Teaching HyperAtlas at “C. Negruzzi” High School Current state of project implementation ESPON on the Road HyperAtlas at school 2nd Meeting - Friday, 9

Teaching HyperAtlas at “C. Negruzzi” High SchoolCurrent state of project implementation

ESPON on the RoadHyperAtlas at school

2nd Meeting - Friday, 9 May 2014

UMS RIATE, Paris

• “Costache Negruzzi” High School, Iași, Romania (http://colegiulnegruzzi.ro/)

Where?

Infrastructure- 1 computer for each student- computer labs available have between 15 and 20 computers- teachers agreed on installing the software to record screen movements

HyperAtlas at schoolUniversity Alexandru Ioan Cuza of Iasi

http://colegiulnegruzzi.ro/

When?

22nd of May 2014: two courses 10.00 - 10.50 and 11.00–

11.50

23rd of May 2014: two courses 10.00 - 10.50 and 11.00–

11.50

The teachers proposed to include the courses as part of a special week called “ScienceWeek 2014” (organised by themselves every year as an extra-curricular activity)


Who will be involved?Simona IANCU – geography teacher at “Costache Negruzzi” High School Florin IANCU - geography teacher at “Costache Negruzzi” High School

Students profile:

- 15 – 20 students from grade 9 to grade 12

- between 15 and 18 years old

- students willingly to participate and interested in geography

- different curricular background:- Grade 9: Physical Geography- Grade 10: Human Geography - Grade 11: Environmental Geography- Grade 12: The Geography of Romania and The Geography

of the European Union


Teachers:

Students general knowledge background:Good knowledge Poor knowledge

Knowledge of EU countries / regions

General level of development of countries + main particular aspects

Mathematical skills

European NUTS system

Concepts related to territorial disparities

History of European territorial disparities

Using relative and absolute indicators

Statistical conceptsSpatial analysis methods


Didactical dilemma:or ? Is the main objective:

Explaining the complex concept of disparities at the end while reviewing all the steps accomplished

Explaining what territorial disparities mean, their factors, their history etc.

Explaining how to evaluate them, what indicators to use and all related technical and statistical aspects

Analysing territorial disparities in EU – a thematical approach (the four indicators)

Analysing territorial disparities in EU – a synthetical approach

using spatial analysis

Explaining the complex concept of disparities at the beginning from a theoretical perspective

explaining disparties

From theory to practice

Not using hyper atlas during the first course

doing spatial analysis

Starting by explaining what maps hide(indicators, type of indicators, geometries etc)

Mapping the simplest indicator and identifying territorial differences

Creating more complex indicators (relative and synthetic indicators) and continuing mapping to analyse differences

Understanding that what we have done is actually searching territorial disparities. Explaining disparities

to discover disparities

From empirical work and observations to theory

Using hyper atlas all the time


Focus on explaining territorial disparities Focus on doing spatial analysis

Learning targets:

Time needed:

• Understanding basic methods of spatial analysis • Using HyperAtlas for doing spatial analysis• Develop the ability to identify territorial disparities / fractures


• 4 courses of 50 minutes each


Complexity of spatial analysis

Complexity of indicators

Indicators maped

Course no 1: What do maps hide and how to create them ?

Basic (Learn to use Hyperatlas to map simple indicators; they will analyse the map in a classical manner)

Basic (students create a digital map for the first time using the simplest indicator)

Life expectancy

Course no 2: Creating indexes and mapping them to identify territorial differences

Medium (Analysing maps by doing spatial analysis unconsciously)

Medium (students learn about main types of indicators and how to create a relative ind)

GDP/inh.

Homework medium medium % of pop. with higher edUnemployment rate

Course no 3: Creating complex indexes and mapping them to identify territorial differences

Medium (Analysing maps by doing spatial analysis consciously)

High (students learn about Regional Human Development Index)

Regional Human Development Index

Course no 4: Understanding and explaining territorial disparities

High (synthesising disparities seen on different scales; Passing from practical analysis to conceptualisation)

- Basic, medium and high

Reviewing all if necessary

Course no 1 What do maps hide and how to create them?

Min. Activity What teacher does ? What students do? Materials

0-5 Introduction Presents purpose of the course and the general context of its implementation

ListenAsking questions

presentation portfolio for each student ?HyperAtlas on a CD?

