GDN Title

GDN Guides: Contents

Teaching and Learning Issues and Managing Educational Change in Geography
Lecturing in Geography
Small-group Teaching in Geography
Practicals and Laboratory Work in Geography
Fieldwork and Dissertations in Geography
Resource-based Learning in Geography
Teaching and Learning Geography with Information and Communication Technologies
Transferable Skills and Work-based Learning in Geography
Assessment in Geography
Curriculum Design in Geography

 

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Teaching and Learning Issues and Managing Educational Change in Geography

Vince Gardiner & Vaneeta D'Andrea (with Shân Wareing)

1 Introduction
2 Issues
2.1 Getting more for less
2.2 Enhancing quality and preparing for internal and external quality audit
2.3 Maintaining standards
2.4 Dealing with student diversity
2.5 The challenges of modularisation and building in progression
2.6 Demands of the market place
2.7 Bringing it all together
3 Implementing change via educational development
3.1 Educational and staff development
3.2 Embedding change in the overall strategy for enhancement of teaching and learning
3.3 Hierarchies of change: examples from a range of institutions, departments, programmes and individuals
3.3.1 Individual - Lecturing: case study from University of Plymouth, UK
3.3.2 Department - Assessment issues: case study from Roehampton Institute London, UK
3.3.3 Department - Co-ordinating educational development
3.3.4 Institutional - Graduate & Research Assistants' Support Programme (GRASP)
4 Action plan
5 References
6 Index for the series

 

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Lecturing in Geography

Clive Agnew & Lewis Elton

1 Introduction to this Guide
1.1 Why bother with lectures?
1.2 Why do you need to improve your lectures?
1.3 What are the aims of this Guide?
2 What is wrong with lectures?
2.1 Are there too many lectures?
2.2 Do you know your students?
2.3 Can students learn in lectures?
2.3.1 Deep versus surface learning
2.3.2 Active learning
3 Lecture methods
3.1 Delivery and presentation
3.2 Content and structure
3.3 Student participation
3.3.1 Questions and answers in lectures
3.3.2 Questions posed by students
3.4 Note taking by students
3.5 Following up lectures
3.6 Use of visual aids
3.6.1 The use of overheads
3.6.2 The use of video, interactive multimedia and IT
3.7 Problems with students
3.8 Costs
3.9 Preparing for the lecture
3.10 Summary
4 Case studies
4.1 What is good teaching practice in lectures?
4.2 Case study: how do I encourage active learning?
4.3 Case study: lecture reviews by students
4.4 Case study: lectures and distance learning
4.5 Case study: enhancing lectures by student interviews
4.6 The use of case studies: the teaching and the learning of economic theory
5 Conclusion
6 References
6.1 References cited in the text
6.2 Lectures in geography: sources of information

 

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Small-group Teaching in Geography

Gordon Clark & Terry Wareham

1 Introduction
2 General issues in small-group teaching
2.1 The advantages of small-group teaching
2.2 What are the challenges with small-group teaching?
2.3 Common issues in small-group teaching
2.3.1 Authority and the role of the staff
2.3.2 The role of the students
2.3.3 The syllabus, coverage and progression
2.3.4 Participation and assessment
2.3.5 The size of a 'small group'
3 Specific issues in small-group teaching: ideas and initiatives
3.1 Introduction
3.2 Criteria for tutors reviewing initiatives
3.3 Ideas and initiatives
3.3.1 Better understanding of geography and its concepts
3.3.2 Going into more depth than in a lecture
3.3.3 Learning specific skills for research and general personal transferable skills
3.3.4 Inspiring students and linking geography to the real world
3.3.5 Reflection and judgement
3.3.6 Participation
3.4 Common issues revisited
3.4.1 Authority and the role of the staff
3.4.2 The role of the students
3.4.3 The syllabus, coverage and progression
3.4.4 Participation and assessment
3.4.5 The size of a 'small group'
4 Case studies
4.1 Introduction
4.2 Lancaster University
4.3 University of Leeds
5 Action plan
6 References
6.1 References and WWW abstracts cited in the text
6.2 Guide to other sources
7 Acknowledgements

 

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Practicals and Laboratory Work in Geography

