor Educational Reform,. In B. Gifford and O. C. M. Boston (Eds), Changing Assessments:Alternative Views of Aptitude Achievement and Instruction. Boston, Dordrecht,London: Kluwer Academic Publishers.18. RHIND D., R APER J. 2001. GIS: time for a re-think?, GEOEurope,http://www.geoplace.com/ge/2001/0501/0501educ.asp, accessed 29 December 2004.30
19. RICHARDSON J. A. 2001. Collaborative Learning in the Virtual Classroom: LessonsLearned and a New Set of Tutor Guidelines, National Learning and Teaching Forum,Feb. 2001, (10), 2, http://www.ntlf.com/html/pi/0102/web_1.htm, accessed 16 December2003.20. SANDELANDS E. 1998. Emerging issues in continuing professional development,Continuing Professional Development, 1(2). 74−84.21. SANGRA A. 2002. Quality in Examples of Virtual Higher Educationhttp://www.uoc.edu/web/eng/art/uoc/sangra0102/sangra0102_imp.html, accessed 3October 2004.22. SIMMS R. 2000. An interactive conundrum: Constructs of interactivity andlearning theory, Australian Journal of Educational Technology, 16(1), 45−57,http://www.ascilite.org.au/ajet/ajet16/sims.html, accessed 17 September 2004.23. WAGNER E. and SZACS, A. (Eds.) 2000. Book of Essays, Research and Innovationin Distance Learning, First Research Workshop of EDEN, Prague, 16/17 March 2000,European Distance Education Network (EDEN), Budapest.24. ZELL A. J. 2001. Four uses of the Internet, http://www.sellingselling.com/articles/internetSelling.html, accessed 5 April 2005.31
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 and 28: as a vibrant exciting subject at un
Page 29: include ICT as part of the educatio
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
Page 106 and 107:
Even though this only is a short an
Page 108 and 109:
Background of international student
Page 110 and 111:
students in their language skills.
Page 112 and 113:
International collaboration in dist
Page 114 and 115:
Designing and teaching the distance
Page 116 and 117:
audio lectures - one for presenting
Page 118 and 119:
enrolled in geography courses at po
Page 120 and 121:
development experience. Whilst Craf
Page 122 and 123:
Networking and social diffusion of
Page 124 and 125:
is mistreated, the culture is a-cul
Page 126 and 127:
3. ABALAR. 2004. “Editorial”, i
Page 128 and 129:
to gather process and store spatial
Page 130 and 131:
1. Fundamental to understanding GIS
Page 132 and 133:
The Future of Geography and Geograp
Page 134 and 135:
of geography. In Singapore Social S
Page 136 and 137:
geography should become much more s
Page 138 and 139:
the handful of disciplines that has
Page 140 and 141:
and respected and the institutional
Page 142 and 143:
3. The strength of school and unive
Page 144 and 145:
It is quite clear that Vidal de la
Page 146 and 147:
Effective Practices in Distance Edu
Page 148 and 149:
on to the other satellite school. O
Page 150 and 151:
4. Ministry of Education. 1999. The
Page 152 and 153:
schools is the result of the role e
Page 154 and 155:
• A statistically significant dif
Page 156 and 157:
Charles University geography gradua
Page 158 and 159:
Table 1. First job in studied field
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importance in geography study progr
Page 162 and 163:
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
Page 172 and 173:
The teaching shall build on the pup
Page 174 and 175:
The Relationship between Geography
Page 176 and 177:
Geography and Territory Planning ha
Page 178 and 179:
we wished, of course we have obtain
Page 180 and 181:
Why Managers from Multinational Com
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
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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
Page 200 and 201:
It is expected that the more active
Page 202 and 203:
An evaluation of geographyand geogr
Page 204 and 205:
The problems of geography and geogr
Page 206 and 207:
Europe in geographical education -
Page 208 and 209:
Then these results were compared to
Page 210 and 211:
Figure 9. Countries mentioned by th
Page 212 and 213:
Internationalizing geography in hig
Page 214 and 215:
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
Page 240 and 241:
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
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
Page 264 and 265:
Nowadays, according to the literatu
Page 266 and 267:
In the gymnasium and in high school
Page 268 and 269:
3. Dziennik Ustaw nr 61 z dnia 19 c
Page 270 and 271:
Crick advocates these principles by
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dropping litter. There is circle ti
Page 274 and 275:
and learning. Kerala is an exporter
Page 276 and 277:
The role of geographical education
Page 278 and 279:
ole: they form attitudes, views, pr
Page 280 and 281:
Field lessons can engage the pupil
Page 282 and 283:
to explore regional issues when tea
Page 284 and 285:
Some backgroundFor a number of year
Page 286 and 287:
issues that will shape the future g
Page 288 and 289:
Geography and Environmental Science
Page 290 and 291:
(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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