5-12 Presenting the main technical secrets of a map

Explains what is needed to create a cartogram (geometries, data)


Projector Laptop

12-20 Presenting HyperAtlas as a software with geometries and data

Explains general purpose of the softweare showing its main functionalities (the very basics)

Open the software to get used to itDoing the same the teacher does

Projector LaptopComputers

20-37 Mapping life expectancy at regional level

Explains all the step to map the indicators

Follow all the steps the teacher shows


37-45 Identifying territorial differences

Explains how to search territorial differences at different scalesShows an example

Search for territorial differencesDraw territorial fractures on a blank map of EU

Projector LaptopComputersPrinted blank Maps

45-50 Explaining territorial differences

Asks for explanationsOffers explanations

Offer explanations Projector Laptop


Course no 2 Creating indexes and mapping them to identify territorial differences



0-1 Introduction reviewing the activities covered and linking them to coming activities


Projector Laptop

1-15 Explaining each of the 9 indicators given

Asks students to explain indicators in case they knowExplains the indicators

Write down the definition of each indicator (if necessary)


15-20 Types of indicators Presenting the difference between absolute and relative indicatorsExplains how to create relative indicators (general rules)

ListenAsking questionsOffering examples

Projector Laptop

20-23 Creating the first relative indicator: GDP/inh.

Explains all the step to map the indicator

Follow the steps the teacher shows


23-30 Identifying territorial differences (without spatial analysis)

Asks for examples (which should be identified as we did during the first course)

Search for territorial differencesDrawing territorial fractures on a blank map


30-45 Identifying territorial differences (doing spatial analysis without saying it))

Explains and shows how to use hyper atlas to compare regions within their European, national and local context (5 min each)

Follow the steps the teacher showsAsking questions

Projector Laptop

45-50 Explaining what spatial analysis is

Explains what spatial analysis is

ListenAsking questionsPresent their opinion

Projector Laptop

End of the first day


- Give students Hyper Atlas to discover themselves the remaining 2 indicators: 1. Percentage of population with higher education 2. Unemployment rate

- Give each student one blank map to mark territorial disparities for these 2 indicators

Course no 3 Creating complex indexes and mapping them to identify territorial differences




ListenAsk questions

Projector Laptop

1-11 Discussing territorial differences the students have identified for the remaining 2 indicators

Maps the first indicator; Asks for examples and explanationsThe same for the second indicator

Present their findingsAsk for additional explanations

Projector LaptopBlank Maps they have drawn home

11-14 Defining what is a complex indicator

Explains what is a complex indicatorAsks and offers examples

ListenOffer examplesAsk questions

Projector Laptop

14-20 Defining Regional Human Development Index

Defines Regional Human Development Index

ListenAsk questions

20-35 Creation of a complex/ synthetic indicator(statistical aspects)

Shows in an excel file all the steps required to calculate Regional Human Development Index,explaining the importance of each step

They fallow the stepsAsk questions


35-37 Mapping RHDI Assisting students Map the indicator Projector, LaptopComputers

37-50 Identifying territorial differences (doing spatial analysis consciously)

Assisting students compare regions within their European, national and local context; Drawing territorial fractures on blank maps


Course no 4 Understanding and explaining territorial disparities (Concluding session)




ListenAsk questions

Projector Laptop

1-7 Concepts of territorial disparities and inequalities

Defines the concepts calling upon the recent acquired knowledge

ListenAsk questions

Projector , laptop,maps drawn during the first 3 courses

7-20 Territorial disparities and inequalities within EU -EU level

Defines and explains territorial disparities within EU – EU level (using HyperAtlas)

Offer examples and explanations (using HyperAtlas)Ask questions


20-30 Territorial disparities and inequalities within EU - National level

Defines and explains territorial disparities within EU – National level (using HyperAtlas)

Offer examples and explanationsAsk questions


30-40 Territorial disparities and inequalities within EULocal level

Defines sand explains territorial disparities within EU – EU level (using HyperAtlas)

Offer examples and explanationsAsk questions


40-50 Conclusions Discussing social, political and financial implication of territorial disparities


Resources needed:• one computer lab ( ~ 20 places)• projector, laptop• 100 printed blank maps• portfolio for two teachers (including a Hyper Atlas tutorial and a

short presentation of ESPON projects)• portfolio for each student (including a short writen HyperAtlas

tutorial and a separate page containing definitions for main concepts used: territorial disparities and inequalities, spatial analysis, relative and absolute indicators etc.)


Potential difficulties Possible solutions

• Students not attending all the courses• offering a diploma to stimulate them

• dynamic, interactive activities

• Students not understanding the statistical details behind the Regional Human Development Index

• explaining the indicator as it is, without presenting the statistical details

• Not enough time to analyse the evolution of territorial disparities during classes

• giving Hyper Atlas to studens (by e-mail or by offering CDs) and encourage them to use it at home


Thank you for your attention!

Romanian ESPON Coordination PointUniversity "Alexandru Ioan Cuza" Iaşi Faculty of Geography and Geology Departament of Geography ROMÂNIA, 700505 - RO,Iaşi, Bulevardul Carol I nr. 20 A T: +40 0232 201 487

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Teaching HyperAtlas at “C. Negruzzi” High School Current state of project implementation ESPON on the Road HyperAtlas at school 2nd Meeting - Friday, 9