Geocapabilties leadership questions
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Some initial questions about leadership and advocacy for teachers developed as part of the GeoCapabilities teacher training course. Teachers are asked to reflect on their role in school and consider whether leadership in their subject discipline is important.
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The role of Geography in climate education: science and active citizenship
“Climate change concerns all of us, and everyone can take action for the climate” (European Commission, 2020). Our planet is experiencing significant and accelerated change caused by greenhouse gases emitted by human activities. We are gathering significant scientific data looking to understand and then seek solutions to the issue. The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies.
To stop climate change from getting worse, the European Commission confirmed we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. The European Commission has established an “Education for Climate” initiative which promotes education for and about climate change as a flagship initiative of the European Education Area. Developing relevant, high-quality teaching in schools will be fundamental for the future.
EUROGEO responded by sharing its experience and expertise in developing and promoting a series of innovative educational projects to help empower teachers and educators to establish active citizenship approaches, embracing scientific studies through geographical education.
This presentation establishes the framework of the EC “Education for Climate” initiative and share the tools and resources generated, including data dashboards and training materials (Teaching the Future project), an e-Book and application (MyEcoTrack), a teacher MOOC using GIS in teaching about climate (GIS-T) a teaching resource gallery (GeoDem), training resources of GEA (Growing into Eco-conscious adults) and an initial teacher education climate curriculum (TECCHED).
GEOLAND Landscape Policy Case Study: Flanders
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Flanders (Belgium)
Geoland Policy-Briefing For Students
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a ;policy briefing on Europe, the Paliament, European Commission and Council of Europe
Geoland-policy-Spain.pptx
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Spain
GEOLAND Landscape Policy Case Study: Bulgaria
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Bulgaria
GEOLAND Landscape Policy Case Study: Greece
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Greece
GIS-T Training Course introduction
This document discusses the importance of using GIS (geographic information systems) in teaching climate change. It notes that the current approach of focusing only on individual mitigation actions is ineffective. GIS should be a core teaching tool as it allows students to visualize climate processes geographically. The document also reviews literature on effective climate education, noting it needs to include alternative visions of the future, accept complexity, incorporate different types of knowledge, focus on justice and collective decision-making, and empower students as agents of change.
EAT Project Assessment Mapping
EAT is an Erasmus Plus KA2 Project which seeks to address enhancing Equity, Agency, and Transparency in Assessment practices in higher education.
EAT aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016).
The project produces a suite of practical resources to support academic staff in developing a student-centred approach to assessment, and to share good practice.
This presentation is part of the training course for higher education teachers, supporting development of learner self regulatory skills through development of a self-regulatory competency framework.
GEODEM Krakow 2023 Presentation
This document discusses the GeoDem project, which aims to connect geography, democracy, European citizenship, and the digital age. It focuses on using geo-technology and open data to empower citizens. The project received a Jean Monnet Award and will address issues like climate change, migration, and the EU Green Deal. It will also work to improve geographic education and digital competencies. The document advocates for teaching geography in European schools to help students understand regional diversity and solidarity, and their place in an interdependent world. It provides examples of themes and learning outcomes for teaching European geography.
GEODEM Project IGU 2022
A presentation of aims and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the EUROGEO conference in Krakow, 27-28 April 2023.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
This presentation presents a workshop on establishing a benchmark statement about what should be taught about Europe
BALANCE Green SMEs
A presentation about the Balance: green and stable project. The project seeks to create an environment within which Small and Medium Enterprises are able to develop sustainably and thereby increase their efficiency and profitability.
The presentation introduces why SMEs are an important target group. It then explore sustainability policy in the EU and the Green Deal and Green Jobs. It concludes by exploring sustainability management .
ONLIFE Project
This is a presentation introducing the Erasmus Plus ONLIFE Project, prepared as part of first module of the training course developed for teachers and educators.
Since Covid-19 emerged as a pandemic in 2020 many governments around Europe were compelled to take extreme measures of lock down.
As a result, millions of Europeans were forced to stay home for an extended period of time. Unexpectedly all teachers had to teach from home, students continued learning from home and parents had to support their kids becoming in some ways home teachers.
This new reality found most teachers, unprepared to adapt their teaching.
In order to help address this, the ONLIFE project aims to develop a methodology which will support the life adaptability of teachers in the online teaching process in School Education so they can have hybrid competences as teachers.
