This document provides an overview of a new resource on logistics created by Alan Parkinson. The resource includes 8 fully resourced session plans, one for each of 8 professional sectors that involve logistics. The session plans use an inquiry approach and digital mapping to connect to students' experiences. The resource has a vocational element by highlighting logistics as a growing career area requiring geographical skills. Several ideas for lesson plans are provided focusing on tracing the logistics behind everyday items. The resource emphasizes developing students' "logistics literacy" and cites additional sources providing information on transportation geography and the role of logistics.
Geocapabilties Workshop: presentation at the AAG 2016 conference San FranciscoKarl Donert
GeoCapabilities has been an NSF and EU-funded project which aims to improve the quality of education and training in Geography by providing support for dealing with complex issues in geography. The capabilities approach ensures educational aims are clearly in sight. Quality learning and teaching implies sound content knowledge, pedagogic awareness and knowledge of the students being taught. To be successful, teachers need to be effective 'curriculum makers' and therefore leaders in curriculum development as well as in their own disciplinary areas. GeoCapabilities ensures that geographical knowledge underpins curriculum making efforts and addresses a conceptual framework for curriculum thinking in geography.
This workshop introduces the GeoCapabilities concept and approach. Participants are encouraged to reflect on the activities and outcomes of the GeoCapabilities Project (http://www.geocapabilities.org) and consider how a Capabilities approach, involving Powerful Disciplinary Knowledge, Curriculum Making and Leadership Perspectives can be used to enhance student engagement in higher education. enhance spatial thinking and improve the quality and outcome of higher education courses in disruptive times.
Bridging the divide: teaching about migration and drawing on academic geography Karl Donert
A presentation from Tine Beneker at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation explores (the role of) access to and use of relevant and ‘new’ academic knowledge by teachers in the project.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The is the second presentation which looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
GeoCapabilties 3 Teacher Toolkit Overview Karl Donert
A presentation from the GeoCapabilities 3 project which looks at the teacher tools relevant to teaching about challenging geography topics in schools, framed by a social justice context.
It deals with:
- the four toolkit steps
- an explanation of the terminology used
- a description of some of the tools
The application of a GeoCapabilities approach using a social justice framework Karl Donert
This document discusses the GeoCapabilities 3 project, which focuses on using a social justice framework to teach geography in secondary schools serving less privileged communities. It defines key concepts of social justice like distributive justice, relational justice, agency, and mutuality. The project aims to ensure all students have access to powerful knowledge regardless of their backgrounds. Teachers describe challenges in developing their own materials and addressing students' views influenced by their families. The document advocates asking questions about knowledge, action, voice, and recognition/redistribution to guide the project.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The presentation looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
GeoCapabilities: curriculum making workshopKarl Donert
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
GeoCapabilities: Social justice definitionsKarl Donert
This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation introduced the four key concepts that capture what social justice means:
Distributive Justice
Relational Justice
Agency and
Mutuality
The presentation is part of the Web site for the GeoCapabilities 3 project
Geocapabilties Workshop: presentation at the AAG 2016 conference San FranciscoKarl Donert
GeoCapabilities has been an NSF and EU-funded project which aims to improve the quality of education and training in Geography by providing support for dealing with complex issues in geography. The capabilities approach ensures educational aims are clearly in sight. Quality learning and teaching implies sound content knowledge, pedagogic awareness and knowledge of the students being taught. To be successful, teachers need to be effective 'curriculum makers' and therefore leaders in curriculum development as well as in their own disciplinary areas. GeoCapabilities ensures that geographical knowledge underpins curriculum making efforts and addresses a conceptual framework for curriculum thinking in geography.
This workshop introduces the GeoCapabilities concept and approach. Participants are encouraged to reflect on the activities and outcomes of the GeoCapabilities Project (http://www.geocapabilities.org) and consider how a Capabilities approach, involving Powerful Disciplinary Knowledge, Curriculum Making and Leadership Perspectives can be used to enhance student engagement in higher education. enhance spatial thinking and improve the quality and outcome of higher education courses in disruptive times.
Bridging the divide: teaching about migration and drawing on academic geography Karl Donert
A presentation from Tine Beneker at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation explores (the role of) access to and use of relevant and ‘new’ academic knowledge by teachers in the project.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The is the second presentation which looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
GeoCapabilties 3 Teacher Toolkit Overview Karl Donert
A presentation from the GeoCapabilities 3 project which looks at the teacher tools relevant to teaching about challenging geography topics in schools, framed by a social justice context.
It deals with:
- the four toolkit steps
- an explanation of the terminology used
- a description of some of the tools
The application of a GeoCapabilities approach using a social justice framework Karl Donert
This document discusses the GeoCapabilities 3 project, which focuses on using a social justice framework to teach geography in secondary schools serving less privileged communities. It defines key concepts of social justice like distributive justice, relational justice, agency, and mutuality. The project aims to ensure all students have access to powerful knowledge regardless of their backgrounds. Teachers describe challenges in developing their own materials and addressing students' views influenced by their families. The document advocates asking questions about knowledge, action, voice, and recognition/redistribution to guide the project.
Migration Geographies – some themes in recent academic Geography research - ...Karl Donert
A presentation from the GeoCapabilities 3 project from Dr. Ben Page (UCL Geography Department).. The presentation looks at research and studies of migration relevant to teaching about the topic in schools.
