| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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? |
| 8.2 | 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 |
| 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 |
| 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 |
| 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 |
| 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 |
Page created 24 November 1998
