Post on 21-Dec-2015
103700-CP-1-2004-1-UK-ERASMUS-TN
Karl Donert and Harry Rogge
HERODOT Connected! The use of ICT in higher educationGeography departments in Europe
Bologna Process and EHEA
• Bologna = make European Higher Education the best, most competitive in global marketplace
• course developments based on learning outcomes• student-centred learning approaches at core of change• central role of e-learning and new technologies in
learning and teaching (European Commission, 2002)
European Commission (2003), The Bologna Process: Next Stop Berlin 2003, http://europa.eu.int/comm/education/bologna_en.html
Context: HERODOT Survey 2002
Main learning methods used by Geography students – percentage of departments, 65 institutions, multiple responses
Donert K (2005), The use of ICT in Geography departments in European higher education, Changing Horizons in Geography Education, HERODOT Publication
0%
20%
40%
60%
80%
100%
Few use computer-assisted learning
HERODOT Survey 2002Professional training (CPD) events in past 2 years (65 replies)
Donert K (2005), The use of ICT in Geography departments in European higher education, Changing Horizons in Geography Education, HERODOT Publication
number replies Type of CPD activity replies
0 38% GIS 13%
1 31% e-learning course 9%
2 14%specific computer course 4%
3 8%basic ICT course (Office) 5%
>3 6% web page development 4%
CPD trainers 3% Others, non-IT 64%
little professional development
one third of this related to computers 22%
HERODOT Survey 2002 some conclusions
Geographers teaching in higher education:• should expect to include ICT as part of the
educational learning approaches promoted • should consider how e-learning changes the way that
higher education Geography learning takes place• must consider the potential of new technologies in
geographical education• should undertake research if we are to maximise
online pedagogical opportunities in teaching exciting, authentic and relevant Geography in higher education
Donert K (2005), The use of ICT in Geography departments in European higher education, Changing Horizons in Geography Education, HERODOT Publication
HERODOT Survey 2005 Aims
• Describe use of ICT in Geography in European Geography departments in higher education
• Analyse the characteristics of ICT use in Geography teaching in higher education
• Assess the attitudes and approaches of academics to ICT in Geography
• Identify weaknesses and needs• Make recommendations for action
Survey 2005 hypotheses
• Geographers do not use ICT in teaching/learning• Geographers do not understand the value of ICT
– while Geographers were at the forefront of the Internet revolution, now the use of ICT in teaching may now be dominated by those teaching GIS.
– teacher educators use ICT as the use of ICT is obligatory in teacher training in all European countries (eEurope, 2002)
• Might expect to find some differences between – Geography, Teacher Educators and GIS teachers
• Managers a key group– they make decisions, their attitudes and approaches critical
Survey sample structure
Main teaching activity (n=69)
0%
10%
20%
30%
40%
50%
60%
GIS, cartography Geography education Geography
Survey of 112 network HE members April-July 2005
69 institutions responded
26 countriesUK-10, CZ-7NL-6, ES-5, AT-5
Survey sample structure
Position of respondents
0%
5%
10%
15%
20%
25%
30%
Lecturer SeniorLecturer
Reader AssistantProfessor
Professor Dept Chair Other
Teaching profile
0
5
10
15
20
25
30
35
0 10 20 30 40
years teaching
year
s u
sin
g I
CT
Survey sample structure
expert
experienced
established
seniorexperiencednew
Research Questions
• What are Geographers in Europe using ICT for?
• What are their perceptions of ICT?
• What is their understanding of the potential of ICT?
• What are the drivers of change?
ExperienceTeaching with computers
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
a course taught withcomputers
taught distance learningcourse
online collaboration withcolleagues
no
yes
most Geographers use computers
few involved in online courses or online collaboration
Computer as a tool
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
important
indispensiblePOTENTIAL
US
1990’s eEurope 2010
Survey 2005
THEM
Why use computers?
• most recognised learner benefits– Motivation, Flexibility– Broadening, Deepening
• Some commented on potential – Challenging courses, Exciting learning, High interactivity
• almost no barriers - few negative aspects• BUT fewer recognised teaching benefits
– Management and organisation– Assessment – More practical and better
• implies few have integrated computer use in teaching and learning process
What is needed for teaching and learning with computers?