It deals with:
- How should migration be taught in school geography today?
- What are the current ideas (and recent shifts) in geographies of migration in the university discipline?
- How could / should these ideas be incorporated into school geography?
GeoCapabilities: curriculum making workshopKarl Donert
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
GeoCapabilities: Social justice definitionsKarl Donert
This presentation defines and explores aspects of Social Justice in the context of the GeoCapabilities project and a capabilities approach for teaching.
The presentation introduced the four key concepts that capture what social justice means:
Distributive Justice
Relational Justice
Agency and
Mutuality
The presentation is part of the Web site for the GeoCapabilities 3 project
GeoCapabilities-workshop: powerful knowledge and curriculum leadershipKarl Donert
A workshop given at the Digital Learning training event on innovative pedagogical approaches in education.
The presentation develops the three phases of the GeoCapabilities apporach and presents some latest research associated with GeoCapabilities 3 and a social justice perspective and the teaching of migration.
GeoCapabilities 3: Social Justice In Geography Teaching Through Powerful Know...Karl Donert
This presentation introduces the main ideas behind the GeoCapabilities 3 project and the initial research undertaken with teachers. It considers powerful disciplinary knowledge and the teaching of migration.
The future of (digital) geography education post-pandemicand the role of EUR...Karl Donert
The document discusses the impact of COVID-19 on education and the role technology can play in the future of geography education. It notes that the pandemic led to school closures affecting over 1.5 billion learners and necessitated rapid remote learning. While technology provided opportunities for online learning resources, many students lacked access and were left behind. The document advocates for a joined-up strategy to better utilize digital technologies and ensure all students can benefit from technology-enhanced learning. It highlights several European projects using geospatial technologies in schools and outlines their goals of developing students' geospatial thinking and digital skills through innovative teaching approaches.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK) Karl Donert
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
This document provides an overview of a new resource from the Centre for Logistics and International Trade (CILT) and the Geographical Association (GA) focused on logistics education. It describes 8 fully resourced lesson plans covering different sectors and using enquiry approaches and digital mapping. It also discusses how logistics relates to the geography curriculum from key stages 1 through A-Level and provides various ideas and resources to support teaching about transport and logistics.
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
This project was funded by the European Commission. The website reflects only the views of the authors, and the Commission is not responsible for any use of the information. The project partners include Twycross School. The GeoCapabilities project aims to develop human capabilities through acquiring geographical knowledge and thinking geographically. It promotes a progressive, knowledge-led curriculum based on powerful disciplinary knowledge and powerful pedagogies in the classroom.
Teaching about migration using a GeoCapabilities approachKarl Donert
1) The document discusses using "vignettes" in geography education to teach about the topic of migration.
2) It defines a vignette as a brief example or case study that can be used as the basis for a series of lessons on a topic, with teachers continually returning to and expanding upon the vignette.
3) It provides examples of how teachers can design lessons around analyzing different types of vignettes, such as comics, political cartoons, and photos, to develop students' geographical knowledge and thinking skills around the concept of migration.
Geo-projects and Innovation in EducationKarl Donert
A presentation at EUROGEO 2021 to illustrate innovation in education through the projects which EUROGEO, as a Belgian NGO, is involved in. The presentation examines the links between knowledge transfer and innovation and the process that the organisation has been going through. The presentation introduces geo-projects like GeoCapabilties and the creation of a European Values Atlas and those concerning the use of new technologies with different target audiences such as GOdIGITAL working with NEETS.
This presentation provides a quotation from Professor Simon Catling on curriculum. It is part of the GeogCapabilities approach to teacher education and training. It considers capabilities, powerful disciplinary knowledge, and powerful pedagogies. (Curriculum Journal 24(3), 427-453)
Panel Discussion – What makes learning geography ‘powerful’?Karl Donert
This document discusses the GeoCapabilities 3 project, which aims to promote powerful geographical knowledge and social justice in geography education. It provides an overview of the GeoCapabilities 3 toolkit, which guides teachers through engaging with academic geography, lesson planning using tools to evaluate students' knowledge, teaching lessons, and reflecting on student learning outcomes. The document also outlines some potential future directions for the GeoCapabilities project, such as expanding its focus beyond just geography to other disciplines, emphasizing values in addition to knowledge, exploring applications in primary education, and using climate change as a topic focus. It raises questions about supporting teachers and students, promoting social justice lessons, facilitating access to disciplinary knowledge, and consolidating Geocapabilities approaches across different resources and platforms.
This presentation explores geographical knowledge in the context of the GeoCapabilities project and a capabilities approach.
It introduces the role of geographical knowledge in terms of capabilities. It then illustrates three dimensions of powerful disciplinary knowledge (NCGRE):
- content-based geographic knowledge
- conceptual geographic knowledge and
- procedural geographic knowledge
The presentation is part of the Web site for the GeoCapabilities 3 project
Integrating Geotechnologies in European EducationKarl Donert
This presentation for GIS Day 2020 organised by the GeoTech Centre, USA. It explores some of the different projects that Karl Donert representing EUROGEO is involved in and examines the integration of GIS and geo-tools into different sectors of education.