Jacky Birnie & Kristine Mason O'Connor

1 Introduction
1.1 Why provide students with practical work?
1.2 What is in this Guide?
1.3 What is not in this Guide?
2 Justifying practicals
2.1 What is a practical?
2.2 ...and what is it for?
2.3 Practicals in laboratories
2.4 Clarifying your aims
2.5 Summary
3 The value of learning by doing
3.1 Active learning
3.2 Enquiry learning
3.3 Deep versus surface learning
3.4 The importance of reflection
3.5 Summary
4 Transferable skills development in practicals - being explicit
4.1 Summary
5 Assessment of practicals and laboratory work
5.1 Summary
6 Support
6.1 The postgraduates
6.2 Support staff
6.3 Summary
7 Laboratory planning
7.1 Why conventional science laboratories?
7.2 Learning objectives can save money
7.3 Summary
8 Student induction to laboratory and practical work
8.1 Student induction
8.2 Health and safety
8.3 Summary
9 Case studies
9.1 Introduction
9.1.1 Themes addressed by particular case studies: quick guide
Case study 1: Water quality problems in Leeds
Case study 2: Environmental change in Shetland
Case study 3: Crofting - Voices from the past
Case study 4: Experiments in geomorphology
Case study 5: Introduction to the laboratory
Case study 6: Bracken invasion
Case study 7: Experiments in soil erosion
Case study 8: Images of the Third World
Case study 9: Weathering, rainsplash and rivers
Case study 10: Stress, strain and plasticity
Case study 11: Projects on geographical issues
Case study 12: Understanding the electromagnetic spectrum
Case study 13: Predicting a volcanic eruption
9.2 Where do good practicals spring from, and what sort of future do they have?
10 Alternatives to laboratory work
11 Conclusion
12 References

 

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Fieldwork and Dissertations in Geography

Ian Livingstone, Hugh Matthews & Andrew Castley

  Introduction to this Guide
  Unit 1: Fieldwork
1 Introduction to this Unit
1.1 Why do fieldwork?
1.2 What is the aim of this unit?
2 Issues for successful fieldwork
2.1 Purpose of fieldwork
2.2 Preparing students and following up fieldwork
2.3 Types and styles of fieldwork
2.4 Cost problems: staff time and student finances
2.5 Choosing locations (and reducing the burden on popular fieldwork locations)
2.6 Issues of equal opportunity
2.7 Assessing fieldwork
2.8 Where does it fit in the curriculum?
3 Case studies
3.1 Case study 1
3.2 Case study 2
3.3 Case study 3
4 References and other sources
4.1 References cited in the text
4.2 Other sources
4.3 CAL (Computer Aided Learning) and virtual fieldwork
4.4 Email discussion: GeogNet
  Unit 2: Dissertations
1 Introduction
2 Dissertations: pros and cons
2.1 Why do dissertations?
2.2 Problems with dissertations
2.3 Where do dissertations fit in the curriculum?
3 Managing the dissertation process
3.1 Supporting students
3.2 Helping students to choose a dissertation topic
3.3 Supporting staff
3.4 Monitoring progress
3.5 Supervising large numbers
3.6 Assessing the dissertation
4 References
4.1 References cited in the text
4.2 Other sources
Appendix 1 The importance of Health and Safety

 

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Resource-based Learning in Geography

