Virtual Geographies and the Use of the Internet for Learning and Teaching Geography in Higher Education

Despite the plethora of teaching materials that are available on the Internet to enhance geography higher education, few assessments of the effectiveness of these materials exist. This symposium collects papers that provide guidelines for using the Internet effectively for teaching geography. Students must learn how to use the Internet effectively to promote learning; instructors need to learn how to use the Internet effectively to promote good practice in higher education; instructors need to learn how to use the Internet effectively to enhance learning; and higher educators need to learn how to use the Internet effectively not only in traditional classroom settings, but in new, non-traditional settings such as those used for distance learning. These papers provide some assessment of these various aspects of using the Internet for teaching geography in higher education.     

Addressing the 'Seven Principles for Good Practice in Undergraduate Education' with Internet-enhanced Education

This paper evaluates the use of the Internet to enhance learning and to promote good practice in undergraduate education according to Chickering and Gamson's (1991) principles. Results from a survey of 236 geography students over the past 2 years indicate that the Internet can facilitate good educational practices. Students believe use of email encouraged student-faculty contact. Active learning is encouraged, but is not overwhelmingly favoured by students. Prompt feedback is facilitated. Students also believe the Internet materials allow more efficient use of time in and out of the classroom, and enhance their learning .     

Approaching the Approaches

Abstract

Students of political theology need a broad introduction to, and some understanding of how to distinguish between, varying approaches to the discipline. This article argues that differing approaches should be introduced in ways which emphasize the historical, theological, geographical, and ecclesial situatedness of their practitioners. Such introduction to the situatedness of various approaches should not pretend to be objective, but should be sympathetic. Those teaching political theology should also carefully incorporate their own situatedness, showing students how they are working within particular approaches themselves without reducing their teaching to advocacy for their own approaches. The proposal for teaching political theology argued here focuses on inviting students to become active practitioners of political theology, instead of mere consumers of information about the discipline.     

Reflections on a Discipline-wide Project: Developing active learning modules on the human dimensions of global change

Developing Active Learning Modules on the Human Dimensions of Global Change was a four-year discipline-wide project that aimed to infuse current scholarship on global change into introductory and intermediate university courses, develop active learning materials on the human dimensions of global change for use in introductory and intermediate college courses, motivate faculty to think critically about their approaches to teaching and learning, and, finally, establish a process within the Association of American Geographers to develop and disseminate active learning materials. The authors describe the project and reflect on lessons learned.     

Assessing the Use of Real-time DataStreme Weather Data in an Introductory Physical Geography Course

The online data from the American Meteorological Society's DataStreme course have been used successfully in a traditional undergraduate college weather and climate class. DataStreme was designed to train K-12 teachers to transform weather data into exciting learning experiences. Adaptation of these materials so that some of this excitement could be infused in a traditional college setting was the goal of this pedagogical experiment. These data and associated learning materials have been adapted specifically for use in undergraduate weather and climate courses and are now being made available by AMS as Online Weather Studies. This paper describes and assesses the use of online data. The assessment involved a comparison of student self-reports of factual knowledge mastery, skills acquisition and satisfaction with the methods used in two sections of the same course, one offered with the real-time weather data and one without.     

Materials library collections as tools for interdisciplinary research

ABSTRACT

This paper examines how materials libraries are used as tools for interdisciplinary collaboration in 3 research projects that inhabit a disciplinary triangle between materials research, design and user needs: PhysFeel, which explores how materials collections can be used in psychological therapies; Light.Touch.Matters, a design-led project to develop new smart materials; and Hands of X, which uses materials collections to develop a bespoke prosthetics service. The paper analyses and contrasts these case studies to better understand the affordances and limitations of materials collections when used as research, translational and design tools. We conclude that in collaborations between materials researchers, designers and end users, tensions arise as a result of the primacy that each partner gives to creativity, the development of new knowledge and to solving societal problems. The use of a materials library addresses many of these issues but is not a panacea for all the problems associated with interdisciplinary working.     

Working with the Community: Improving the learning experience for large classes

The need for students to develop skills that are of use in the wider labour market, as well as those specifically related to their degree subjects, has been widely accepted for a considerable period of time. It has also been noted that unless these skills are practised and are contextualised they tend neither to be learned, except at the most superficial level, nor transferred to other situations where their use would be appropriate. This paper reports the use of projects extending over a number of sessions, involving working with local community groups, carried out within a discrete module specifically designed to facilitate the learning and practice of both geographical and transferable skills. The problems of providing an integrated approach to the learning of skills for a large group of students, with limited resources and in the context of timetable restrictions imposed by a two-subject degree structure, are addressed. The degree of learning perceived by the students is evaluated and suggestions are made for further development of this approach.     