The presentation includes the following school projects - GI-Learner and GI-Pedagosy, D3 - Developing Digital Data literacy, GeoCapabilities and EValue - European Values Atlas, MYGEO and HUM@N projects for universities and SEED for vocational training. In all cases geo-technology has been integrated in curriculum developments.
1. The document discusses the Tourism and Protected Areas Specialist Group (TAPAS), which provides strategic advice on sustainable tourism in protected areas.
2. TAPAS has grown its membership to over 190 members from 53 countries and is working to build consensus on key priorities like capacity building, knowledge development, and communications.
3. TAPAS has developed an action plan for 2010-2014 that focuses on areas like developing guidance for sustainable tourism, providing training for protected area managers, and strengthening collaboration within IUCN.
The document summarizes the 2014 FIG Congress held in Kuala Lumpur, Malaysia. It provides information on FIG (International Federation of Surveyors), the FIG Young Surveyors Network, and the FIG Foundation. It describes events at the congress, including the opening ceremony officiated by the Prime Minister of Malaysia, plenary sessions on key roles of the surveying profession, and social events. The congress focused on engaging challenges and enhancing the relevance of surveying globally and addressed issues like land administration, spatial data management, and the post-2015 development agenda.
This document summarizes Joseph Kerski's participation in the 2004 Annual Conference of the Geographical Association in the United Kingdom. Some key points:
- The conference had over 450 attendees from universities, schools, and geographic organizations.
- Kerski operated a USGS exhibit and conducted a GIS workshop. He also met with representatives from the Digital Worlds/Dakini Project, Royal Geographical Society, and Ordnance Survey.
- The conference strengthened Kerski's efforts to foster educational partnerships between the USGS, National Council for Geographic Education, and Geographical Association.
Joseph Kerski attended the 2003 Geographical Association (GA) Annual Conference in the UK and the International Geographical Union Commission on Geography Education Conference. He sought to further partnerships between the USGS, NCGE, and GA to advance geographic education. At the GA conference, he operated a USGS exhibit and co-led a GIS workshop. He discussed potential partnership opportunities with the GA, including co-sponsoring conferences, sharing publications, joint membership options, and collaborative projects. Pursuing collaborations between these organizations could help promote high-quality, science-based geographic education.
Jarrett Stoltzfus gave a presentation about the Federal Transit Administration (FTA) and opportunities for collaboration between the FTA and universities. The FTA supports public transportation programs with a $10 billion annual budget. Current FTA priorities include investing in the economy, improving safety, promoting livable communities, and reducing greenhouse gas emissions. The FTA views the University Transportation Center program as an important asset and is interested in partnering with universities on research and other efforts.
Globalisation has accelerated due to developments in transport, technology, and trade. In the 19th century, innovations like railways and steamships expanded trade. In the 20th century, jet aircraft and container ships further increased the flow of goods. The 21st century has seen the rapid growth of ICT, mobile phones, the internet, and social media, compressing time and space and connecting people globally. These developments have contributed to an increasingly interconnected world and a "shrinking" of distances between places.
an introduction to sustainable transportation poli.pdfHannah Baker
This document provides a summary and endorsement of the book "An Introduction to Sustainable Transportation: Policy, Planning and Implementation". The summary states that the authors have conducted careful research and assembled an encyclopedic catalogue of theory, techniques and practices needed to recover from past misconceptions about transportation. It further states that the book provides a useable guide for achieving sustainable transportation and that its publication comes at an important time.
Mirror, Signal, Manoeuvre How understanding context, indicators and strategi...Simon Tanner
Keynote presentation given to the Discovering Collections, Discovering Communities DCDC2015 Conference, October 2015, Manchester.
#dcdc15
DCDC (Discovering Collections, Discovering Communities) is a collaborative conference hosted by The National Archives and RLUK that explores inter-disciplinary, cross-sector approaches and opportunities to developing and widening access to the wealth of our collections through partnership and collaborative working, across the heritage, cultural and academic sectors.
GeoCapabilities-workshop: powerful knowledge and curriculum leadershipKarl Donert
A workshop given at the Digital Learning training event on innovative pedagogical approaches in education.
The presentation develops the three phases of the GeoCapabilities apporach and presents some latest research associated with GeoCapabilities 3 and a social justice perspective and the teaching of migration.
GeoCapabilities 3: Social Justice In Geography Teaching Through Powerful Know...Karl Donert
This presentation introduces the main ideas behind the GeoCapabilities 3 project and the initial research undertaken with teachers. It considers powerful disciplinary knowledge and the teaching of migration.
The future of (digital) geography education post-pandemicand the role of EUR...Karl Donert
The document discusses the impact of COVID-19 on education and the role technology can play in the future of geography education. It notes that the pandemic led to school closures affecting over 1.5 billion learners and necessitated rapid remote learning. While technology provided opportunities for online learning resources, many students lacked access and were left behind. The document advocates for a joined-up strategy to better utilize digital technologies and ensure all students can benefit from technology-enhanced learning. It highlights several European projects using geospatial technologies in schools and outlines their goals of developing students' geospatial thinking and digital skills through innovative teaching approaches.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK) Karl Donert
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
This document provides an overview of a new resource from the Centre for Logistics and International Trade (CILT) and the Geographical Association (GA) focused on logistics education. It describes 8 fully resourced lesson plans covering different sectors and using enquiry approaches and digital mapping. It also discusses how logistics relates to the geography curriculum from key stages 1 through A-Level and provides various ideas and resources to support teaching about transport and logistics.
