CP UK-ERASMUS-TN Karl Donert and Harry Rogge HERODOT Connected! The use of ICT in higher education Geography 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,

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 Few use computer- assisted learning

HERODOT Survey 2002 Professional 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 numberrepliesType of CPD activityreplies 038%GIS13% 131%e-learning course9% 214% specific computer course4% 38% basic ICT course (Office)5% >36%web page development4% CPD trainers3%Others, non-IT64% 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 Survey of 112 network HE members April-July institutions responded 26 countries UK-10, CZ-7 NL-6, ES-5, AT-5

Survey sample structure

expert experienced established senior experienced new

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?

Experience most Geographers use computers few involved in online courses or online collaboration

POTENTIALUS 1990’seEurope 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

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, Zell, A.J., (2001) Four uses of the Internet,

Thank you HERODOT Disconnected! “We’re waiting for technology to come to us” home teaching with technology enlightened learning student needs