Learning across distances: an international collaborative learning project between Berlin and Turku

Many geographers graduating from universities enter an international and project-based professional life, which includes working in geographically dispersed project teams. In Europe, the Bologna process aligned study programs and supported student mobility to prepare students for such a work environment. However, research on higher education has reported few examples of international courses that include collaborative learning during which students have experience of both co-location and geographical dispersion. This paper reports on a pilot course that implemented international student-led research projects in two Geography Departments: the Humboldt-Universität zu Berlin and the University of Turku. We monitored the students’ learning processes via a survey that was administered at the beginning, middle and end of the course, complemented by observations, informal discussions and student team reports. We analysed the survey and observations within a proximity-distance framework to identify the key challenges and good practices for supporting collaborative learning. We developed a model for organising an international course that applies both geographical distance and co-location.     

An Insider's Look into Policy Transfer in Transnational Expert Networks

Much of the recent academic literature on spatial planning in Europe focuses on either cross-national comparison of planning frameworks and planning practices or on transnational and transregional initiatives and their impact on planning in European countries. From those publications, it can be gleaned how similar themes are translated differentially in different national contexts. Although it is also a great source of European integration and harmonization, the phenomenon of the knowledge exchange within transnational expert networks of European planners at the level of cities has received less attention. In this paper, the knowledge exchange among planners in such a network is studied, highlighting the role of “transfer agents” (academic and/or policy experts operating in communities in different policy arenas) in the exchange process. It builds on the insights from existing literature on policy transfer and policy learning, and tries to add a new perspective on this body of literature from an insiders' perspective, i.e. participatory observation. The idea is that policy transfer can be fruitfully approached as a process of knowledge and information transfer between producers, senders, facilitators and recipients. Often this exchange is to a very large extent a process of absorbing appealing labels for policy solutions from the international or national policy levels, and then adopting an interpretation of it suitable to one's own context. The authors try to give meaning to this exchange process by using two mechanisms, i.e. social interaction and conceptual replication. By combining these two mechanisms the authors try to uncover which policy lessons are being transferred among seven European cities that joined the expert network on European sustainable urban development (Pegasus).     

Student Empowerment through 'Area Analysis'

As a result of the teaching quality assessment at the Faculty of Spatial Sciences in Groningen (Netherlands), the course 'Gebiedsanalyse' (Area Analysis) was set up in spring 1998. The aim was to provide an opportunity for the development of transferable and geographical skills in the context of a group-based research project at level II. In addition, an effort was made to move from tutor-led to student-led learning. Experiences from the past 3 years have shown that Area Analysis has been largely successful in providing an opportunity for the application of geographical and transferable skills but also for the 'deep empowerment' of undergraduate students.     

Emotional geography of education for history learning

ABSTRACT

This conceptual paper explores two empirical examples to illustrate the need for ‘emotional geographies of education’ in relation to history learning at the level of primary education. It uses discursive analysis to analyse a specific WW2 history project, from a public school in England, to highlight the necessity to bridge formal environments of learning such as educational institutions, and informal spatialities of learning like the home and the community which provide the ‘funds of knowledge’ that students bring into the classroom. The article then discusses emotionality in the classroom (as a formal space of learning) by analysing pedagogical tools, such as testimonial literature used to facilitate emotional understanding of events like the Holocaust. Drawing from the literature on safe space, this article presents the nuances that have been raised with regard to power, dialogue and emotion, in relation to the discussion of classrooms as spaces of critical engagement with history.     

Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork

In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information works for communities. Activity theory was used to analyze the activity system of the project. The results showed that the project had positive effects on students' attitudes toward practical knowledge and social communication. In the end, the author suggests the benefits and problems related to promoting learning through integration with community practices.     

Birmingham Bog outdoor laboratory: potentials and possibilities for embedding field-based teaching within the undergraduate classroom

Providing cost-effective, hands-on field-based experiences to large cohorts of undergraduate students provides a core challenge for effective teaching and learning. This grand challenge is tackled through the construction of an exemplar outdoor learning environment within the Environmental Change Outdoor Laboratory (ECOLAB): Birmingham Bog (BB). Adjacent to the Geography building, the facility aims to produce a seamless, interconnected learning environment (in both space and time) that brings inaccessible fieldwork activities direct to the classroom at the time and frequency appropriate to the learning objectives. With the integration of this facility within a 3rd year undergraduate module, we explore through group interviews the ways in which BB adapted and influenced students’ engagement with lecture material, and the extent to which the approach can complement or replace current field based teaching activities. The group interviews identified how BB was considered an example of “effective learning” within the context of the wider degree programme. However, if confirmed, the value placed on residential field courses cannot be met by such campus experiences. Despite this, BB represents an increasingly fertile space for deeper stimulation and innovative ways of learning; diversifying pedagogical techniques and enabling students to re-engage with lecture content.     