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
This project was funded by the European Commission. The website reflects only the views of the authors, and the Commission is not responsible for any use of the information. The project partners include Twycross School. The GeoCapabilities project aims to develop human capabilities through acquiring geographical knowledge and thinking geographically. It promotes a progressive, knowledge-led curriculum based on powerful disciplinary knowledge and powerful pedagogies in the classroom.
Teaching about migration using a GeoCapabilities approachKarl Donert
1) The document discusses using "vignettes" in geography education to teach about the topic of migration.
2) It defines a vignette as a brief example or case study that can be used as the basis for a series of lessons on a topic, with teachers continually returning to and expanding upon the vignette.
3) It provides examples of how teachers can design lessons around analyzing different types of vignettes, such as comics, political cartoons, and photos, to develop students' geographical knowledge and thinking skills around the concept of migration.
Geo-projects and Innovation in EducationKarl Donert
A presentation at EUROGEO 2021 to illustrate innovation in education through the projects which EUROGEO, as a Belgian NGO, is involved in. The presentation examines the links between knowledge transfer and innovation and the process that the organisation has been going through. The presentation introduces geo-projects like GeoCapabilties and the creation of a European Values Atlas and those concerning the use of new technologies with different target audiences such as GOdIGITAL working with NEETS.
This presentation provides a quotation from Professor Simon Catling on curriculum. It is part of the GeogCapabilities approach to teacher education and training. It considers capabilities, powerful disciplinary knowledge, and powerful pedagogies. (Curriculum Journal 24(3), 427-453)
Panel Discussion – What makes learning geography ‘powerful’?Karl Donert
This document discusses the GeoCapabilities 3 project, which aims to promote powerful geographical knowledge and social justice in geography education. It provides an overview of the GeoCapabilities 3 toolkit, which guides teachers through engaging with academic geography, lesson planning using tools to evaluate students' knowledge, teaching lessons, and reflecting on student learning outcomes. The document also outlines some potential future directions for the GeoCapabilities project, such as expanding its focus beyond just geography to other disciplines, emphasizing values in addition to knowledge, exploring applications in primary education, and using climate change as a topic focus. It raises questions about supporting teachers and students, promoting social justice lessons, facilitating access to disciplinary knowledge, and consolidating Geocapabilities approaches across different resources and platforms.
This presentation explores geographical knowledge in the context of the GeoCapabilities project and a capabilities approach.
It introduces the role of geographical knowledge in terms of capabilities. It then illustrates three dimensions of powerful disciplinary knowledge (NCGRE):
- content-based geographic knowledge
- conceptual geographic knowledge and
- procedural geographic knowledge
The presentation is part of the Web site for the GeoCapabilities 3 project
Integrating Geotechnologies in European EducationKarl Donert
This presentation for GIS Day 2020 organised by the GeoTech Centre, USA. It explores some of the different projects that Karl Donert representing EUROGEO is involved in and examines the integration of GIS and geo-tools into different sectors of education.
The presentation includes the following school projects - GI-Learner and GI-Pedagosy, D3 - Developing Digital Data literacy, GeoCapabilities and EValue - European Values Atlas, MYGEO and HUM@N projects for universities and SEED for vocational training. In all cases geo-technology has been integrated in curriculum developments.
1. The document discusses the Tourism and Protected Areas Specialist Group (TAPAS), which provides strategic advice on sustainable tourism in protected areas.
2. TAPAS has grown its membership to over 190 members from 53 countries and is working to build consensus on key priorities like capacity building, knowledge development, and communications.
3. TAPAS has developed an action plan for 2010-2014 that focuses on areas like developing guidance for sustainable tourism, providing training for protected area managers, and strengthening collaboration within IUCN.
The document summarizes the 2014 FIG Congress held in Kuala Lumpur, Malaysia. It provides information on FIG (International Federation of Surveyors), the FIG Young Surveyors Network, and the FIG Foundation. It describes events at the congress, including the opening ceremony officiated by the Prime Minister of Malaysia, plenary sessions on key roles of the surveying profession, and social events. The congress focused on engaging challenges and enhancing the relevance of surveying globally and addressed issues like land administration, spatial data management, and the post-2015 development agenda.
This document summarizes Joseph Kerski's participation in the 2004 Annual Conference of the Geographical Association in the United Kingdom. Some key points:
- The conference had over 450 attendees from universities, schools, and geographic organizations.
- Kerski operated a USGS exhibit and conducted a GIS workshop. He also met with representatives from the Digital Worlds/Dakini Project, Royal Geographical Society, and Ordnance Survey.
- The conference strengthened Kerski's efforts to foster educational partnerships between the USGS, National Council for Geographic Education, and Geographical Association.
Joseph Kerski attended the 2003 Geographical Association (GA) Annual Conference in the UK and the International Geographical Union Commission on Geography Education Conference. He sought to further partnerships between the USGS, NCGE, and GA to advance geographic education. At the GA conference, he operated a USGS exhibit and co-led a GIS workshop. He discussed potential partnership opportunities with the GA, including co-sponsoring conferences, sharing publications, joint membership options, and collaborative projects. Pursuing collaborations between these organizations could help promote high-quality, science-based geographic education.
