The use of new technology in teaching geography in the EHEA. The subjects of Social and Economic Geography, Cartography and Photointerpretation, and GIS

Over the last five years, the Autonomous University of Barcelona’s Geography Department studies have undergone a series of structural changes. Adaptation to an online system has led to a structural change in the ��ay in ��hich kno��ledge is disseminated and materials produced, and the application of the so-called Bologna Process (adaptation to the �uropean Higher �ducation Area, �H�A) has brought ��ith it the need to change certain habits in the ��ay kno��ledge is disseminated, a ne�� credit transfer system (�C�S) and skills-based training. �he Department has taken part in a pilot test project initiated by the Autonomous University of Barcelona (UAB). In this period of change, ��e are simultaneously offering three teaching systems: the traditional system, in line ��ith the study plan from 2002; the Bologna Process system, started in 2005-2006, and the online system, ��hich ��as started in the academic year 2001-2002 and ��hich does not form part of the Bologna Process. ���o or three years from no��, there ��ill be t��o systems, face-to-face and online, both of ��hich are to be adapted to the Bologna Process. �his article looks to sho�� ��hat these changes have meant, in terms of the experience in subjects ��e teach (Cartography and Photointerpretation, Social and �conomic Geography and Geographic Information Systems), ��hich provides the basis for a discussion of the pros and cons of adaptation of Geogr@phy Online and to the Bologna Process.

Introduction �he fundamental changes to geography resulting from the tensions bet��een the different types of space in the 21st century have brought ��ith them changes to the ��ay geography is taught, produced as a result of the introduction of IC� and the �H�A. With respect to this, ��e need to clarify certain concepts ��hich ��e are to make reference to more ��idely in this article. In geography, by �different types of space�, ��e mean the distinction bet��een �places� and �spaces�; by �IC��, a more ��ell kno��n case, ��e mean the so-called ne�� information and communication technology and, finally, the acronym �H�A stands for the �uropean Higher �ducation Area. Obviously, all of these factors are interlinked, producing a very dynamic and complex process: a multitude of ne�� concepts and elements, innumerable agents executing and receiving the product.
�he Autonomous University of Barcelona's Geography Department has also offered, since the academic year 2001-2002, its Geography degree as an e-learning course. It ��as the first of its kind at the Autonomous University of Barcelona (UAB) and the first online Geography degree in Spain. Adapting this degree to e-learning took place in a context in ��hich a series of online tools ��ere already available to support face-to-face teaching. �he platform that has made it possible is the Virtual Campus, one of the fundamental tools, ��hich allo��s for interaction bet��een the professor and the student. [������1] In this article, ��e ��ish to look at these aspects in a specific case, the Geography degree offered at the Autonomous University of Barcelona (UAB), and three first and second-level subjects: Social and �conomic Geography, Cartography and Photointerpretation, and Geographic Information Systems (GIS); though there are collateral results from the participation of the article's authors in other courses and programmes, and other subjects or specialisations relating to geography, offered as part of courses from the Universitat Oberta de Catalunya (UOC), the UAB itself or the UAB's College of �ourism. �hese different experiences offer us a ��ider perspective on e-learning ��ith respect to face-toface teaching, ��hich ��e believe could constitute a starting point for subsequent ��ork in this area. �his article has been organised in the follo��ing ��ay: Firstly, it looks to offer a more theoretical reflection on the t��o processes of change affecting the Geography Department; on the one hand, the contrast bet��een e-learning and face-to-face teaching or the use of virtual tools to support face-to-face teaching; and on the other, the bases of the �H�A. �here is a section explaining the t��o processes, ��hich incorporates our teaching experience in a range of subjects. In conclusion, there are some final thoughts that look to sho�� the pros and cons of these experiences.  (Badia, Durà, 2005). Figure  1 sho��s ��hat the Virtual Campus generally looks like, ��ith a screenshot from a page offering ne��s.
of the course online keep more effectively to the course than those ��hose studies are bimodal, though ��e have been unable to check this finding statistically as yet.
