Reflections, Lessons Learnt, and Conclusions

Reflections, Lessons Learnt, and Conclusions

Louise Mackay (University of Leeds, UK), David Martin (University of Southampton, UK), Philip Rees (University of Leeds, UK) and Helen Durham (University of Leeds, UK)
DOI: 10.4018/978-1-59904-980-9.ch014
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In this book we have illustrated the materials, software, and experience of developing and delivering geography e-learning courses and learning activities. In this chapter we summarize how the teaching of a variety of geography topics has benefited from the following set of activities: creating media-rich online materials that take full advantage of linking to digital libraries; developing and adapting online, collaborative, and design software; and internationalizing materials through geography teachers in different countries working together. We take a moment to reflect on the experience of material development and the prospects for facilitating exchange of resources and student access. We provide advice to the aspiring geography e-tutor and describe how to access the wealth of materials that have been introduced in the preceding chapters. We then explain how the materials created will continue to be relevant beyond this book. We envisage that teachers, including ourselves, will download and then adapt the materials, borrowing content, techniques for presentation, or learning style. There will be an ongoing process of teaching and review that incorporates tutor and student feedback. The material, its delivery, and its style will not remain static but we hope new developments will be shared via learning repositories. It is important to sustain good online resources. This can be achieved by readers updating the geography e-learning materials and depositing improved versions in the new UK academic learning material depository Jorum.
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Lessons For Collaboration

A common characteristic of the work described in Chapters I-XIII of this book, dating from the earliest discussions of the DialogPLUS collaborators, has been the concept of the learning “nugget” (Chapter I). From the outset, the underlying reasoning behind the nugget was that it would comprise a recognizable component of learning, less formally defined than a “learning object” (Wiley, 2002). The learning nugget would be readily recognizable by geography teachers and would therefore form a natural basis for the sharing of learning content between individuals and courses. Certainly the nugget concept has proved very useful, providing a common language for teachers to communicate with one another about the elements comprising their courses and the technologies used to support them.

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