Jarrett Stoltzfus gave a presentation about the Federal Transit Administration (FTA) and opportunities for collaboration between the FTA and universities. The FTA supports public transportation programs with a $10 billion annual budget. Current FTA priorities include investing in the economy, improving safety, promoting livable communities, and reducing greenhouse gas emissions. The FTA views the University Transportation Center program as an important asset and is interested in partnering with universities on research and other efforts.
Globalisation has accelerated due to developments in transport, technology, and trade. In the 19th century, innovations like railways and steamships expanded trade. In the 20th century, jet aircraft and container ships further increased the flow of goods. The 21st century has seen the rapid growth of ICT, mobile phones, the internet, and social media, compressing time and space and connecting people globally. These developments have contributed to an increasingly interconnected world and a "shrinking" of distances between places.
an introduction to sustainable transportation poli.pdfHannah Baker
This document provides a summary and endorsement of the book "An Introduction to Sustainable Transportation: Policy, Planning and Implementation". The summary states that the authors have conducted careful research and assembled an encyclopedic catalogue of theory, techniques and practices needed to recover from past misconceptions about transportation. It further states that the book provides a useable guide for achieving sustainable transportation and that its publication comes at an important time.
Mirror, Signal, Manoeuvre How understanding context, indicators and strategi...Simon Tanner
Keynote presentation given to the Discovering Collections, Discovering Communities DCDC2015 Conference, October 2015, Manchester.
#dcdc15
DCDC (Discovering Collections, Discovering Communities) is a collaborative conference hosted by The National Archives and RLUK that explores inter-disciplinary, cross-sector approaches and opportunities to developing and widening access to the wealth of our collections through partnership and collaborative working, across the heritage, cultural and academic sectors.
This document discusses how developments in transport, technology, and trade have contributed to the acceleration of globalization in recent decades. Specifically, it notes how innovations like steamships, railways, jet aircraft, and container shipping expanded trade connections in the 19th-20th centuries. In the 21st century, advances in ICT, mobile phones, the internet, and social media have further compressed time and space, driving new levels of global interconnection and integration. The document aims to teach students how globalization is a long-term process that has increasingly accelerated due to revolutionary shifts in transportation and digital technologies that have made the world smaller and more interconnected.
City of Cockburn Community Perception Results 2015MrsWNel
The document is a summary of a community perceptions survey conducted in the City of Cockburn in 2015. Some key findings:
- Overall satisfaction with the City as a place to live and governing organization is very high, above industry standards.
- Top priorities for residents are improving traffic issues, safety/security, and the overall appearance of public areas.
- Residents are concerned about antisocial behavior, maintenance of parks and streets, and managing development impacts.
- Satisfaction is generally higher among seniors and females and lower for perceptions of value for money from rates.
The document discusses characteristics of sustainable cities and social sustainability factors. It provides examples of how certain initiatives could make urban living more sustainable, such as increasing public transportation, recycling programs, and renewable energy sources. Local community involvement is important to help ensure sustainability initiatives are successful.
1) Europeana Cloud sits at the core of Europeana's strategy for cultural innovation between 2015-2020.
2) Europeana's priorities are making cultural works shareable, usable, and reliable by making them available at the touch of a button, usable to build upon for progress, and easy and trustworthy to use.
3) Europeana connects over 800 member institutions representing over 2300 organizations that contribute cultural works to bring Europe's cultural heritage to the world.
Can Melbourne Remain the (Second!) World's Most Liveable City?ESD UNU-IAS
Can Melbourne Remain the (Second!) World's Most Liveable City?
Presented by Dr Susie Maloney (RMIT University)
2018 ProSPER.Net Leadership Programme
12-16 November, 2018
This document is a project report by Peerun Bibi Ameerah for a class called Foundation Program in Natural and Built Environment at Taylor's University in April 2013. The report proposes a design for a future city called "Sky-City" for the Malaysian population. It includes sections on the shape and zoning of the city, interior design, transportation, amenities, activities, and places of worship. The focus point of the city is a large nature park in the shape of a star located in the city center. The report provides details on how the city would be planned and organized to meet the needs of its residents.
Digital Cultural Heritage and the new EU Framework Programmelocloud
2nd LoCloud CY Awareness Event at the Ministry of Education and Culture.
Presentation delivered by Marinos Ioannides, Cyprus University of Technology
Cyprus
5 March 2014
The document discusses three topics:
1. Youngballymun is working to enhance learning and well-being outcomes for children in Ballymun through community-based strategies and regeneration of the built environment.
2. New York Communities for Change is a coalition of working families fighting for social and economic justice in New York through community organizing, advocacy, and direct action.
3. Camara is a social enterprise that refurbishes used computers from Ireland, loads them with educational software, and sets them up as learning centers in schools in Africa and Ireland to improve education delivery.