Mick Healey

1 Introduction
1.1 What is the focus of this Guide?
1.2 What are the Learning Objectives?
1.3 Who should use this Guide, when and how?
2 But what is resource-based learning (RBL)?
3 How can RBL help you and your students?
3.1 How can RBL help meet the challenges facing geography lecturers in higher education?
3.1.1 Large classes are not working well
3.1.2 Students are more diverse
3.1.3 Increased student-staff ratios (SSRs) are reducing the amount of tutorial and supervisory support which can be afforded
3.1.4 Need for staff to find more time for other activities
3.1.5 Need to provide consistency and quality
3.2 What are the benefits for students of using RBL?
3.2.1 Promotes active learning
3.2.2 Involves students in classes
3.2.3 Provides feedback
3.2.4 Increases access to resources
3.2.5 Provides greater flexibility
3.2.6 Develops independence and life-long learning skills
3.3 What are the potential problems with developing and using RBL materials and how may they be reduced or overcome?
3.3.1 It is not enough to write down the content
3.3.2 There is still need for contact with and between students
3.3.3 RBL may be inflexible
3.3.4 Students may not know how to learn from resources
3.3.5 Students may dislike learning from resources
3.3.6 There may be a lack of institutional support
3.3.7 The developmental time may be excessive
3.3.8 RBL may not improve the quality of student learning
4 How effective is RBL in enabling learning to take place?
4.1 How do students learn?
4.2 How can the effectiveness of RBL be evaluated?
5 How can RBL be used to enhance teaching and learning?
5.1 Why is there a need for an improved use of learning time?
5.2 How can resources be used in class?
5.3 How can RBL be used to structure and support out-of-class activities?
5.4 How can RBL be used as a substitute or supplement for teacher-centred activities?
5.5 How can RBL be used as a substitute or supplement for specific learning activities?
6 What are the strategies for embarking on RBL?
6.1 How can I and my department introduce and develop the use of RBL?
6.2 How can RBL be integrated effectively with other learning methods?
6.3 How cost effective is RBL?
6.4 How can the introduction of RBL packages be costed?
6.5 How can RBL be made cost effective?
6.5.1 Use an existing learning package
6.5.2 Adapt or modify existing resources
6.5.3 Prepare a study guide for an existing text
6.5.4 Concentrate on the provision of learning exercises rather than content
6.5.5 Focus on low-cost resources
6.5.6 Develop materials collaboratively
6.5.7 Produce a package which can be sold outside the institution
7 How can RBL packages be designed to promote learning?
7.1 What are the key pointers to designing a quality RBL package?
7.1.1 Who is your audience?
7.1.2 What are the aims and objectives of your package?
7.1.3 Build the package around learning activities
7.1.4 Adopt a user-friendly tone and style
7.1.5 Avoid overloading your students
7.2 How can RBL activities be designed and assessed and students provided with feedback?
7.2.1 Designing self-assessment questions (SAQs) and activities
7.2.2 Providing feedback to SAQs and activities
8 How can students and staff be supported?
8.1 What support do students using RBL need?
8.1.1 Induction, tutoring and monitoring 8.1.2 Developing independent learning skills 8.1.3 Facilities required to support students using RBL
8.2 What support do staff need in developing and using RBL?
8.2.1 Institutional and departmental support
8.2.2 The role of learning-support staff
9 Case studies
9.1 Replacing lectures by using audiotapes and written materials
9.1.1 Background
9.1.2 Context
9.1.3 Aims
9.1.4 Implementation
9.1.5 Student induction
9.1.6 Resources
9.1.7 Operation
9.1.8 Costs
9.1.9 Evaluation
9.1.10 Developments
9.1.11 Conclusion
9.2 Replacing blocks of lectures with RBL packages
9.2.1 Background
9.2.3 Context
9.2.4 Aims
9.2.5 Implementation
9.2.6 Student induction
9.2.7 Assessment
9.2.8 Costs
9.2.9 Evaluation
9.2.10 Conclusion
9.3 Redesigning a module using a RBL package focused around a set of assignments
9.3.1 Background
9.3.2 Aims
9.3.3 Student workload
9.3.4 Learning outcomes
9.3.5 Evaluation
9.4 Designing a course around a textbook
9.4.1 Background
9.4.2 Context
9.4.3 Aims
9.4.4 Implementation
9.4.5 Student induction
9.4.6 Student activities
9.4.7 Resources
9.4.8 Evaluation
9.4.9 Developments
9.4.10 Conclusion
9.5 Developing a set of RBL packages
9.5.1 Background
9.5.2 Rationale
9.5.3 Context
9.5.4 Implementation
9.5.5 Costs
9.5.6 Evaluation
9.5.7 Conclusion
10 Guide to references and resources
10.1 General references on RBL
10.2 Examples of use of RBL in geography
10.3 RBL geography materials
11 References
12 Acknowledgements
Appendix I Comments on activities
Activity 4
Activity 10
Appendix II Copyright

 

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Teaching and Learning Geography with Information and Communication Technologies

Ifan Shepherd (Advisor: Peter Newby)