Community Archaeology in Proto-Historical Tel Bareqet,Israel: School Children and Agency for Active Public Engagement in Cultural Heritage Projects

Abstract

Community archaeology has become very popular over the past decade, and community archaeology projects are yielding interesting results in many regions around the globe (Merriman, 2004). These projects seem to be gaining academic importance as well, and are considered by some people to be vital to the survival of archaeology as a whole (Marshall, 2002: 218).

Still, community archaeology projects often stir debate regarding their importance, role, and existence. A major theme of these discussions is the role played by the community. In particular, the question is often raised of what role, if any, should be given to non-professional local populations in a project's scientific decision-making.

The current article aims to present the controversy between two types of archaeological practices, 'archaeology from above' and 'archaeology from below' (Faulkner, 2000) through the examination of a community archaeological project in which schoolchildren constitute the community participants. The site of the excavation is Tel Bareqet, a 5000-year-old (Early Bronze Age II, c. 3050–2700 BCE) urban settlement located in central Israel. On the one hand, the excavation strives to maintain the highest scientific standard; on the other hand, it depends upon the participation of unskilled young people in the excavation process.

This article presents obstacles that have been encountered in this excavation, and describes the methodological framework that has been developed in order to overcome these obstacles and continue carrying out a successful community archaeology project.     

Student Evaluation and Assessment of Group Projects

University teachers in the UK are increasingly being asked to develop skills, such as the ability to work effectively in groups, both by government and by employers. This paper outlines and evaluates, from a student perspective, the use of fieldwork projects to develop group-working skills. It also considers the use of self-assessment for summative purposes and the development of reflective practice or 'learning to learn' skills in students.     

Positioning European Spatial Planning

The European Spatial Development Perspective (ESDP) is being described as 'inter-governmental'. The original initiative was for a Community spatial strategy for the delivery of the Structural Funds. Coming from France, it met with opposition. So it was that the successive six-monthly Presidencies of the EU took turns in managing the process. In truth, however, without Commission support the ESDP would not have come about. Now that the ESDP is on the books, the Commission is claiming a leadership role. Taking a position on this, one needs to view spatial planning against the backdrop of general thinking about European integration. Positions in the literature are often presented as polar opposites, like that of 'neo-functionalists' putting faith in integration on the one hand and that of 'realists' emphasizing the continuing dominance of nation states on the other hand. However, a growing body of literature is not about these 'grand theories', but about the actual workings of European institutions. It takes a middle ground and invokes concepts which planning writers are accustomed to, like networks, discourses and governance. From this literature it appears that mutual learning, a feature also of the ESDP process, is common in European integration. European spatial planning must be seen as part and parcel of an emergent system of European multi-level governance. In it, power is exerted at multiple levels of government. Denying the Community a spatial planning role is not realistic, therefore.     

Doing Independent Overseas Fieldwork 1: Practicalities and pitfalls

This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the distance learning course through ratings and open-ended questions. Findings are compared with similar data collected a year earlier, when class sizes associated with the same distance learning course averaged 18 students. In response to the increase in average class size by a factor of 2.7, the authors' course-related workloads increased by a factor of about 2.5 (from 47.5 hours to 116.7 hours total). Analyses of student feedback suggest that student satisfaction with the course was high overall and suffered no significant decline as a result of increased instructional efficiency.     

'Joking apart…': A 'processual' approach to researching self-help groups

It is well known that 'feminist research methodologies' reject the traditional and positivistic insistence on detached objectivity, favouring instead a situated and empathic responsiveness to particular research contexts. In practice, however, interviewees often have a justifiable interest in maintaining a communicative distance between researcher and researched, thereby retaining a degree of control over the research process. Although the nature and function of this communicative distancing change over time it may (initially at least) emphasize the boundaries between the respondents' 'insider' and the researcher's 'outsider' status. This phenomenon seems especially pertinent where those researched comprise a tightly knit group with shared interests and experiences such as self-help groups for those suffering from specific disabilities. This paper reflects on my own experiences interviewing agoraphobic women members of two such groups in Central Scotland and discusses the manner in which humour acted as an indicator and facilitator of these changing communicative distances. It concludes that a processual methodology is required in circumstances where managing the research process is often as much a matter of coping with as directing change.     