Talk titled 'User-centred and Participatory Cartography'
Interest in Human-Computer Interaction (HCI) has been part of Geographical Information Science (GIScience) and cartography for a long time. Even before the term Geographical Information System (GIS) was invented (Tomlinson, 1967), researchers of “Man Machine Interaction” at MIT where utilising the display capabilities of the latest generation of computers to manipulate oceanic geographical information (Pivar at al., 1963). From this early start, HCI became an integral part of Cartography and GIScience research agendas. Interest focused on expert cartographers and their work in the 1960s and 1970s, and moved to wider range of specialised users in the 1980s and 1990s. This followed the spread of geographic technologies to wider audiences, culminating with the ‘Cambrian Explosion’ of maps on the internet. More recently, with the increased abilities of members of the public to create and share information, cartography became available to many, sometimes under the guise of ‘neogeography’. The talk with cover the evolution of HCI research in Cartography, focusing on participatory GIS and mapping, and demonstrating the importance of user centred design in the sharing of maps within this domain. It ends with examples of citizen science and how cartography play a role within it.
Innovative transport options for enhancing liveability in Australia’s RangelandsNinti_One
Presentation by Bruno Spandonide to the Australian Rangeland Society 18th Biennial Conference "Innovation in the Rangelands", 12-16 April 2015, Alice Springs.
The document discusses sustainability of cultural institutions in a post-digital world. It notes that while some museums are struggling with funding cuts, others are thriving with new development. It argues that sustainability requires resilience and relevance. New technologies now allow for sensing of environmental data and predicting trends from aggregated online data. Cultural institutions must change to remain useful and meaningful to people in a world where digital and physical experiences are intertwined.
Through a glass, darkly – reflections upon digitisationSimon Tanner
Digitisation is a process in which we seek to find a digital future from the material cultures and intellectual objects of the past. We seek to reflect upon these to gain new insights and possibly even fresh enlightenment. But as Paul the apostle stated in 1 Corinthians 13:12: “we see through a glass, darkly” and have an obscure or imperfect vision. Simon Tanner hopes in this keynote he will add light by sharing his reflections upon the benefits and value of digitization to research and scholarship. Further he will seek to provoke debate and discussion – can we see more clearly by using digitization as a means to investigate the past?
Keynote given at:
https://clarkestudios.wordpress.com/symposium-programme/abstracts/
Podcast of presentation here:
https://soundcloud.com/tlrhub/session-2part-3-digital-collections-keynote
This document discusses intelligent nation branding and smart city projects. It outlines Encyclopedic Intelligent Systems Ltd's work in developing intelligent brands and prototypes for nations, cities, and communities. Examples of smart city projects from around the world are provided across categories like smart economy, environment, governance, lifestyle and transportation. Partnerships and licensing of brands and intellectual property are also mentioned.
Geography is the study of the earth's surface and its inhabitants. It examines where things are located on earth, why they are located there, how places differ, and how humans interact with the environment. Studying geography provides opportunities to learn map skills, human and physical geography concepts, and conduct fieldwork. The document outlines the topics covered in a geography course, including population, hazards, resources, water, settlements, industry, coasts, and tourism. It emphasizes understanding relationships between humans and the environment. Field trips allow applying classroom concepts to real-world settings. Geography also relates to other subjects and offers career paths in fields like teaching, engineering, and tourism.
Keynote for the Prague Platform on the Future of Cultural Heritage, convened by the European Commission, October 7-8, 2019. The Prague Platform talks about
“Enhanced digitally enabled cultural heritage participation for all citizens.”
But what do these words mean? And how might we approach them — as practitioners, communities, governments and institutions, and citizens?
Social Science and Creativity - A British Academy DebateBeatriz Garcia
The panel discussion focused on the rising prominence of creativity in policy circles and how Liverpool constructed a new image for itself as the 2008 European Capital of Culture. The speaker discussed how creativity has become a buzzword and cities increasingly promote themselves as creative. Liverpool previously had representations as a place of crime and poverty but sought to rebrand itself through the ECoC program. Extensive research was conducted to understand the impacts on areas like the economy, tourism, cultural participation, and perceptions of the city.
This document discusses the influences on curriculum development over a geographer's career spanning 31 years in the classroom and leadership roles. It references influential geographers from the past like Norman Graves and "Jammy" Morris who grappled with tensions in the field. It also discusses more recent experiences co-authoring textbooks, blogging, and developing resources to support everyday geography teaching. The document advocates for curriculum as a coherent narrative shaped by educational principles rather than external policy pressures.
Alice Coleman was a prominent British geographer who conducted influential land use surveys in the UK during the 1960s. She began her career as a secondary teacher before becoming a professor of geography. Coleman directed the Second Land Utilisation Survey of Britain, which involved 3000 volunteers surveying 90% of England and Wales. Although only 115 map sheets were published from the survey, they provide a valuable historic record of land use and remain a useful educational resource. Coleman questioned contemporary planning approaches and advocated for the importance of visual literacy in geography education.
The document provides information about the Royal Geographical Society's Young Geographer of the Year Competition 2023. Students are asked to create a blueprint or plan addressing two geographical issues related to problems such as food/energy sustainability, water security, urbanization, and more as they will exist in 2050. Entries can be posters for key stages 2-4 or other formats for key stage 5. Posters should include annotated maps, images and diagrams to explain the problems and proposed solutions. Last year's winning entries are provided as examples of quality. Suggested issues, formats, and resources are provided to help students develop innovative and realistic blueprints for the future.