The reburial of mosaics: an overview of materials and practice

Abstract

A significant proportion of the literature on the reburial of archaeological sites concerns mosaics. These publications reveal that a variety of materials have been used for mosaic reburial, including specialized fill and separation layers, from the early 1980s onwards. Although reburial practice often demonstrates an ad hoc and indiscriminate use of fill and separation materials, or the following of trends and anecdotal information favouring certain materials, knowledge of their characteristics is very important in developing an appropriate technical design for reburial of mosaics. The materials most commonly employed in mosaic reburial practice, including geotextiles, are reviewed and an assessment of their positive and negative characteristics within a reburial design is provided. Recent but limited laboratory and field testing, monitoring and evaluation of reburial interventions have begun to provide preliminary evidence about the behaviour of these materials, indicating which ones are most appropriate and how they should be utilized to best advantage. However, their selection and use remains uneven, and positive results continue to be as much a function of adequate maintenance as proper design and execution.     

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.     

The RAAR Project — Heritage Management Aspects on Reburial After Ten Years of Work

Abstract

The general purpose of the international reburial project, Reburial and Analyses of Archaeological Remains (RAAR), is to evaluate reburial as a method for the long-term storage and preservation of waterlogged archaeological remains. Since 2001 material samples have been buried, retrieved, analysed systematically, and the results reported.

RAAR has mainly focused on the degradation of materials commonly encountered on archaeological sites, and on environmental monitoring techniques in order to determine what type of material can be reburied and for how long. The project has concluded that a heritage institution could provide short- or long-term curation for its archaeological archive by using reburial depots provided they are set up according to guidelines and restrictions stipulated by the RAAR project.

However, there are management and legal aspects that need to be discussed and resolved before each reburial project. Actual reburials that have been carried out so far are often a solution to emergency situations and lack collection and management policies. The questions ‘what’, ‘why’, and ‘for how long’ have been forgotten and need to be addressed. The legal protection of a reburial site is also important. This paper discusses these aspects and their consequences and highlights possible differences in approaches between the countries involved in the RAAR project.     

Reflecting on Reflective Learning: The case of geography,earth and environmental sciences

This paper examines how reflective learning can be promoted and developed explicitly within the disciplines of geography, earth and environmental sciences. A review of various theoretical perspectives on reflection is provided, as well as a brief summary of the ways of incorporating reflection in the curriculum. The substantive part of this paper is based on a UK Learning and Teaching Support Network (LTSN) Subject Centre for Geography, Earth and Environmental Science (GEES) funded research project on reflective learning which was completed in 2001. A questionnaire survey was sent to GEES departments/schools to obtain information about the incorporation of reflective learning in the curriculum. From the analysis of the questionnaire returns, the project team identified four themes regarding the relevance of reflective learning to GEES disciplines. Project findings demonstrate how the inclusion of reflective learning exercises and activities is at an embryonic stage in many UK GEES departments/schools. The paper concludes by highlighting certain challenges that geographers, earth and environmental scientists could address if they wish to seek to develop reflective learning and enhance the student learning experience.     

The Literature of English Post-Medieval Pottery

Abstract

A modern construction management technique—the Gantt chart—is used to examine how builders organized the erection of four surviving farm buildings for Sir Daniel Fleming of Rydal Hall between 1659 and 1688. His accounts allow detailed bar charts to be drawn to show the number of men employed on each trade and the duration and succession of their work.

As considerable savings could accrue from selling oak bark for tanning, tree felling was delayed until late Spring to ease bark peeling. Thus the use of unseasoned timber was encouraged, for barns had to be weather-tight by harvest time. These dual constraints imposed on builders a need to schedule their work carefully, however informally, if they were to meet their target dates.     

Playing with mud- becoming stuck,becoming free? … The negotiation of gendered/class identities when learning outdoors

ABSTRACT

In recent years there has been a growth in outdoor learning opportunities for children of primary school age in part due to concerns that children spend less time outdoors and have become disconnected from nature. This paper draws upon ethnographic fieldwork conducted during the school year 2014–2015 in a school garden and two forest schools with children aged 3–11 years old. This paper explores how mud is used to form gendered and class-based identities through its management and social construction as dirt. The empirical research finds that the mud kitchen and wearing of waterproofs worked in part as assemblages to govern individuals and their experiences through the creation of cuts between bodies and mud. Yet, there were times when children’s encounters with materials exceeded their intended pedagogical function and resistances emerged.     