From the point of vie�� of the results, the different learning options mentioned in this article should have led to similar levels of grades and quality. When graduating in Geography, the student has to respond in the same ��ay before society in their professional tasks, ��ith a level of technical and intellectual preparation that allo��s them to resolve the geographic problems arising from the discipline.
In terms of teaching practice, the introduction of IC� in geography has led to different results in class ��ork, ��hich ��e ��ould like to highlight belo��: a) �hanks to the shared platform, the teaching staff can design the 'virtual' part of subjects in terms of different aims and characteristics than those that ��ould have been employed in a 'traditional' or face-to-face teaching system. b) �his platform is easy to use, ��hich aids people's habitual use of it. c) Students can access the system from any��here and at any time (ie, outside the classroom and class timetable).
Nonetheless, according to our experience, in order to be able to make good use of it, then an 'extra' effort is required from the teaching staff, ��ho have to be a��are of the follo��ing aspects: a) Preparation of the best materials, taking into account the characteristics of this partial virtualisation (for example, they should not simply upload the subject schedule). b) Periodical updating and revie��ing of material (for example, the notes, practical solutions, notices and ne��s, etc.).  2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 % online Bimodal �he roll-out of the e-learning degree has allo��ed students the chance to use a bimodal system: they can enroll for both online and face-to-face subjects. �his offers greater levels of flexibility ��hen it comes to studying the Geography degree at the UAB and allo��s students to combine their studies ��ith other professional tasks, ��ithout losing out on the face-to-face option. Figure 2 sho��s the number of students enrolled on the online subjects, differentiating bet��een those ��ho are 100% online and those ��hose studies are bimodal, for the period 2001-2006. It is ��orth pointing out that the experience gained over these four years has sho��n that, in general, those ��ho matriculate for 100% c) A regular monitoring of the level of acceptance in the group (checking the number and frequency of students' connections). d) Opening of forums for discussion on certain questions considered important for the proper understanding of part of the subject matter (for example, for an exercise or doubt). e) �he need to encourage other teaching staff on the course to also introduce this tool into their subjects and thus avoid excessive overbalancing in terms of uploaded material for certain subjects.
The EHEA in the Geography degree. The experience at the UAB �he degree in Geography, along ��ith other courses in Catalonia, forms part of a pilot test at Catalan universities to adapt to the �uropean Higher �ducation Area. [������2] �his currently affects the first t��o years of our degree course, and a total of 88 students. �he Bologna Declaration sets the bases for the construction of a �uropean Higher �ducation Area, organised in accordance ��ith the principles of quality, mobility, diversity and competitiveness, and aimed at achieving certain objectives ��hich, generally speaking, can be summed up as follo��s (Ministry of �ducation and Science, Spain, accessed January 2006): a) Adoption of an easily understandable and comparable system of qualifications, by introducing, amongst other things, a diploma supplement. b) Adoption of a system based, fundamentally, on t��o main levels. c) �stablishing a credit system such as the �C�S. d) Promotion of �urope-��ide cooperation to ensure levels of quality in the development of comparable criteria and methodologies. e) Promotion of a necessary �uropean perspective in higher education, ��ith particular emphasis on the development of the curriculum. f) Promotion of mobility and removal of obstacles to ensure free movement for students, and teaching and administrative staff at universities and other �uropean higher education institutions.
With regard to the teaching, ��e need to stress above all else the effects that it has on the ��ay kno��ledge is disseminated, in terms of the ne�� calculation of credits, the �C�S, and skills-based training. �his system requires the quantification of the ��ork needed from the student to study a subject. Like��ise, and as important if not more so, is the need to look carefully at the methodology to be used in applying a teaching that meets the directives of the Bologna Process, ��hich is based on a more dynamic teaching, ��here the theory and practice are combined.
Based on this, the Geography degree at the UAB has been set t��o ne�� challenges: adaptation of the degree to the �H�A and adoption of IC� in the teaching of geography. Having overcome a series of obstacles, and thanks to the dedication and kno��-ho�� of the Department's professors, ��e have ��itnessed a number of experiences, some of ��hich ��e shall present and discuss in this article.