ONLIFE aims at supporting the European Union priority Digital Educational Action Plan
ONLIFE stands for Empower hybrid Competences for Onlife Adaptable Teaching in School Education in times of pandemic.
The project aims at empowering teachers and school leaders to face the digital transformation of the educational system in time of crisis. Indeed, the goal is to reinforce the schools to provide high quality and inclusive digital education to their students through the development of:
1. A Guidebook “Pattern for enhancing digital technologies in School education
2. A Training course for teaching in School education
3. ONLIFE Learning Paradigm (OLP): Teacher Competences, Methods & Approaches in School education
4. Recommendation and guidelines for School System bodies in providing useful framework instruments to improve teaching quality.
What is Onlife?
A presentation introducing the concept of Onlife, prepared as part of the Erasmus Plus ONLIFE project examining online education and training.
The information era, along with the technologization process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. In recent years, advances in technology have generated a considerable and extensive wave of changes and transformations in all areas of life, including the self. In the case of young people, the effects of this hyperconnectivity are being experienced with greater intensity since they are in the middle of their identity development. Hence, digital devices may be influencing the identity definition of our younger generations.
GEOLAND Presentation UN-GGIM
The GEOLAND Project was presented at the United Nations as part of the twelfth session of the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM). The meeting was held from 3 – 5 August 2022.
GEOLAND deals with the concepts, data, tools and technologies concerning the monitoring of landscapes based on the rules of the European Landscape Convention (ELC). As a result the project aims to inform and advise students and their professors concerning the policy implications of undertaking landscape monitoring and assessment. GEOLAND will help students and professors to comprehend the problems that arise from heterogeneous applications of ELC and suggest possible solutions to these issues.
The GEOLAND project also seeks to reinforce European Policy in landscape conservation as well as national and local actions regarding the implementation of the European Landscape Convention.
It will seek to provide essential recommendations for policy makers and maintain a dialogue with relevant stakeholders, open for future development. The methodology employed is eventually expected to constitute a road map for relevant studies not only in Europe but also worldwide.
UN-GGIM is the relevant inter-governmental body on geospatial information in the United Nations, UN-GGIM reports on all matters relating to geography, geospatial information and related topics to the United Nations Economic and Social Council (ECOSOC).
GeoDem: Geography democracy, European citizenship in a digital age
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the IGU centenial conference in Paris, July 18th 2022.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
MyEcoTrack Use Your Voice - Protect the Climate
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Climate friendly lifestyle from the My Ecotrack project
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Synopsis Project: training - Guide to specific fundraising tools for cultural...
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with a range of specific tools necessary for fundraising for cultural heritage organisations
Synopsis Project: training - Fundraising Tools - Part 2
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation provides information about the generic tools necessary for developing a fundraising campaign for cultural heritage
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Geocapabilties leadership questions
- 2. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Curriculum leadership and advocacy
- 3. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership and Advocacy • What is leadership? What is the difference between leaders and managers? • Have you thought about who are subject leaders? • How important is subject expertise? • In what ways should subject leadership in education be communicated?
- 4. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org The importance of leadership Some considerations: • Do we need leadership in our discipline? • Why? What purpose? • From where should it come? • On whose initiative? • What sort of leadership do we mean?
- 6. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Subject Leadership Who are the experts you turn to if you need Geography subject advice or support? Is it a colleague, a researcher in the field (in person or via their publications)? So you make use of a professional subject association, another teacher, social media, a blog, books or something else?
- 7. Project partners Twycross School http://www.geocapabilities.org Who are the subject leaders you follow? Professor David Smith Leading sea level change expert Distinguished Research Associate, Consultant
- 8. Project partners Twycross School http://www.geocapabilities.org Why do you follow them? What makes them special? How does this relate to GeoCapabilties?
- 9. Project partners Twycross School http://www.geocapabilities.org What is Advocacy? • Advocacy is concerned with influencing decisions • It involves expressing your views and getting support for them • What expertise, ideas and opinions do you have to share?
- 10. Project partners Twycross School http://www.geocapabilities.org Advocacy in GeoCapabilties • Who are the advocates for your subject? • Which individuals and organisations promote the importance of geography in education? • Who do they try to influence? • Who are they seeking to support? • Consider how they do this?