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6. NUNDY S. 1999. ‘The fieldwork effect: the role and impact of fieldwork in the upperprimary school’, International Research in Geographical and Environmental Education.8(2), 190−198.7. ORION N., HOFSTEIN A., TAMIR P., GIDDINGS, G.J. 1997. ‘Development and validationof an instrument for assessing the learning environment of outdoor science activities’,Science Education, 81(2), 161−171.8. PALMBERG I.E., KURU, J. 2000. ‘Outdoor activities as a basis for environmentalresponsibility’, The Journal of Environmental Education, 31(4), 32−36.9. REVELL P. 2002. Danger! Is this the end of class trips? Times Educational Supplement.6 September.10. RICHARDSON P. 1998. ‘Fieldwork’ in Carter, R. (ed.) Handbook of Primary Geography,Sheffield: The Geographical Association, pp. 181−195.11. RICKINSON M. 2001. ‘Learners and learning in environmental education: a criticalreview of the evidence’ (Special Issue), Environmental Education Research, 7(3). (wholeissue).12. SMITH P. 1987. ‘Outdoor education and its educational objectives’ Geography, 72(2),pp. 209−216.38
Multimedia learning of geographical subjectsVladimir HerberMasaryk University Brno, Faculty of Science, Institute of Geography,Kotlarska 2, 611 37 Brno, Czech Republice-mail: herber@sci.muni.czAbstractThe promotion of ´contact-free learning methods´ is a possible response to the Action Planfor the European education initiative ‘Learning in the Information Society’. It is connectedwith the use of Internet based technologies on the one hand and geoinformation technologieson the other hand. This paper presents extracts of the WWW pages devoted to themultimedia learning of Landscape ecology and Regional physical geography of the CzechRepublic, including e-learning technologies supported by the Information system of MasarykUniversity Brno.Key words: ICT in geographical education, multimedia learning, www presentationIntroductionInformation and Communication Technology (ICT) may be a term that has onlybecome popular in the past few years, but the notion of ICT has a long history withinthe teaching and learning of geography. The use of ICT as a tool for teachers andlearners has never had such prominence and this is something that must be addressedby all phases of education, reaching across formal and informal education. Despitethe importance of the technology, there are many issues for all geographers, rangingfrom access to the technology, to identifying its effective use and application. Moreimportantly it could be claimed that ICT is changing geography continually, be it inthe patterns of work that geographers study or the formal understanding of how thesubject can and should be taught (Hassell 2000).ICT in geographical educationLambert and Balderstone (2000) highlight the belief that ICT has the potential toenhance students’ skills of geographical enquiry. To meet this potential often requirestwo conditions to be met:1. Geography teachers need to improve their own understanding and competencein the power of information technology to support enquiry methods (such ascollecting, recording, analysing and presenting data in a variety of forms – text,maps, tables and diagrams).2. Students need to develop their ICT skills beyond the basics of data handling(such as an ability to conduct a sound geographical enquiry utilizing informationskills such as selection, evaluation, interpretation and presentation of appropriatedata).39
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 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: the range of practical activities.
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
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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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