i What this Guide is all about
ii Using this Guide
iii The Resources Database
1 Teaching and learning with Information and Communication Technologies
1.1 How can ICT contribute to the geography curriculum?
1.2 What are the most effective uses of ICT in geography teaching?
1.3 Should ICT be taught as a key skill?
1.4 When and where can ICT fit into my existing teaching?
1.5 Who should use ICT on geography courses?
1.6 What can ICT do to foster communication in the learning process?
1.7 How much do I need to change in order to benefit from ICT?
1.8 How can ICT fit my teaching style and methods?
1.9 Does ICT suit students' preferred learning styles?
1.10 How does ICT relate to models of the learning process?
1.11 How can ICT foster independent study and student-based learning?
1.12 Does the use of ICT encourage 'deep learning'?
1.13 What should I look for in 'good' educational software?
1.14 How can I confirm that using ICT is benefiting my students?
1.15 What costs are involved in adopting ICT?
1.16 How can I avoid failure?
1.17 How should I get started?
2 Making the most of Information and Communication Technologies
Contribution 1: Enhancing teaching with technology
Contribution 2: Reducing costs
Contribution 3: Motivating students
Contribution 4: Encouraging students to contribute in seminars
Contribution 5: Helping to increase the amount of 'active' learning
Contribution 6: Increasing the realism of practical work
Contribution 7: Connecting students to live information on the world
Contribution 8: Getting across difficult concepts and ideas
Contribution 9: Linking research to teaching
Contribution 10: Speeding up the learning process
Contribution 11: Handling large(r) numbers of students
Contribution 12: Improving student access to tutors
Contribution 13: Enabling collaborative learning
Contribution 14: Helping students to communicate more effectively
Contribution 15: Coping with non-geography students
Contribution 16: Coping with slow-lane and fast-track learners
Contribution 17: Removing the burden of remedial/basic teaching
Contribution 18: Helping part-time learners
Contribution 19: Easing the resource access problem
Contribution 20: Learning from hall, home or the workplace
Contribution 21: Learning from the world community
Contribution 22: Improving our environmental responsibility
Contribution 23: Managing the learning process
Contribution 24: Lightening the assessment load
Contribution 25: Streamlining course evaluation
3 Focus on technology
3.1 Multimedia
3.1.1 Multimedia seems to be everywhere! - Exactly what is it?
3.1.2 What are the main educational uses of multimedia?
3.1.3 Why is multimedia supposed to be so educationally effective?
3.1.4 How does multimedia rate in comparison with conventional teaching materials?
3.1.5 Does multimedia enable experiential learning?
3.1.6 Is multimedia educationally effective?
3.2 Communication Technology
3.3 The Internet
3.3.1 What is the Internet, and how does it differ from our university computer network?
3.3.2 Why is the Internet so important educationally?
3.3.3 What are the main educational roles of the Internet?
3.4 The World Wide Web
3.4.1 What exactly is the World Wide Web?
3.4.2 Why is Web information supposed to be so educationally valuable?
3.4.3 Who provides educational materials for geography on the Web?
3.4.4 How should I look for educational materials on the Web?
3.4.5 Should I convert my course materials for student use on the Web?
3.4.6 How can my students use the Web?
3.4.7 What problems will my students face if I let them loose on the Web?
3.4.8 What are the key educational issues related to student use of the Web?
3.4.9 Should we be aiming to establish a 'Virtual' Geography Department?
4 Summing up
5 References
5.1 References: books and journals
5.1.1 References cited in the text
5.1.2 Other references
5.2 References: the Internet and the Web
5.3 Resources
5.4 Glossary
5.5 Acknowledgements

 

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Transferable Skills and Work-based Learning in Geography

Brian Chalkley & June Harwood

1 Introduction and rationale
1.1 Skills and employability: key issues in higher education
1.2 Why these issues are important for geography
1.3 This Guide and how to use it
2 Transferable skills
2.1 What are transferable skills?
2.2 Transferable and discipline-specific skills in geography
2.3 Getting started: mapping the existing curriculum
2.4 How to design a skills curriculum
2.5 Modularisation and joint degrees
2.6 How are skills learnt?
2.7 What price transferable skills?
2.8 How to assess skills
2.9 Profiling
3 Geography case studies in transferable skills
3.1 An institution-wide approach to the skills curriculum
3.2 Discrete modules in transferable skills
3.3 An integrated approach to skills teaching
3.4 A portfolio approach to transferable skills
4 Employer links and work-based learning
4.1 The need for employer contacts
4.2 Mapping the links
4.3 Types of employer-link activity
4.4 Work-based learning in geography
4.5 How to introduce work-based learning
4.6 Minimising the costs
4.7 Assessing work-based learning
4.8 A burger-bar perspective
5 Geography case studies for work-based learning
5.1 The full year placement
5.2 A placement geography module
6 References
6.1 References cited in the text
6.2 Guide to other sources
6.2.1 Books
6.2.2 Journal articles
6.2.3 Videos
6.2.4 WWW sites

 