Engaging Students in the Learning Process: The learning journal

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.     

Industrial Archaeology: Its Place Within the Academic Discipline,the Public Realm and the Heritage Industry

Abstract

This paper presents a review of industrial archaeology literature and offers some initial thoughts on how this literature relates to my research on public perception and experience of Cornish mining landscapes. A brief summary of the development of industrial archaeology is given, which reflects on its amateur origins, its 'identity crisis' and its slow integration into university archaeology departments. The reasons for the transformation of industrial sites into industrial heritage is then examined and temporal models of change presented which relate to both an acceleration of the past into the commodity heritage as well as an affective progression from disdain to acceptance. The public's attitude to industrial archaeology is then discussed — which raises complex questions over the nature of such sites including, the importance of time and aesthetics as well as the phenomenological nature of perception and experience.     

Transitional Hero: Gough Whitlam and the Australian Labor Party

This article is a contribution to the debate on the nature of the modern Labor Party and a commentary on the extensive literature which the debate has produced (see Warhurst 1994). An important element in this literature is the argument that the modern Labor Party, led by Bob Hawke and Paul Keating, is no longer the party it once was, but is fundamentally different in its policies, and that indeed in its very nature it is alien to Labor traditions (Maddox 1989; Jaensch 1989; Beilharz 1994). This line of argument has been called, by Rick Kuhn, the discontinuity thesis, and is now known as such (Kuhn 1992). Along with others, I am not convinced by this thesis but would rather emphasise the continuities in Labor experience. Like Hugh Emy I believe that 'The contrast between the two [Whitlam and Hawke] has been overdrawn'. (Emy 1993, p. 20)     

Evaluating Community Archaeology in the UK

Abstract

Does community archaeology work? In the UK over the last decade, there has been a boom in projects utilising the popular phrase 'community archaeology'. These projects can take many different forms and have ranged from the public face of research and developer-funded programmes to projects run by museums, archaeological units, universities, and archaeological societies. Community archaeology also encapsulates those projects run by communities themselves or in dialogue between 'professional' and 'amateur' groups and individuals. Many of these projects are driven by a desire for archaeology to meet a range of perceived educational and social values in bringing about knowledge and awareness of the past in the present. These are often claimed as successful outputs of community projects. This paper argues that appropriate criteria and methodologies for evaluating the efficacy of these projects have yet to be designed. What is community archaeology for? Who is it for? And is it effectively meeting its targets? Focusing on the authors' experiences of directing community archaeology projects, together with the ongoing research assessing the efficacy of community archaeology projects in the UK, this paper aims to set out two possible methodologies: one of self-reflexivity, and one of ethnoarchaeological analysis for evaluating what community archaeology actually does for communities themselves.     

Potential Focusing Projects and Policy Change

Why do policies change dramatically? Most prominent theories and many empirical studies of policy change address that question with attention to external shocks to policy systems or focusing events. These shocks or events are usually described as unplanned, unpredicted jolts such as global crises or natural disasters. I assert a role for focusing projects. These planned activities continue traditional priorities in an issue but do so to a degree perceived as excessive by enough people to shatter seemingly stable policy systems. I then propose a theoretical framework to explain the varying impacts from such projects. The framework uses two dimensions: one that accounts for the mobilization of pro‐change forces and one that assesses policy learning by members of pro‐status quo coalitions. I examine this framework in the context of changes to dam‐building policies in four diverse political settings: United States, Australia, Canada, and China. I find intriguing similarities between the focusing projects in these different contexts but also considerable variation in the extent to which they produce policy change.     

Prospects for Oil and Gas Development in Russia's Sakhalin Oblast

This paper examines the oil and gas industry of Sakhalin Oblast and its offshore areas, as well as the status of major investment projects. Sakhalin is the site of two of Russia's largest oil development projects with Western companies, both envisaged as major multibillion-dollar ventures. Both projects are described in detail, and remain contingent upon enactment in Russia's parliament of key pieces of oil legislation, most importantly a law on production sharing. The paper argues that even if such changes in Russia's legal and fiscal environment are forthcoming, the profitability of these projects remains uncertain, with actual development far from assured. 1 map, 2 tables, 11 references.