Date post: | 13-Feb-2017 |
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Karl Donert, President EUROGEO, Director: European Centre of Excellence: digital-earth.eu
Director: Innovative Learning [email protected]
Sustainable Development Goals Challenges in mapping our world
with geography education
Presentation Aims: SDGs• What opportunities and challenges?
– Capabilities and Powerful Disciplinary Knowledge
– Open Access to Information– Learning Lines and Geospatial Thinking– Spatial Citizenship– Empowering Young People
Sustainable Development Goals
• 17 steps to a better world
How will we recognise and
measure progress?
Sustainable Development Goals
• 17 steps to a better world
How will governments be
made accountable?
• Meet societal challenges – need data– CORINE (Coordination of Information on the
Environment)– Global Monitoring for Environment and Security
(GMES) – 2004 – INSPIRE Directive – 2007 – interoperability– Open data, Open Science, Open research
• Open governance – new opportunities for citizens to interact on policy
• Open data – freedom of information (Kroes, 2012)
• Meet societal challenges – need data– CORINE (Coordination of Information on the
Environment)– Global Monitoring for Environment and Security
(GMES) – 2004 – INSPIRE Directive – 2007 – interoperability– Open data, Open Science, Open research
• Open governance – new opportunities for citizens to interact on policy
• Open data – freedom of information (Kroes, 2012)
Geographic information is
transforming decision
making
SDGs provide crucial links between nature and society
Nature: Physical equations Describe processes
Society: Decisions on how to Use the Earth´s resources
What sort of education do
we need?
UNEP initiative
UNEP initiative
http://www.geocapabilities.org
GeoCapabilitiesNSF and EU-funded project aims to improve the quality of education and training in Geography support for dealing with complex issuesGeoCapabilities encourages us to think and reflect on EDUCATIONAL GOALS and the value of geographical knowledge for attaining human potential and well-being
Twycross School
http://www.geocapabilities.org
GeoCapabilities asks what sort of geography: develops knowledge that empowers individuals to identify, select and make informed, defensible choices about how to live (for the best) based on citizenship and sustainability?
Life itself; bodily health; bodily integrity (including the freedom from assault from others); the freedom to use and develop the senses, imagination and thought; emotional health; to engage in practical reason; affiliation; respect for other species and nature; play (including enjoyment and laughter); control over one’s material and political environment. (Nussbaum 2000)
http://www.geocapabilities.org
Powerful Disciplinary Knowledge
One idea that underpins GeoCapabilities is the need to understand and value geographical knowledge as ‘powerful knowledge’ - or powerful disciplinary knowledge (PDK) – see Lambert, Solem and Tani, 2015.
Lambert, D., Solem, M. and Tani, S., 2015. Achieving human potential through geography education: a capabilities approach to curriculum making in schools. Annals of the Association of American Geographers, 105(4), pp.723-735.
http://www.geocapabilities.org
• Why would we use this image in geography teaching?Why would we use this image in geography teaching?• What would we want students to learn from it?What would we want students to learn from it?• What would be the benefits for your students?What would be the benefits for your students?• How might students be How might students be depriveddeprived by looking at this by looking at this
image without geographical knowledge?image without geographical knowledge?
http://www.geocapabilities.org
• Why would we use this image in geography teaching?Why would we use this image in geography teaching?• What would we want students to learn from it?What would we want students to learn from it?• What would be the benefits for your students?What would be the benefits for your students?• How might students be How might students be depriveddeprived by looking at this by looking at this
image without geographical knowledge?image without geographical knowledge?
http://www.geocapabilities.org
GeoCapabilities Activity
“What are your educational goals for students?”
http://www.geocapabilities.org
Results: Geography Teachers in England
http://www.geocapabilities.org
GeoCapabilities
“What are your educational goals for students?”
Q. Are there major clues/themes/ideas here to help us identify powerful geographical knowledge?Q. If the survey had been conducted in your country, would the word cloud contain different themes/ideas?
http://www.geocapabilities.org
GeoCapabilities argues that human capability is diminished without access to the powerful disciplinary knowledge that enables individuals to extend and deepen their thinking beyond their immediate ‘everyday’ experiences.
We think that the absence of geographical knowledge in formal education deprives young people of some vital perspectives, ultimately undermining their capabilities as global citizens
What is GeoCapabilities?
http://www.geocapabilities.org
Powerful Disciplinary Knowledge
• more than the acquisition of ‘facts’• you develop the means to understand
and interpret the world … in ways that are distinctive (eg scientifically, artistically, historically and in the case of GeoCapabilities, geographically).
