ºÝºÝߣshows by User: luczwartjes / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: luczwartjes / Thu, 05 May 2022 09:06:12 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: luczwartjes Geoland-EUROGEO conference 2022.pptx /slideshow/geolandeurogeo-conference-2022pptx/251723445 geoland-eurogeoconference2022-220505090612
Landscape is both a physical reality and the representation that we make of it. It is the face of a land with all its natural and anthropological elements and, at the same time, the feelings and emotions that it arouses in us when we see it. Therefor the European Landscape Convention indicates that assessment of all these different dimensions that exist in landscapes should be considered by public authorities while adopting policies and measures at local, regional, national and international level for protecting, managing and planning landscapes throughout Europe. With this situation in mind, GEOLAND – an Erasmus+ KA2 Higher Education project -focuses on NATURA 2000 sites, with as goal to establish a learning path for the HE students and professors in order to apply their geospatial analysis knowledge in Landscape monitoring and protection, using digital skills like public participation GIS, and low-cost geoinformatic. In particular the main aim of the project is to develop a web based GIS platform where numerous geospatial data may be uploaded, analyzed and students' opinion about landscape will be asked through questionnaires and crowdsourcing. The project will thus provide the opportunity to students and professors, being interested in definition and implementation of landscape policies, to play an active part in setting sustainability indicators of desirable landscape quality objectives (LQOs). In addition, GEOLAND will attempt to train the future employees to identify and summarize the environmental and cultural stratification in the examined landscapes through a sophisticated GIS oriented Landscape Character Assessment (LCA) methodology. . In this direction, the project will develop a new methodological framework for monitoring Landscape tailored to the needs of the new digital era, safeguarding thus the inclusive nature of learning opportunities. Moreover, the project will provide training content matching the digital education needs.]]>

Landscape is both a physical reality and the representation that we make of it. It is the face of a land with all its natural and anthropological elements and, at the same time, the feelings and emotions that it arouses in us when we see it. Therefor the European Landscape Convention indicates that assessment of all these different dimensions that exist in landscapes should be considered by public authorities while adopting policies and measures at local, regional, national and international level for protecting, managing and planning landscapes throughout Europe. With this situation in mind, GEOLAND – an Erasmus+ KA2 Higher Education project -focuses on NATURA 2000 sites, with as goal to establish a learning path for the HE students and professors in order to apply their geospatial analysis knowledge in Landscape monitoring and protection, using digital skills like public participation GIS, and low-cost geoinformatic. In particular the main aim of the project is to develop a web based GIS platform where numerous geospatial data may be uploaded, analyzed and students' opinion about landscape will be asked through questionnaires and crowdsourcing. The project will thus provide the opportunity to students and professors, being interested in definition and implementation of landscape policies, to play an active part in setting sustainability indicators of desirable landscape quality objectives (LQOs). In addition, GEOLAND will attempt to train the future employees to identify and summarize the environmental and cultural stratification in the examined landscapes through a sophisticated GIS oriented Landscape Character Assessment (LCA) methodology. . In this direction, the project will develop a new methodological framework for monitoring Landscape tailored to the needs of the new digital era, safeguarding thus the inclusive nature of learning opportunities. Moreover, the project will provide training content matching the digital education needs.]]>
Thu, 05 May 2022 09:06:12 GMT /slideshow/geolandeurogeo-conference-2022pptx/251723445 luczwartjes@slideshare.net(luczwartjes) Geoland-EUROGEO conference 2022.pptx luczwartjes Landscape is both a physical reality and the representation that we make of it. It is the face of a land with all its natural and anthropological elements and, at the same time, the feelings and emotions that it arouses in us when we see it. Therefor the European Landscape Convention indicates that assessment of all these different dimensions that exist in landscapes should be considered by public authorities while adopting policies and measures at local, regional, national and international level for protecting, managing and planning landscapes throughout Europe. With this situation in mind, GEOLAND – an Erasmus+ KA2 Higher Education project -focuses on NATURA 2000 sites, with as goal to establish a learning path for the HE students and professors in order to apply their geospatial analysis knowledge in Landscape monitoring and protection, using digital skills like public participation GIS, and low-cost geoinformatic. In particular the main aim of the project is to develop a web based GIS platform where numerous geospatial data may be uploaded, analyzed and students' opinion about landscape will be asked through questionnaires and crowdsourcing. The project will thus provide the opportunity to students and professors, being interested in definition and implementation of landscape policies, to play an active part in setting sustainability indicators of desirable landscape quality objectives (LQOs). In addition, GEOLAND will attempt to train the future employees to identify and summarize the environmental and cultural stratification in the examined landscapes through a sophisticated GIS oriented Landscape Character Assessment (LCA) methodology. . In this direction, the project will develop a new methodological framework for monitoring Landscape tailored to the needs of the new digital era, safeguarding thus the inclusive nature of learning opportunities. Moreover, the project will provide training content matching the digital education needs. