Group Project Work and Student-centred Active Learning: two different experiences

This article compares two experiences of group-based student projects in a Geographical Information Systems (GIS) degree and in Geography degree modules. The two authors adopted group projects from similar motivations, and used available materials to guide them through this process. Subsequently, they have come to reflect on the experience and to examine the theoretical dimensions of such an approach in more detail. There seems to be a discrepancy between the literature, which emphasises a growing interest in the socio-educational value of group-based and active learning, and the concerns voiced by both students and academics regarding the practical implications of such approaches. Analysis of grades and questionnaires tends to support the literature and belie the criticisms, which the authors see as 'myths', possibly motivated by a defensive attitude to the whole learning process. The conclusions are that, if care is not taken in the design and execution of such projects, then the problems that may ensue can reinforce the 'myths'. However, if carefully and appropriately designed and managed, team-based learning is a valuable experience.     

Beginning geography: a human and technical perspective

Abstract

A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry‐over skills and humane awareness.     

Connecting lectures to current affairs: the “letters to newspapers” assignment

This paper presents the experiences of teaching political geography, in a level 2 BA course, with the use of an innovative assignment – the letters to newspapers assignment. We provide here the aims, rationale and a detailed outline of the assignment. We also discuss student feedback from 67 questionnaires and 2 focus groups. Our findings suggest that the assignment was instrumental in (a) enabling the students to see concepts in action, that is to link abstract ideas with real-world issues and (b) initiating a move away from passive learning towards supporting students to actively and critically reflect upon their relationship with the world.     

Changemakers and change agents: encouraging students as researchers through Changemaker’s programmes

Abstract

This paper examines the role played by a student-organized research conference in the age of research-led teaching and active learning. Drawing on our experiences of organizing two departmental conferences in Geography in March 2016 and March 2017, we begin to outline how institutional support and funding for student-led “Changemakers” projects can not only introduce students to specific aspects of research (in the case of our conference, to disseminating and communicating research findings), but also encourage collaboration and mutual support outside of formal staff-student hierarchies of teaching, learning and marking.     

Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.     

A Framework for the Integration of DVD Technology in Geography Teaching and Learning

This article discusses the results when integrating digital versatile disc (DVD) technology in full-time second-year geography for BEd degree students at a university in South Africa, a developing country. It proposes a framework for the integration of the DVD in geography teaching and learning, steered by students’ needs, feedback and observations by the lecturer. The proposed framework recommends clear guidelines on how to integrate the DVD, as well as the interactions between the role players/resources. It also explains how the DVD was compiled, what was included and how it was effectively applied in conjunction with seminars, as an alternative to traditional lectures. An action research design was utilized and both qualitative and quantitative data were collected.     

Students as Tour Guides: Innovation in Fieldwork Assessment

This paper introduces and details an innovative mode of fieldcourse assessment in which students take on the role of tour guides to offer their lecturer and peers a themed, theoretically informed journey through the urban landscape of Havana, Cuba. Informed by notions of student-centred learning and mobile methods, the tour offers an enjoyable, challenging, rigorous yet flexible form of assessment that can be effectively transferred to a wide range of contexts. Feedback suggests that students are very positive about the tours in relation to other potential modes of assessment both in terms of what they learn and as an experience. Ongoing efforts to develop the tours since they were first used in 2003 are described.     

Using the ‘Grieving’ Process and Learning Journals to Evaluate Students' Responses to Problem-Based Learning in an Undergraduate Geography Curriculum

This paper offers a critical review of the role of the International Network for Learning and Teaching geography in higher education (INLT) in the production of geographical knowledge. Through an examination of the Network's membership and activities, it explores some of the ways in which INLT—as a global virtual group—may be inadvertently perpetuating geographies of oppression through, for example, assumption of Anglo-American modes of educational standards and practice; reinforcement of existing unequal/inequitable social relationships; predominance of English language; and a reliance on technologies that favour wealthy nations and institutions. The paper sets out practical suggestions for postcolonial membership and activity structures designed to overcome difficulties with the Network's existing power/knowledge geometries.     