The document discusses various elements of the Queen's coronation weekend that could be impacted by different weather types, including wet weather, windy weather, fog, cold temperatures, and an actual weather forecast. Elements that may be affected are people camping out overnight along the procession route, drones getting aerial footage, people standing to watch the procession for long periods, people and horses in the procession, guests arriving in fancy clothing, the outdoor service and procession, gun salutes in Hyde Park, the coronation procession returning to Buckingham Palace, people taking photos, a royal flypast, and outdoor parties and picnics. The actual forecast predicts a cloudy and wet day in many areas with showers, including London
Dr. Gemma Sou gave a presentation on using comics to communicate geographic research findings. She discussed how comics can represent different experiences and perspectives through fictionalized characters and storytelling. Sou explained her process for developing comics, which includes deciding what to communicate based on the audience, writing scripts, working iteratively with artists, and seeking feedback. Comics allow researchers to visualize alternative futures, histories, and intangible experiences. Sou argued that comics are an accessible way to engage different audiences and challenge stereotypes. The presentation concluded with a discussion of examples of geographic comics and their educational uses.
The document discusses borders and how they are commonly perceived, suggesting that borders represent interaction and cultural exchange rather than exclusion, are fluid rather than fixed, and indicate insecurity rather than security. It prompts considering the borders young people cross daily that could be used to discuss this concept and how borders could be integrated into or made a separate topic of discussion in teaching.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Constructing Your Course Container for Effective Communication
CILT Version 2 for GA
1. Enquiring into Logistics:
a new resource
Alan Parkinson
Head of Geography
King’s Ely Junior
Image from JR James Archive of University of Sheffield – Flickr group
Music by Black Box Recorder
6. 8 fully resourced session plans
• One for each of the 8 sectors…
• “Enquiry approach”
• Making use of GI and digital
mapping
• Connected with the students’ lived
experiences where possible…
7. Vocational element…
• Logistics an area where recruitment is strong,
and which is a growing area of the economy
• Logistics requires a geographical skillset…
8. Ideas by John Lyon
1. From smart phone to my house - how my (Amazon, eBay whatever) product arrives at my house.
How am I able to track my purchase? How is it travelling - plane?
2. My Subway sandwich - where has everything that makes up my sandwich come from, how does it
travel? How is it so cheap? Who is responsible for getting it to me?
3. Going Bananas - tarantulas and bananas??
4. 'Red Bull gives you wings' but does the F1 car fly? And who else makes sure the car is at the starting
line on the Sepang International Circuit in Malaysia (or wherever)
5. H&M the fashion clothing manufacturer has defined seven ambitious commitments on sustainability.
What goes into your H&M jumper(?) where does it come from and how do they ensure that it travels
sustainably?
6. Has the petrol in my family car travelled further than the car?
7. The UK is "never more than a few day days away from a significant food shortage" MPs International
Development Committee. What? So where does food our come from, why are we only days away from
empty shelves. Who is responsible for making sure I get my ....fresh fruit, Breakfast cereal, etc. How does
a supermarket keep its shelves full?
14. Breakfast, Lunch & Dinner: From fresh fruits to your favorite cereal or brand of pasta,
logistics moves these items from their country of origin to your grocery store shelves.
Electronics: Your favorite video game console, your noise-cancelling headphones, your
laptop – all electronics are made up of small parts produced in factories around the globe.
Logistics gets each microchip, memory card, and console part from its site of production to
the factory where it all gets put together. And then, logistic moves the final product to your
local electronics store.
Healthcare: Without logistics, there’d be no way to get medicine, vaccines and other life-
saving goods where they need to go, on time and in proper condition. In very real ways,
logistics makes the world a better place.
Sports: For every World Cup, Superbowl or Olympic Games, there are millions of logistical
details to handle. Without logistics, there would be no soccer balls at the World Cup, no rings
for Superbowl champions, and no hurdles at the Olympic track.
Mail (the old-fashioned kind): Every time you order a video game, smartphone accessory, or
book, logistics bridges the gap from finding your purchase in the warehouse, to getting it
packaged and shipped, and finally delivering it to your front doorstep.
Entertainment: From building concert stages to filming TV shows and music videos, the
entertainment industry relies on the logistics of transportation, supply and delivery.
Sustainability: Believe it or not, logistics plays a huge role in protecting the environment.
Logisticians are charged with developing better, more efficient and more sustainable ways of
doing business, so that we can enjoy the world economy with the lowest possible
environmental impact.
15. Entertainment: From building concert
stages to filming TV shows and music
videos, the entertainment industry
relies on the logistics of
transportation, supply and delivery.
16.
17. Joe Moran
“On Roads”
"the cathedrals of the modern world”
Barbara Castle on motorway interchanges…
“the most commonly viewed and
least contemplated landscape in
Britain”
18. Importance of GI and location when
making decisions…
A previous GA resource that I wrote…
http://geography.org.uk/cpdevents/on
linecpd/gis/
20. Transport and Logistics and the GA
Conference…
• Stands and exhibitors
• GA stand and equipment
• Caterers
• Delegates
• Hotel rooms and staffing
• Events
• Personal logistics: train tickets and travel
arrangements….
