Chang, Chew Hung

A reflection on using iTunes U as a platform for teaching and learning Geography will be presented. Arising from an altruistic interest in exploring the affordances of new technology, as well as balancing the pragmatic needs of developing innovative approaches to conducting eLearning lessons, the author developed one of the first iTunes U courses for the National Institute of Education, Singapore - a topic on atmospheric circulation. Available free on the iTunes U store, the free–access course has been subscribed by the public in the order of threefold the number of students in the author’s class. This exposition will consider the issues of the rationale for developing the iTunes U course, the design considerations in relation to the affordances of the technology, and most importantly the limitations and recommended improvements. The presentation will also include a very short demonstration on the functionalities of using iTunes U for learning Geography.

Vietnam’s tourism industry has high growth potential with forecasts of double digit growth in the next few years, as the tourism industry contributed more than 13% of its GPD even during the global economic recession in 2009 (RNCOS Market Research, 2010). With this unprecedented rate of growth in the tourism industry, two important questions arise. What are the causes of this growth and what is the impact of this growth? The Singapore Teachers’ fieldtrip offers opportunities for teachers to deepen their content and contextual understanding of Hanoi, as well as a chance to foray into conducting field based enquiry. In Singapore, a revised Geography syllabus will be implemented for the GCE ‘O’ levels in 2013 for Secondary 3 students. A key feature of this revised syllabus is the use of an enquiry approach in the teaching and learning of Geography to engage independent learning, critical thinking, reflective thinking and enquiry. In particular, the “enquiry approach” proposed in this revised syllabus is contingent on both fieldwork and classroom learning. This workshop draws on the experience in the field to advance the discussion on the enquiry process.

This presentation provides a brief overview on some key concepts in determining the outcomes of climate change education including the knowledge domains on the science, impacts and management of climate change, as well as taking into consideration the cognitive domains of outcomes such as factual recall, deep understanding, skill in analyzing climate change information, for example. The presentation will also discuss the concepts of awareness, knowledge, attitude and action in developing curriculum for learning about climate change. The ultimate aim of education is not just to “inform people, but to change them” (UNESCO, 1997). It is based on this philosophy that CCE should transform learners from knowing and doing something about climate change to being a global citizen ready to engage the issues of climate change.