Is Feminist geography relevant?

Abstract

As the whole point of feminism is to empower women and girls and to improve the circumstances of their lives, most feminist geographers would claim that indeed feminist geography is — or at least aims to be — relevant; they would then hasten to point to the contradictions and ambiguities inherent in this claim: what counts as relevant and relevant to whom are complicating questions. The work of feminist geography encompasses teaching, activism and scholarship — all potentially relevant activities. In considering what counts as relevant, I discuss the difficulties of equating relevant with applied and of knowing whether or not our teaching, research and activism will turn out to be relevant. Complicating any claim to relevance is our inability to know, and lack of control over, how others will use our work. Asking ‘relevant to whom?’ points to the difficult truth that what some women view as positive change others may see as harmful to their interests; in this senserelevance is specific to particular contexts, scales and places. At the same time, relevance can enter the intricate web of global interconnections and transcend particular contexts, scales and places. Relevance itself is therefore a geographic concept. Feminist geographers struggle to hold together these sometimes contradictory geographic dimensions of relevance. I close by arguing that the growing body of feminist geography work engages with a range of social issues around the world and certainly has the potential for relevance at a variety of scales. But the relevance question will remain a complex and ambiguous one for feminist geographers.     

Combining research-based student fieldwork with staff research to reinforce teaching and learning

This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. Engaging in research activity in fieldwork (and specifically combining research-based student fieldwork with staff research) is perceived strongly to add value to study for a degree, as well as stimulate interest in the subject and improve understanding of methodologies employed.     

The silver screen

Abstract

Based in educational theory and with an interdisciplinary backdrop, this paper applies to economic geography thoughts and contributions pioneered in agricultural science by Professor Richard Bawden. Commonly held educational objectives are interpreted alongside three major teaching traditions. From this analysis, the potential relevance of experiential learning is examined in the light of paradigmatic shifts in economic geography and practical developments in tertiary milieu. The conclusion is that praxis‐based teaching deserves more attention than it has previously received.     

Creating Regional Futures: A Scenario-Based Inter- and Transdisciplinary Case Study as a Model for Applied Student-centred Learning in Geography

Human geography students face changing qualification requirements due to a shift towards new topics, educational tasks and professional options regarding issues of spatial development. This ‘practical turn’ raises the importance of inter- and transdisciplinary work, management and capability building skills, with case study projects and student-centred learning providing suitable approaches. This paper introduces the example of the teaching and research project ‘Leben 2014’: Students, faculty and local actors have collectively worked out future development scenarios for a rural region in Austria, actually creating impact. The project may thus serve as a model that inspires similar schemes in other countries.     

Monitoring the media: student production and use of newspaper resource files in economic geography

Abstract

This article discusses the use of newspaper resource files in economic geography, in particular focusing on a simple method of production involving student participation. It connects two related issues: first, the question of topicality in course content; and second, the problems associated with the collection and collation of up‐to‐date material at a time when there are both teaching pressures and an unrelentingly wide array of information and sources available to economic geographers. Against this background, the paper discusses the rationale for such a student‐based media monitoring activity, the simple procedures that might be used, and the advantages and disadvantages involved. It concludes that media monitoring is useful for students in maintaining up‐to‐date ideas and information in their course activity and that it may also trigger a series of valuable debating points, adding to the richness of the educational experience in economic geography.     

Challenges to geography's public and practitioners

Abstract

Economic geography is in a state of flux. This paper argues that there is a need to develop a relevant and theoretically informed economic geography. Some of the more difficult challenges facing both teachers and students are outlined, and the author describes how such difficulties have been tackled through an Enterprise in Higher Education initiative centering on innovative assessment procedures for group research projects. The project is evaluated in terms of potential gains to both staff and students.