22. Transport in the curriculum…
KS1
use basic geographical vocabulary to refer to:
key physical features, including: beach, cliff, coast, forest, hill,
mountain, sea,
ocean, river, soil, valley, vegetation, season and weather
key human features, including: city, town, village, factory, farm,
house, office, port, harbour and shop
use simple compass directions (North, South, East and West)
and locational and directional language [for example, near
and far; left and right], to describe the location of features
and routes on a map
23. Transport in the curriculum…
KS2
describe and understand key aspects of:
human geography, including: types of settlement
and land use, economic activity including trade links,
and the distribution of natural resources including
energy, food, minerals and water
24. Transport in the curriculum…
KS3
Pupils should become aware of increasingly complex
geographical systems in the world around them. They should
develop greater competence in using geographical
knowledge, approaches and concepts [such as models and
theories] and geographical skills in analysing and interpreting
different data sources
25. Transport in the curriculum…
KS3
human geography relating to: population and urbanisation;
international development; economic activity in the primary,
secondary, tertiary and quaternary sectors; and the use of
natural resources
understand how human and physical processes interact to
influence, and change landscapes, environments and the
climate; and how human activity relies on effective
functioning of natural systems
use Geographical Information Systems (GIS) to view, analyse
and interpret places and data
27. Transport in the curriculum…
GCSE- new specifications
A case study of a city in the UK to include:
How urban change has created opportunities:
• social and economic: cultural mix, recreation and
entertainment, employment, integrated transport systems
How urban transport strategies are used to reduce traffic
congestion.
28. Transport in the curriculum…
GCSE- new specifications
Economic change in the UK:
The place of the UK in the wider world.
Links through trade, culture, transport, and electronic
communication. Economic and political links: the European
Union (EU) and Commonwealth.
Improvements and new developments in road and rail
infrastructure, port and airport capacity
Causes of economic change: de-industrialisation and decline
of traditional industrial base, globalisation and government
policies
29. Transport in the curriculum…
GCSE- new specifications
Maps:
Maps based on global and other scales may be used and
students may be asked to identify and describe significant
features of the physical and human landscape on them, e.g.
population distribution, population movements, transport
networks, settlement layout, relief and drainage
30. Transport in the curriculum…
‘A’ Level – new specifications
What are the causes of globalisation and why has it accelerated
in recent decades?
31. Eduqas
1.3.8 Rural management and the challenges of continuity and change
Managing rural change and inequality in diverse communities including
issues of housing, transport and service provision, including Broadband
provision
On-going challenges in rural places where regeneration / rebranding are
absent or have failed or have created conflict
New challenges of managing change in some rural communities associated
with counter-urbanisation and second home ownership, and possible actions
2.2.1 Globalisation, migration and a shrinking world
Growth of global systems; connections and global flows of goods,
money, people, technology and ideas
Classification of migrants and quantification and mapping of global
patterns of migration
Factors creating a shrinking world for potential migrants including
transport, communication and media representation
41. Take you through a couple of
ideas in a little more detail to
show the process I went through…
and hopefully persuade you to use
the ideas yourself…
46. Route 66
• The A66… trans-Pennine route
• Used to be my route to Skye when younger…
• Haulage company – fictional, operating on
that road..
• Dealing with the various problems that might
occur along the route
53. Creative outcomes
Rewrite the lyrics to the classic song ‘Route 66’, to set it
in a UK setting… e.g. instead of it “winding from
Chicago to LA, two thousand miles all the way” it will
need to take in the UK context instead
If you ever plan to motor west,
Travel my way, take the highway that's best.
Get your kicks on Route sixty-six.
It winds from Chicago to LA,
More than two thousand miles all the way.
Get your kicks on Route sixty-six.
Now you go through Saint Louis
Joplin, Missouri,
And Oklahoma City is mighty pretty.
You'll see Amarillo,
Gallup, New Mexico,
Flagstaff, Arizona.
Don't forget Winona,
Kingman, Barstow, San Bernandino.
Won't you get hip to this timely tip:
When you make that California trip
Get your kicks on Route sixty-six.
54. A few live website demos…. Always
risky…
http://www.dft.gov.uk/traffic-counts/ - AADF (Average Annual Daily Flow)
58. Shelterbox
Could you be part of an International
Rescue?
Overseas
aid…
How does it
get to the
people in
need?
http://cf.owen.org/wp-content/uploads/ukaid.jpg
59. Shelterbox – based in Helston,
Cornwall
Used their resources for many years…
https://vimeo.com/53500727
71. ‘A soulless aluminium or steel box held
together with welds and rivets [and
with]… all the romance of a tin can’.
Mark Levinson, The Box
72.
73. Reducing price of oil
• http://www.bbc.com/future/story/20160303-
cheap-oil-is-taking-shipping-routes-back-to-
the-1800s
• Suez Canal costs approx £250 000 for a large
container ship to pass through
79. AIS – Ship Tracker
• Login and choose a ‘fleet’ of ships to follow
• Activity involves Maersk ships
• Also the MSC Oscar
Website: http://www.marinetraffic.com/
101. How to access the resources?
• Scan the QR codes on the notes that you can
collect from the front of the lecture theatre
• Visit the LivingGeography blog
http://livinggeography.blogspot.com
• Follow me on Twitter
@GeoBlogs
@KingsElyGeog
102. Resources and reading
• CILT resource set (download from GA website)
• “Down to the sea in ships” – Horatio Clare
• “Deep sea and ocean going” – Rose George
• “On Roads” – Joe Moran
• GeographyPods
http://www.geographypods.com/2-changing-
space---the-shrinking-world.html