Teaching industrial location — secondary data: second best?

Abstract

The study of industrial location has undergone several changes of emphasis. Neo‐classical location theories have been supplemented by studies based on the locational behaviour of individual firms. In turn, the value of these has been challenged by those of a structuralist persuasion. In order to engage in the resultant academic debates in an informed way, students need to know how specific businesses use geographic space. Ways of enhancing their knowledge by linking documentary searches with group presentations and field days are described here, both in general terms and by means of a case study.     

Critical and scarce: the remarkable career of limestone 1850–1914

ABSTRACT

Over the past decade, the notion of ‘critical raw materials’ has appeared as a political concept. The reliance on these raw materials is characterized by the ambivalence of enabling future development and indicating vulnerability posed by the risks of potential scarcity. In this paper, Haumann argues that the concept of ‘criticality’ can be extended to historical research on resource scarcity. It highlights the importance of the construction of value added chains, analysed as dynamic technological systems, as a background for the social reflection on scarcity. As an example, the paper analyses how the use of limestone became ‘critical’ when it was adopted as flux in iron- and steel-making during the nineteenth and early twentieth centuries, enabling unprecedented economic growth. It stresses the interrelation of the reflection on vulnerability and scarcity on the one hand and the dynamic (re-)construction of the technological system attuned to this material on the other.     

Terra infirma: Geomorphology in higher education

Abstract

Simulation is becoming increasingly popular in teaching in higher education. Dissatisfaction with traditional teaching techniques such as the lecture, the need to understand processes and to teach problem‐solving skills are some of the reasons for this. The roots of simulation are in war‐gaming, in management and business studies, and in psychologists’ approaches to ‘experiential learning’. Simulation in geography developed in the late 1960s. The example of the Caribbean Fishing Game is used to demonstrate flexibility of gaming. Three styles of simulation are outlined: role‐play, operational games and individual exercises. To be most effective, simulations need to be carefully prepared and properly integrated into the course. Simulation's open‐endedness makes evaluation difficult.     

Anglo-Irish Tomb Effigy Armour: An Experiential Study

Abstract

This work examines two related armour types unique to Ireland and found only on tomb effigies dating to the late medieval period. The aim of this paper is to establish how the armour may have been constructed, whether it was practical and usable compared to better-known armour types, and how it may have fitted into the Irish style of warfare. Within this work the most likely construction methods and layout of the armour have been tested by making armour segments, using modern materials, to test the ability of the armour to move at joints and rivets, while retaining its protective functions. With documentary sources these results make it possible to come to conclusions as to the armour’s use on the battlefield. The paper also aims to show the contribution that can be made to academic research with the incorporation of experiential knowledge gained from disciplines such as Combat Re-enactment and Western Martial-Arts.     

Founding of a Monumentenwacht for Archaeological Heritage in Flanders (Belgium)

Abstract

In August 2009, Monumentenwacht Vlaanderen set out to develop a new service and monitoring system for archaeological heritage in Flanders. Such an initiative takes time, for it needs to be done thoroughly, and there are many questions that need to be addressed. The answers can be found partly in examples in other countries, but must also be evolved in practice within the Flemish context, where a policy on in situ preservation of archaeological heritage is still in its infancy. This paper explains how this new service has been set up.     

An archive to build a future: The recovery and rediscovery of the history of socialist associations in contemporary Bosnia-Herzegovina

ABSTRACT

This paper chronicles the ongoing efforts of several groups of Bosnian activists, artists and academics, to create archives of the often forgotten, and nowadays variously threatened, heritage of political and social life during Yugoslav socialism. Postsocialist archives in other parts of Eastern Europe have typically been motivated by the need to ‘settle accounts’ with communism, understood in this context to be a totalitarian project. By contrast, these ongoing archiving efforts in the postwar and postsocialist Bosnia-Herzegovina, are created in order to recuperate and repurpose the unrealized potentials of Yugoslav socialism, and to use this history to reseed contemporary political imaginaries. I show how these post-Yugoslav activist-archives are working to recover a form of transformational historical subjectivity which seems profoundly necessary in the current political moment, marked by political disenchantment and the devastating effects of the postsocialist transition.