Developing an Online Center for Global Geography Education (Phase 2)

开发全球地理教育在线中心（第二阶段）

• 批准号: 0717170
• 负责人: Michael Solem
• 金额: $ 49.55万
• 依托单位: Association of American Geographers
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-15 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0717170&HistoricalAwards=false
• 关键词: Developing; Online; Center; Global; Geography

Geography (88)This project is expanding the undergraduate activities and resources of the Center for Global Geography Education (CGGE), which has been creating an online collection of geography resources for international collaborative learning at the Association of American Geographers (AAG). An earlier CCLI Phase 1 grant from the National Science Foundation supported the developing and testing of three Web-based course modules: Nationalism, Global Economy, and Population. These modules were used by undergraduates in different countries to investigate geographic issues and share perspectives in a collaborative, online learning environment. The impacts of the modules on student learning were evaluated in classroom trials with over 500 undergraduates in 10 countries. Overall, students demonstrated significant gains in their knowledge of geographic concepts, and the vast majority of those who participated in the trials displayed a very positive attitude both before and after the project. However, the evaluation also indicated that moderate revisions to the modules would enhance their effectiveness in promoting undergraduate awareness of international perspectives. The evaluation also suggested that the modules be redesigned to increase their flexibility, positioning them to better serve a wider variety of undergraduate courses and geographical contexts. Finally, the Phase 1 project yielded useful signposts to guide a targeted analysis in this Phase 2 project. The Phase 2 project is modifying and updating the existing modules and developing three new modules focused on Migration, Natural Hazards, and Global Climate Change. It is measuring the impact of international collaboration on the knowledge and perspectives of geography undergraduates in multiple settings, and is expanding and diversifying significantly the student and faculty networks involved in CGGE collaborations. Intellectual Merit: As the world's peoples, places, and environments grow increasingly connected, more efforts are needed to enhance students' awareness of global processes and issues while nurturing abilities in foreign languages and comparative thinking. The guiding theory of CGGE is that these dimensions of learning can be simultaneously supported by engaging undergraduates in international collaboration. A related key objective of this project is the development of a database for assessing the influence of international collaboration on student learning of geography content and student attitudes toward contemporary world issues. When completed, this CGGE Phase 2 project will have created a critical mass of resources to provide faculty with a "one-stop" online resource for planning and implementing an international teaching collaboration. Broader Impacts: This project supports the AAG's programs to foster international collaborations in research and education. It is providing models of collaboration for new initiatives across Latin America, the Middle East, and Southeast Asia. Geography undergraduates are benefiting from opportunities to interact with students in countries that are engaged, perhaps contentiously, with the United States over issues related to immigration, nationalism, environmental pollution, and economic globalization. CGGE modules also support a diverse range of learning outcomes of value to faculty in neighboring social and environmental disciplines. To support dissemination and diffusion of collaborative education methods, this project is engaged in an extensive outreach and dissemination plan through partnerships with the Association of American Colleges and Universities, the Centre for Active Learning at the University of Gloucestershire, the Grosvenor Center for Geographic Education, the HERODOT Network, the International Geographical Union - Commission on Geographical Education, the International Network for Learning and Teaching, the National Council for Geographic Education, and the Pan American Institute for Geography and History. Through these mechanisms it is providing faculty with many options for engaging in professional development in preparation for teaching internationally.

地理（88）该项目正在扩大全球地理教育中心（CGGE）的本科活动和资源，该活动一直在在线建立在美国地理学家协会（AAG）的在线地理资源集合。国家科学基金会的较早的CCLI第一阶段资助支持了三个基于网络的课程模块的发展和测试：民族主义，全球经济和人口。这些模块在不同国家 /地区的大学生中使用了这些模块，以调查地理问题并在协作，在线学习环境中分享观点。模块对学生学习的影响在10个国家 /地区的500多名大学生的课堂试验中进行了评估。总体而言，学生在对地理概念的了解方面表现出了很大的收获，参加试验的绝大多数人在项目前后都表现出非常积极的态度。但是，评估还表明，对模块的适度修订将增强其在促进本科对国际观点的认识方面的有效性。评估还表明，重新设计这些模块以提高其灵活性，以便将它们定位为更好地提供各种本科课程和地理环境。最后，第1阶段项目产生了有用的路标，以指导该阶段2项目中的目标分析。 第2阶段项目正在修改和更新现有模块，并开发三个新的模块，重点是移民，自然危害和全球气候变化。 它正在衡量国际合作对多种环境中地理本科生的知识和观点的影响，并正在大大扩展和多样化参与CGGE合作的学生和教师网络。知识分子的优点：随着世界的人民，地方和环境的越来越多，需要更多的努力来增强学生对全球过程和问题的认识，同时培养外语和比较思维的能力。 CGGE的指导理论是，可以通过使本科生参与国际合作来同时支持这些学习方面。该项目的一个相关关键目标是开发数据库，​​以评估国际合作对地理内容的学生学习和学生对当代世界问题的态度的影响。完成后，该CGGE 2阶段项目将创建大量资源，以向教师提供“一站式”在线资源，以计划和实施国际教学合作。更广泛的影响：该项目支持AAG的计划，以促进研究和教育方面的国际合作。它正在为拉丁美洲，中东和东南亚的新计划提供合作模型。地理本科生受益于与美国与移民，民族主义，环境污染和经济全球化有关的问题与参与的国家互动的机会。 CGGE模块还支持在邻近的社会和环境学科中为教师提供价值的各种学习成果。为了支持合作教育方法的传播和扩散，该项目通过与美国大学与大学协会的合作关系，格洛斯特郡大学的活跃学习中心，格洛斯特郡，格罗夫纳人地理教育中心，格洛斯特郡，通过与美国学院与大学协会建立伙伴关系，参与了广泛的宣传和传播计划。 Herodot网络，国际地理联盟 - 地理教育委员会，国际学习与教学网络，国家地理教育委员会和泛美的地理与历史研究所。 通过这些机制，它为教师提供了许多从事专业发展的选择，以准备在国际上进行教学。