The subject of Social and Economic Geography: face-to-face and online teaching Social and �conomic Geography (S�G) is an optional subject ��orth six credits offered in the second level of the degree; it is seen to be fundamental in understanding the distribution of economic activities throughout the land. We should point out that it is currently only available in the Geogr@phy Online option, ��hich has replaced the previous face-to-face teaching.
Students initially have some objections, given that they have often studied another subject, �conomy, that they feel not to form part of the discipline. �hus, there is a some��hat negative predisposition to��ards Social and �conomic Geography, given that, generally speaking, students consider it relatively quantitative and not overly useful, due to the fact that the Geography degree is conceived as pre-eminently 'arts'. With regard to this point, ��e could discuss the level of acceptance, but that does not correspond to the aims of this article.
In the face-to-face classroom, the dynamic actions of the professor are vital and, obviously, as in any other subject, nonverbal language is essential and has to invite students to take interest in the contents. In terms of ��ritten language, tools are used to introduce text from the day's ne��s articles or ��eb pages, or, in exceptional cases, students have to read a brief article. �he professor leads the class and disseminates kno��ledge through reasoned verbal explanation, ��hich the students take do��n in the form of notes. Generally speaking, it is unlikely that students take part in the form of questions and ans��ers, though, on some occasions, a constructive discussion may be initiated and encouraged by the professor amongst those attending the class. �his last element is common in face-to-face scenarios and often attributed to students' lack of motivation in terms of the subject, as their youth may not let them gain a sense of ��hat they are doing and ho�� that ��hich they are studying can be of use to them in the future in the professional ��orld. Despite linking the more theoretical subjects of S�G to the daily ne��s, very fe�� students read the papers, ��hich means that the task of the teacher often involves having to encourage interest in the social and cultural links that surround them. �he subject is assessed ��ith an exam and a short assignment that consists of a closer look at a practical subject from the point of vie�� of the more theoretical elements of the course.
In the e-learning classroom (Geogr@phy Online), there are many differences ��ith respect to the face-to-face scenario. Firstly, non-verbal language, defined as those gestures, postures and mannerisms that teachers may use to communicate ��ith their students, does not exist. Like��ise, there is no reasoned verbal explanation or physical leadership from the teacher. Replacing these elements, ��hich seem to be essential in the face-to-face classroom, are other key factors that come into play. �he basic kno��ledge for the subject is disseminated in ��ritten materials, a form of textbook, that the students do��nload from the internet. �hey no longer need, then, to take notes. �his is the first accumulation of kno��ledge capital that the student makes of that ��hich, supposedly, they are to learn. Whether they understand ��hat the professor explains, or not, they have come into contact for the first time ��ith the contents; they may not be fully a��are of the fact, but it is still valid, and indeed, this is not the case ��ith students in a face-to-face scenario. Ne��s items, articles that have to be read and the so-called internetography are addenda to the text material that can be do��nloaded from the internet. �he ��ay in ��hich they can express themselves and communicate is through the forums, in ��hich students can take part and invite others to do like��ise. It seems that the role of the teacher in this case is more passive -the tool that replaces non-verbal language, in the case of geography online, is ��ritten communication, in the form of explanations, messages of encouragement, leadership and implication, via the institutional mailbox.
On the other hand, the profile of the online student is also different. A great percentage are adults, ��ho sho�� their levels of interest by ��orking hard on the materials and relating them to the ne��s and the real ��orld situations that the teacher offers as examples. A small percentage of online students follo�� the same guidelines that ��e ��ould normally see in ��hat ��e could call the face-to-face student: they choose the subject online because of the timetable or for other reasons.
If ��e grouped the students, both face-to-face and online, together, each of them receiving kno��ledge via their chosen tool, ��e ��ould no doubt have a normal curve ��here the average kno��ledge ��ould increase in line ��ith the average kno��ledge of face-to-face students. �he t��o tails of the statistical curve ��ould be similar to those seen in the analysis of kno��ledge acquired in traditional teaching.