• students need computers - in the hands of learners
• Internet and Intranet essential• online pedagogical tools (virtual learning
environments) not seen as important• less aware of distance learning aspects
like communication opportunities • specialist data and software thought to be
more important
Institutional drivers affecting computer use
• institutions require computer use by staff/students• most provide computers and support• few rewards for teaching with computers• less support for learners than for teachers• Geographers are less committed than GIS or
Geography educators to importance (centrality) of computers for learning and teaching Geography
Geographers least involved in computer-based courses
Computer-based learning
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
collaborated on computer-based course
professional developmentcourse
GeographyGeography educationGIS
Research Questions
• What are Geographers in Europe using ICT for? LOW LEVEL PRACTICAL FUNCTIONS
• What are their perceptions of ICT? ICT IS IMPORTANT
• What is their understanding of the potential of ICT? NOT VERY MUCH
• What are the drivers of change? STUDENTS
Managers are a key group
Managers responses (n=15)
“Ways computers enhance teaching of Geography”
Information
“allocate, interpret, arrange data, develop graphs, work with a Web-GIS, simulation and demonstration, work on a whiteboard”
“It is necessary in any kind of spatial geography and scientific questions as well as in education because it is a tool to analyse, visualise, restructure etc. geographical data”
Ways computers enhance teaching of Geography
Geo-information
“GIS as a tool to enhance the student’s understanding of social and natural phenomena on a local and global scale in a way most students are comfortable with due to their everyday use of computers for applications like gaming and communication etc.”
“In the development of models, in cartography and GIS, for searching journals, papers and access to maps and planning issues”
Ways computers enhance teaching of Geography
Global communication
“Facilitates information search from around the world, analysis of data, presentation of data (although great danger that Power Point used excessively at the expense of original thought and direct personal contact).”
“Potential for contact across national boundaries could be developed more”
“It allows students to broaden their awareness of ‘big’ issues like global economy and globalization processes”
Ways computers enhance teaching of Geography
Global and local communication
“Finding information on the web, collecting and evidence of students work, communicating with students (assessment, instructions...)”
“Allows possibility of elearning
“Enables access to data”
“More student-tutor interaction”
Ways computers enhance teaching of Geography
Scepticism“I don’t know. My feeling is that students consult a much wider range of information sources than before, but much more superficially.”“In presentation (oral, written), FORM tends to overrule FUNCTION in the use of computer technologies.”“Computer communication (mail, discussion groups in webCT, etc) tends to be much more shallow and casual than face to face communication, in my experience.”
What are the gaps?
• Bologna and eEurope implies that online education is central to the creation of a European Higher Education Area by 2010
• TUNING survey shows Geography academics think their degrees provide adequate information management skills
• employers and graduate attitudes disagree• While employers believe the use of ICT is covered
more than academics• Academics, employers and graduates agree on the
high relative importance of both as generic skills
Some action and proposals
• publication: State of computer use in Geography teaching in Europe
• training - Computers in Geography – a workshop for academics – Brno, Czech Republic (October 2005), aim to encourage more Geographers to provide online learning
• training for managers• series of best practise papers – how to use • Web site offering advice, guidance, examples (for
Geographers)• promotion of the benefits of learning (and teaching) online• possible European or international projects and • further research
Conclusions and recommendations
• Geographers should embrace online learning as it provides opportunities for significant levels of student interaction (Zell, 2001)
• e-Learning is essential for geographers as it has been shown to be an excellent facility for the development of collaborative skills including cooperative problem solving and teamwork activities (Simms, 2000)
• integrating e-learning within our Geography courses should be a high priority – it would encourage deeper, more reflective and student centred learning approaches, meeting the core goals of Bologna
Simms R (2000), An interactive conundrum: Constructs of interactivity and learning theory, Australian Journal of Educational Technology, 16(1), 45-57, http://www.ascilite.org.au/ajet/ajet16/sims.htmlZell, A.J., (2001) Four uses of the Internet, http://www.sellingselling.com/articles/internetSelling.html
Thank you
HERODOT Disconnected!
“We’re waiting for technology to come to us”
Geographers @ home
teaching with technology
enlightened learning
student needs