• studies should support the development of students to think geographically
http://www.geocapabilities.orghttp://tinyurl.com/zyt5lap
Powerful Disciplinary Knowledge
http://www.geocapabilities.org
GeoCapabilities Course
http://www.geocapabilities.org
http://www.geocapabilities.org
• a new geotechnological paradigm (Kerski, 2015) • defined as a new way of doing school subjects• derived from technological advances • the huge increase in availability of spatial data
(big data, mining data, crowdsourcing etc.) • tools and data available to citizens • awareness of data quality now essential
Linking geospatial thinking to GeoInformation
Kerski, J.J., 2015. Opportunities and Challenges in Using Geospatial Technologies for Education. In Geospatial Technologies and Geography Education in a Changing World (pp.183-194). Springer Japan.
need geo-information for
decision-making …
but almost invisible in
education
http://www.gilearner.eu
A spatially literate student …
…. has the following characteristics•Habit of mind of thinking spatially – knows where, when, how and why to think spatially•Practices spatial thinking in an informal way – deep and broad knowledge of spatial concepts and representation…•Adopts a critical stance to spatial thinking – evaluates the quality of spatial data, uses spatial data to construct …
National Research Council, 2006, Learning to think spatially: GIS as a Support System in the K-12 Curriculum, Washington DC, National Academy Press
• way of mind, to help navigate the world – visualisations, information
• how we use/organise space around us• crucial to solving problems, big &small
Learning Lines (Flemish National Curriculum)
learning lines
Fieldwork Working with
images
Working with maps
Working with statistical material
Creation of knowledge
Level 1 Perception – knowledge of facts
Level 2 Analysis – selection of relevant geographic information
Level 3 Structure – look for complex connections and relationships
Level 4 Application – thinking problem solving
http://www.gilearner.eu
GI Learner competences
http://www.gilearner.eu
• Critically read interpret cartographic and other visualisations in different media
• Be aware of geographic information and its representation
• Visually communicate geographic information
• Describe, use examples of GI in daily life• Use freely available GI interfaces
http://www.gilearner.eu
• Carry out own (primary) data capture • Be able to identify and evaluate (secondary)
information• Examine interrelationships through
information• Synthesise meanings from analysis• Reflect and act with knowledge
GI Learner competences
http://eryica.org/page/principles-online-youth-information
How to empower youth to become engaged & make an impact on EU youth policy?
http://www.youthmetre.eu
Professor Karl Donert, President EUROGEO
Eurobarometer Surveys• Examined active engagement of youth
http://ec.europa.eu/public_opinion/flash/fl_408_en.pdf
Increasingly distanced from policy making and decisions
Key Stakeholdersyoung people
local authorities, local government
formal educationinformal education, civil society
policy makers operating at
different levels
EuropeanNationalRegional
Localscales
How well are EU countries doing?
http://ec.europa.eu/youth/dashboard/index_en.htm
monitoring and accountability
How well are EU countries doing?
transparency and open data
http://ec.europa.eu/youth/dashboard/index_en.htm
How well are countries doing?
http://ec.europa.eu/youth/dashboard/index_en.htm
How well are countries doing?
http://ec.europa.eu/youth/dashboard/index_en.htm
How to empower youth to become engaged & make an
impact on policies they need?
http://www.youthmetre.eu
Study Groupshttp://youthmetre.eu/study-groups/
YouthMetreKey features:•a dashboard of European data on Youth•a database of good practice initiatives put in place by European public bodies, as perceived by young Europeans•a high profile launch event •training of multipliers
The YouthMetre
Map of relative success of youth policy
5 data features1.YouthMetre Index2.Data review3.Good Practices4.Map of Indicators5.Youth preferences
The YouthMetre
5 data features1.YouthMetre Index2.Data review3.Good Practices4.Map of Indicators5.Youth preferences
Data dashboard of young people’s perceived needs
http://youthmetre.eu/youthmetre/
http://youthmetre.eu/youthmetre
Youngsters input is needed
http://youthmetre.eu/study-group-surveys/
Opinions Crowdmapping ideas
Youngsters input is needed
http://youthmetre.eu/study-group-surveys/
Web: http://www.youthmetre.eu News http://tinyurl.com/YouthMetre1Email: [email protected]
Twitter: @youthmetre
Conclusions• Sustainable Development Goals are critical for
our future• Very challenging for teaching …. • Learning should be transformative - promote
action• Use of geographic information essential• SDGs = Powerful Disciplinary Knowledge +
meaningful approaches • Learning lines leading to participation
International Year of Global Understanding Competitions
http://go.esri.com/IYGU-Competition
For pupils (aged 15-19)
For students (aged 19+)
http://go.esri.com/IYGU-Competition
International Year of Global Understanding Competitions