The subject of Cartography and Photointerpretation: use of the Virtual Campus to support face-toface teaching Cartography and Photointerpretation is an obligatory firstlevel subject, ��orth nine credits, ��hich looks to instil the most essential foundations of this discipline so as to allo�� students to subsequently explore some of these basic points in greater depth. Its profile responds to the idea that, ��ithout leaving aside the necessary theoretical components, the most practical questions have to dominate the subject's usual activities. For this reason, the assessment places special emphasis on carrying out a great number of practicals (almost one per session) and that the usual development should not require great amounts of time or effort in taking notes (in the more traditional sense of the expression), given that these notes can be obtained from the practicals carried out by the students, ��hich are quickly returned corrected. Moreover, so as to aid understanding, there is a specific folder ��ith the ans��ers on the subject's Virtual Campus, ��hich allo��s students to compare their results and see ��hat they have done right and ��rong. Ho��ever, the experience in this case has sho��n us a biased use of the Virtual Campus. Some students think that ��ith the ans��ers to the practicals at hand, they do not need anything else to subsequently pass the subject, despite the fact that the ans��ers are merely complementary to the explanations of the subject matter given in the face-to-face classroom. �his leads to relatively lo�� numbers turning up to class and some��hat disappointing final results. Similarly, ��e have also seen a clear difference bet��een those students ��ho regularly turn up to class and those ��ho, though they do not drop out (relying overly on the Virtual Campus), turn up only sporadically or hardly ever at all.
All that mentioned may lead us to think that the students are not sufficiently prepared to take full advantage of these virtual tools and that they only see certain purely practical benefits, ��hilst failing to realise that studying the subject requires much more. �hus, though teachers are coming under increasing pressure to introduce these types of tools into face-to-face teaching, ��e have also seen that these tools are not taken advantage of or simply ignored by students. Indeed, this ��ould seem to be a paradox, as ��e ��ould assume, quite rightly, that the latest generations have gro��n up surrounded by these ne�� virtual environments and, in theory, should be more familiar ��ith them.

The Geographic Information Systems subject in Geogr@phy Online and its adaptation to the Bologna Process
Geographic Information System (GIS) is an obligatory first-level subject, ��orth nine credits, ��hich is predominantly practicalbased. Recently, GIS have become a vital tool in many disciplines relating to the analysis, management and planning of land, though it is a subject that inspires reticence from a number of sectors driven by the fear of the teaching becoming excessively technical. Far from being teaching that is based on or exclusive to the technicalities, the aim of this subject is to highlight the need to use it subsequently to resolve spatial content problems. With this aim in mind, a methodology has been designed for the development of the subject's programme, but bearing in mind its adaptation to e-learning and the Bologna Process. In setting the objectives, there ��as no difference bet��een face-to-face teaching, teaching in terms of the Bologna Process and e-learning, but reflection ��as required on the mechanisms that had to be employed so that students could acquire the kno��ledge and skills, according to one method or another, and according to one plan or another.
�he specific nature of teaching GIS can be seen in the fact that it requires the combination of practice and teaching in the same environment. �hus, a platform for student/teacher interaction (��hich the UAB provides over the Virtual Campus environment) and a specific program to help learn the concepts by using GIS are required. �his takes on special significance ��hen ��e are dealing ��ith a subject as instrumental as this one. �hus, choosing the MiraMon [������3] program ��as by no means haphazard, as it offers good value for money, ��hilst incorporating all the tools for handling and analysis required for the subject. Furthermore, it is the same program used in the face-to-face teaching.
�here are three key points to take into account ��hen designing the structure of the e-learning classes, given that it is a predominantly practical subject: a) �he usefulness of the learning has to be made clear: it is ��ell kno��n that if the practicals allo�� for the solving of practical cases that can be applied to the immediate surroundings, then they take on greater meaning. b) �he difficulties have to be foreseen and resolved: online students generally study at times ��hen the professor is not connected. �hus, the hot spots of a practical have to be identified and clues offered to the students. c) �he practicals have to be scheduled: if at the start of the course, the student kno��s the scheduling for practicals, this helps their planning. �hus, ��hen the course starts, a schedule is provided detailing all the activities that the student has to complete in the subject (the period for carrying out practicals, deadlines, dates of exams, commentaries on readings, etc.).
