Census and Population Analysis

Census and Population Analysis

David Martin (University of Southampton, UK), Philip Rees (University of Leeds, UK), Helen Durham (University of Leeds, UK) and Stephen A. Matthews (The Pennsylvania State University, USA)
DOI: 10.4018/978-1-59904-980-9.ch004
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This chapter presents the development of a series of shared learning materials prepared to facilitate teaching in human geography. The principal focus of this work has been on how to use census data to understand socio-demographic phenomena such as ethnic segregation or neighborhood profiles. In this area, students are required to address a combination of substantive and methodological issues that are particularly well suited to blended learning. Much of the information describing population characteristics is itself published online and it is therefore necessary to engage with external online data resources in order to obtain and analyze information for specific study areas. Our teaching exemplars include those designed to develop students’ understanding of the data collection process, for example through the use of an online census questionnaire; analysis methods, through the provision of visualization tools to show demographic trends through time; and substantive examples, by comparison between urban social geographies in the USA and UK. Particular challenges are presented by the different nature (format, content, detail) and licensing arrangements for the census data available for student use in the UK and USA. In the UK students and researchers access census data via a research council funded program of data support units, which provides access to data from four successive censuses. In the USA open access to extensive data holdings is provided by the national statistical agency, the U.S. Census Bureau. However, the UK National Statistics offices are providing an ever-larger portfolio of datasets online and available to all, facilitating international collaboration and the types of data being provided are developing rapidly to fill the gaps between censuses.
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This chapter deals with the theme of the DialogPLUS project concerned with teaching in human geography. Our aim is to describe the ways in which e-learning have been used in a variety of geography degree programs across three universities. This will provide readers with examples of how the e-learning materials were used in specific courses, which may help them in using similar approaches and of the issues that were faced in incorporating these new materials. Table 1 shows the relationship of the courses the authors have delivered to the sections of the chapter in which different aspects are discussed. The courses range from first year modules taught to 150 undergraduate students to master’s modules taught to five distance learning students. We hope that readers will find the chapter useful on several levels: as a guide to the range of ways in which to introduce e-learning materials into a human geography course, as a guide to recent UK and U.S. census data and their utility in thematic courses in human geography, and as an inspiration to students to explore the wealth of electronic information now available on our human world.

Table 1.
Summary of the courses described in this chapter
Module topic
Activities delivered by e-learningChapter sections
Level 1
(campus module)
Geography of the UK
A practical on using the Online Census Atlas; a practical using the 2001 Census Output Area Classification and the current Neighbourhood Statistics web resources for England and WalesData exploration: an online census atlas
Level 3
(campus module)
Census and Neighborhood Analysis
All lecture materials online; practicals involve online and web based activitiesData collection: an online census form
Data analysis: geodemographic and multivariate indicator demonstrators
Engaging with real places: using students’ own neighborhoods
(campus module)
Spatial demography
(Penn State)
Online materials on spatial analysis of population groupsData analysis: demographic modelling
(campus module)
Census Analysis and Geographical Information Systems (Leeds)All module materials including practicals are available online. Combined with lectures and individual consultationsUsing census data to explore ethnic segregation: comparing US and UK cities
(distance module)
Census Analysis and Geographical Information Systems (Leeds)All units of module delivered online with intensive electronic communication and planned telephone tutorialsUsing census data to explore ethnic segregation: comparing US and UK cities

Complete Chapter List

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List of Reviewers
Table of Contents
Lou McGill
Chapter 1
Philip Rees, Louise Mackay, David Martin, Gráinne Conole, Hugh Davis
Technologies offer a range of tantalizing potentials for education—in terms of providing access to media- rich context and for students to visualize... Sample PDF
Developing E-Learning in Geography
Chapter 2
Samuel Leung, David Martin, Richard Treves, Oliver Duke-Williams
In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents... Sample PDF
Exchanging E-Learning Materials, Modules, and Students
Chapter 3
Helen Durham, Katherine Arrell, David DiBiase
Collaborative learning activity design (CLAD) is a multi-institution approach to the creation of e-learning material from the design phase through... Sample PDF
Collaborative Learning Activity Design: Learning about the Global Positioning System
Chapter 4
David Martin, Philip Rees, Helen Durham, Stephen A. Matthews
This chapter presents the development of a series of shared learning materials prepared to facilitate teaching in human geography. The principal... Sample PDF
Census and Population Analysis
Chapter 5
Stephen Darby, Sally J. Priest, Karen Fill, Samuel Leung
In this chapter we outline the issues involved in developing, delivering, and evaluating a Level 2 undergraduate module in fluvial geomorphology.... Sample PDF
Using Digital Libraries to Support Undergraduate Learning in Geomorphology
Chapter 6
Jim Wright, Michael J. Clark, Sally J. Priest, Rizwan Nawaz
There is an inherent antithesis between environmental management as professional practice and as concept or philosophy. Not only does this... Sample PDF
Engaging with Environmental Management: The Use of E-Learning for Motivation and Skills Enhancement
Chapter 7
Louise Mackay, Samuel Leung, E. J. Milton
In our experience of earth observation (EO) online learning we highlight the usefulness of the World Wide Web in terms of its software... Sample PDF
Earth Observation: Conveying the Principles to Physical Geography Students
Chapter 8
Helen Durham, Samuel Leung, David DiBiase
Academic integrity (AI) is of relevance across all academic disciplines, both from the perspective of the educator and the student. From the former... Sample PDF
Generic Learning Materials: Developing Academic Integrity in Your Students
Chapter 9
Karen Fill, Gráinne Conole, Chris Bailey
The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it... Sample PDF
A Toolkit to Guide the Design of Effective Learning Activities
Chapter 10
David DiBiase, Mark Gahegan
This chapter investigates the problem of connecting advanced domain knowledge (from geography educators in this instance) with the strong pedagogic... Sample PDF
Concept Mapping to Design, Organize, and Explore Digital Learning Objects
Chapter 11
Terence R. Smith, Marcia Lei Zeng
We describe a digital learning environment (DLE) organized around sets of concepts that represent a specific domain of knowledge. A prototype DLE... Sample PDF
Semantic Tools to Support the Construction and Use of Concept-Based Learning Spaces
Chapter 12
Richard Treves
Teaching geography at university level involves students in study of complex diagrams and maps. These can be made easier to understand if split into... Sample PDF
Simple Geography-Related Multimedia
Chapter 13
Karen Fill, Louise Mackay
This chapter is concerned with the evaluation of learning materials and activities developed as part of the DialogPLUS project. A range of... Sample PDF
Evaluating the Geography E-Learning Materials and Activities: Student and Staff Perspectives
Chapter 14
Louise Mackay, David Martin, Philip Rees, Helen Durham
In this book we have illustrated the materials, software, and experience of developing and delivering geography e-learning courses and learning... Sample PDF
Reflections, Lessons Learnt, and Conclusions
Chapter 15
Sally Priest
This chapter discusses the design, technical development, delivery, and evaluation of two online learning activities in environmental geography. A... Sample PDF
Online Learning Activities in Second Year Environmental Geography
Chapter 16
Dion Hoe-Lian Goh
With the rapid growth of digital information, there is increasing recognition that digital libraries (DL) will play important roles in education... Sample PDF
Learning Geography with the G-Portal Digital Library
Chapter 17
Shivanand Balram
This chapter describes the origins, boundaries, and structures of collaborative geographic information systems (CGIS). A working definition is... Sample PDF
Collaborative Geographic Information Systems: Origins, Boundaries, and Structures
Glossary of Terms
About the Contributors