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Assessment in Geography

Michael Bradford & Catherine O'Connell

1 Introduction
1.1 Why should we review our assessment practices?
1.2 What is in the Guide and how can it be used?
2 Strategies, methods and issues
2.1 Involving students in the assessment process - sharing the responsibility
2.2 Self-assessment
2.3 Peer assessment
2.4 Group or team marks
2.5 Objective assessment and use of computers and optical mark readers: using the technology
2.6 Essay-based questions and command words: the taken-for-granted
2.7 Working as a department
2.7.1 Matching assessment with the objectives of the overall degree programme
2.7.2 Making assessment requirements clear to students: how do you mark?
2.7.3 Improving reliability of marking: being consistent in a litigious world
2.7.4 Transparent degree-awarding mechanisms
2.7.5 Bottom-up change and top-down change: which way to go?
2.8 Some summary points
2.8.1 Saving staff time
2.8.2 Assessment as an aid to learning
2.9 Other comments
2.9.1 Some reasons for assessing given by staff
2.9.2 Essay writing at 'A' level (16-18 year olds)
2.9.3 Command words
3 Case studies
3.1 Using self and peer assessment to improve essay writing
3.2 Assessment by viva voce
3.3 Using technology to provide enriched feedback on student coursework
3.4 Changing assessment practices in first and second year geography modules using computer assisted assessment (CAA)
3.5 Computer-aided formative assessment
3.6 Student centred learning through guided group work
3.7 Streamlining assessment to improve quality
4 References
4.1 References cited in the text
4.2 Methodological issues
4.3 Theoretical issues
4.4 Assessment strategies
4.4.1 General
4.4.2 Self and peer assessment
4.4.3 Objective testing
4.5 Resources

 

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Curriculum Design in Geography

Alan Jenkins

1 Introduction
1.1 Outline of this Guide
1.2 What do we mean by curriculum?
1.3 Why curriculum design matters
1.4 The political context of curriculum design
1.5 Teaching quality assessment (TQA) assessors and geography curricula
1.5.1 What about the sub-text?
2 Overview
2.1 The ouija model of curriculum design
2.2 An overview of curriculum design
3 Explication
3.1 Building the curriculum around our conception(s) of geography
3.1.1 A metaphor: geography as conversation
3.1.2 Particular conceptions
3.1.3 Only connect
3.2 Research interests: linking (staff) research and the curriculum
3.2.1 Developing student awareness of geographic research
3.2.2 Developing students' ability to do geographic research
3.2.3 Protecting staff time to do research
3.2.4 Limit the disadvantages of staff involvement in research
3.3 Costs and resources
3.3.1 Costing the curriculum
3.3.2 Cost your module
3.3.3 Costing a departmental curriculum
3.3.4 Valuing support staff
3.3.5 Using and recognising students skills and knowledge
3.4 Student time: time in class and time out of class
3.4.1 Student learning hours
3.4.2 A health warning
3.4.3 A departmental strategy
3.4.4 Individual lecturers
3.5 Educational theories: how do students learn?
3.5.1 Teachers can design courses so that students focus on deep meaning
3.5.2 Teachers can design courses to help students develop 'mastery'
3.5.3 Teachers can design courses to help students learn from experience
3.5.4 Teachers can design courses to help students construct meaning
3.6 Aims and objectives
3.6.1 Defining aims and objectives
3.6.2 Limitations and extensions
3.7 Assessment as learning: a department assessment strategy
3.7.1 Codifying and developing current practice
3.7.2 A preface to the description of Alverno
3.7.3 Link programme graduate outcomes to department assessment practices
3.7.4 Mapping and auditing department assessment practices
3.7.5 Be rigorous about graduate assessment requirements and threshold standards
3.7.6 Staff time, workloads and a department assessment strategy
3.8 Meeting the needs of students, employers and community groups
3.8.1 Meeting students' needs
3.8.2 Meeting the needs of employers and community groups
3.9 Modular and credit structures
3.9.1 Key features and institutional variations
3.10 Classroom research and course evaluation
4 Case studies
4.1 Liverpool Hope University College: a value-added curriculum
4.1.1 Summary and key features
4.1.2 Aspects of the year one programme
4.1.3 Aspects of the stage two programme
4.1.4 What of this is transferable to other geography departments?
4.2 University College London: a research-led department
4.2.1 Summary and key features
4.2.2 Levers for change
4.2.3 What of this is transferable to other geography departments?
4.3 Oxford Brookes University: an integrated curriculum
4.3.1 Key features
4.3.2 The modular course at Oxford Brookes University
4.3.3 Core programme
4.3.4 Optional modules
4.4 Virtual Geography Department
4.4.1 Summary and key features
4.4.2 Goals
4.4.3 Development of the Virtual Department
4.4.4 Structure of the curriculum
4.4.5 Current curriculum
4.4.5 Resource implications
4.4.6 International extensions?
5 Summary and conclusions: changing the curriculum
5.1 A useful analogy
6 References
6.1 References cited in the text
6.2 Guide to other sources
6.2.1 Books and journals
6.2.2 WWW sites
6.2.3 Video

Guides to Good Teaching, Learning and Assessment Practices in Geography

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Page created 24 November 1998
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