�he application of GIS to the Bologna Process has not required significant changes to the subject contents or the ��ay in ��hich it has been taught until no��. �hough, it has brought ��ith it the need to reflect on the series of specific skills affecting the subject and the need to rethink the tasks to be set in order to assess the attaining of these skills. One of the ne�� key points introduced in the Bologna Process is continuous assessment, ��hich requires having more effective control over the load represented by the activities students are set. �his kind of assessment forces students to study on a daily basis.

Final thoughts
�he experience gained by the Geography Department in adapting to e-learning and applying the Bologna Process has allo��ed for the rethinking and assessment of the ��ay kno��ledge is disseminated and ��hether the teaching is effective and to ��hat degree. When ne�� proposals are made that require changes in the teaching, a series of mechanisms are started up that lead to meetings bet��een the different professionals involved in these changes, ��hich allo�� for highly enriching exchanges of experience.
�he results from the five years of the Geography e-learning degree are very positive, both from the point of vie�� of the supply [www3]: http://www.miramon.uab.es/ ������.uoc.edu/digithum �he use of ne�� technology in teaching geography in the �H�A… Les humanitats en l'era digital and the demand. We ��ould highlight the improved ability to connect ��ith the important levels of demand from the high-level continuing education segment, thanks to the overcoming of the limits of time and space. With regard to the application of the Bologna Process, though it is still too early to make definitive appraisals (this is only the first year that it has been applied), an initial positive trait is the fact that it has allo��ed for reflection on the type of skills that have to be assessed in the different subjects and on the load that a student's keeping to the subject represents.
In short, a collective effort for rene��al and adaptation ��as required in order to carry out these experiences, both from the teaching staff and the students. We need to pay attention to the development of ne�� technology, ��hich is increasingly forming part of our daily life, and, like��ise, the advances arising in the field of the standardisation of studies ��ithin the frame��ork of the �H�A.
�hese optimistic reflections do not exclude others that highlight, in turn, a certain lack of vision from students ��hen it comes to ho�� they have to see the virtual tools, ��hether as part of a face-to-face or online teaching environment. We are referring to the fact that, unfortunately, a prototype student dominates that does not value the culture of effort sufficiently, a student ��ho, ��hen they have to branch out beyond that ��hich they are told, explained or given to do��nload, often do not kno�� ��here to turn. Indeed, students seem to prefer the 'convenience' of the ��ork done by others (the teachers) for them (despite the fact that this is only a tiny part of ��hat they have to learn from the subject), ��hilst they forget, voluntarily or involuntarily, that learning requires a corresponding effort from both teacher and student. At heart, the former tends to think that the latter, the student (or a good number of the students), still has the old mentality that believes that ��hat really matters in life is gaining a university qualification, ��ithout any real idea of the fact that society and the job market increasingly value other aspects, ��hich are still compatible ��ith having a degree (the ability to learn, self-teaching, ��ork, sacrifice, adaptation to ne�� situations, etc.).

Anna Badia i Perpinyà Full Professor in the Geography Department at the Autonomous University of Barcelona (UAB) anna.badia@uab.es
Professor in the UAB's Geography Department. She teaches the Geographic Information Systems subject for the degree, both online and face-to-face, and the Geographic Information Analysis and Modelling subject for the �nvironmental Sciences degree. Her research focuses on the field of geographic information systems and their application to environmental and territorial planning studies. She has published in a range of journals in Spain and abroad, including Documents d'Anàlisi Geogràfica, �reballs de la Societat Catalana de Geografia, �nvironmental Hazards and the International Journal of Wildland Fire. Since 2002, she has been the coordinator of the Geography Online course and, since 2004, the assistant coordinator of the Geography degree.