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/geoland-eurogeoconference2022-220505090612-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Landscape is both a physical reality and the representation that we make of it. It is the face of a land with all its natural and anthropological elements and, at the same time, the feelings and emotions that it arouses in us when we see it. Therefor the European Landscape Convention indicates that assessment of all these different dimensions that exist in landscapes should be considered by public authorities while adopting policies and measures at local, regional, national and international level for protecting, managing and planning landscapes throughout Europe. With this situation in mind, GEOLAND – an Erasmus+ KA2 Higher Education project -focuses on NATURA 2000 sites, with as goal to establish a learning path for the HE students and professors in order to apply their geospatial analysis knowledge in Landscape monitoring and protection, using digital skills like public participation GIS, and low-cost geoinformatic. In particular the main aim of the project is to develop a web based GIS platform where numerous geospatial data may be uploaded, analyzed and students&#39; opinion about landscape will be asked through questionnaires and crowdsourcing. The project will thus provide the opportunity to students and professors, being interested in definition and implementation of landscape policies, to play an active part in setting sustainability indicators of desirable landscape quality objectives (LQOs). In addition, GEOLAND will attempt to train the future employees to identify and summarize the environmental and cultural stratification in the examined landscapes through a sophisticated GIS oriented Landscape Character Assessment (LCA) methodology. . In this direction, the project will develop a new methodological framework for monitoring Landscape tailored to the needs of the new digital era, safeguarding thus the inclusive nature of learning opportunities. Moreover, the project will provide training content matching the digital education needs.
Geoland-EUROGEO conference 2022.pptx from Luc Zwartjes
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Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 April 21 /slideshow/geocapabilities3-teaching-social-justice-eurogeo-2021-conference-2223-april-21/246942952 geocaps3-eurogeo2021-210424144232
The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students. Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England. GeoCapabilities 3 seeks to answer 2 main questions: 1. Is there a social justice dimension to GeoCapabilities? and: 2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?]]>

The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students. Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England. GeoCapabilities 3 seeks to answer 2 main questions: 1. Is there a social justice dimension to GeoCapabilities? and: 2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?]]>
Sat, 24 Apr 2021 14:42:31 GMT /slideshow/geocapabilities3-teaching-social-justice-eurogeo-2021-conference-2223-april-21/246942952 luczwartjes@slideshare.net(luczwartjes) Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 April 21 luczwartjes The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students. Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England. GeoCapabilities 3 seeks to answer 2 main questions: 1. Is there a social justice dimension to GeoCapabilities? and: 2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/geocaps3-eurogeo2021-210424144232-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The intention of GeoCapabilities 3 is to support teachers in developing their curriculum making capacity and in so doing enable them to engage with important curriculum questions such as what kinds of geographical knowledge are taught in schools, who decides and why, and what kinds of pedagogies are needed to teach powerful disciplinary knowledge (PDK) to students. Social Justice is the concept that will underpin the work of the project. Whilst it is a concept that has been much examined in education more generally (Unterhalter and Brighouse, 2015), work pertaining to a socially just geography curriculum is limited. Weeden (2012) reports on significant inequalities in young people’s access to geography education in inner city communities in England. GeoCapabilities 3 seeks to answer 2 main questions: 1. Is there a social justice dimension to GeoCapabilities? and: 2. How can a GeoCapabilities approach benefit schools (teachers/ pupils) in challenging (socio-economic) circumstances towards the goal of ‘powerful knowledge for all?
Geocapabilities3: teaching social justice, EUROGEO 2021 conference 22-23 April 21 from Luc Zwartjes
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https://cdn.slidesharecdn.com/profile-photo-luczwartjes-48x48.jpg?cb=1654096457 Luc Zwartjes (°1964) obtained in 1986 his Master degree Geography at the Catholic University of Louvain, together with the Aggregation Higher Secondary Education. He has been teaching geography since 1986. As one of his schools was a pioneer school on the integration of ICT in education subjects (i.a. geography) he has been following since then courses on the use of ICT in education. His knowledge lead to a period of 12 years being in-service teacher trainer (1999-2011, vzw Nascholing in het Katholiek Onderwijs), specialized in using ICT in geography, e-learning and digital video. Presently he is chair of the Flemish Association of Geography teachers (VLA) and member of the board of EUR... http://www.eurogeography.eu https://cdn.slidesharecdn.com/ss_thumbnails/geoland-eurogeoconference2022-220505090612-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/geolandeurogeo-conference-2022pptx/251723445 Geoland-EUROGEO confer... https://cdn.slidesharecdn.com/ss_thumbnails/geocaps3-eurogeo2021-210424144232-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/geocapabilities3-teaching-social-justice-eurogeo-2021-conference-2223-april-21/246942952 Geocapabilities3: teac...