Vogler et al. (2012) suggest the concept of Spatially Enabled Learning, extending the Spatial Citizenship’s focus on the spatial domain to further learning processes in several subjects beyond geography. The authors stress the argument that learning with additional spatial orientation patterns displayed by geo-visualization may lead to deeper cognitive elaboration (cf. Paivio1986). This approach does not only go beyond the approach of Learning to think Spatially by including the principles of Spatial Citizenship such as the social construction of spaces, it clearly turns this idea on its head by suggesting that geomedia might become a support system for learning in general (Vogler et al.2012).
All these receptions of the original concept suggest that Spatial Citizenship may be a very useful basic concept for education in the spatial and political sphere that needs further clarification and empirical work. A first approach has been done while providing relevant curricula and materials for teacher training.
4.3 A Curriculum: Teacher Training for Spatial
abilities within six major dimensions of (1) geomedia technology and methodology, (2) geomedia reflection, (3) geomedia communication, (4) the spatial domain, (5) the citizenship education domain, and (6) implementation strategies in school.
Formulation of Learning Outcomes The identification of Spatial Citizenship competences has been followed by the formulation of learning outcomes. They describe the goals of Spatial Citizenship learning processes in terms of general statements of “what a learner is expected to know, understand and be able to demonstrate after completion of learning experience” (Gonzalez and Wagenaar 2008; cf. also Kennedy et al. 2006). On the basis of the Revision of Blooms Taxonomy of Education Objectives by Anderson and Krathwohl (2001) SPACIT learning outcomes comprise different dimensions of knowledge as well as cognitive processes, and, therefore, can be associated with different learning activities (cf. Krathwohl 2002). In order to emphasize the dual function of the learning outcomes – teachers are‘learners’as well as‘professionals’in the field of Spatial Citizenship – the following phrase has been introduced:
Example:At the end of the learning process the teacher should be able to create a learning environment to enable pupils to. . .
Content Organization The SPACIT curriculum serves as the consistent basis to create local in-service teacher training opportunities across the European Higher Educational Areas (EHEA) contributing for lifelong learning purposes. Aiming at application in a variety of institutions the SPACIT curriculum demands on flexi- bility for the formulation, creation and the assessment of local teacher training settings and materials. Therefore, as well as due to the heterogeneity of the field of learners from different disciplines and professions the SPACIT curriculum has been designed as a multipath curriculum. This approach should allow for an individual handling of the learning content according to the specific needs and interests of engagement in particular competence areas of Spatial Citizenship.
Table4.1provides an overview of the four modules of the SPACIT in-service teacher training environment which assigns the different competence areas of Spatial Citizenship education to respective learning contents of the application- oriented use of digital geomedia.
Approaches of Learning, Teaching, and Assessment Spatial Citizenship educa- tion deals with mainstream technology. Therefore, fostering teachers’ technical pedagogical content knowledge (cf. Mishra and Koehler 2006; Fargher 2006), approaches of teaching and learning for Spatial Citizenship means integrating a variety of digital tools (‘hands on’) as well as examples of geomedia based communication. On the one hand appropriate learning settings therefore must aim at different modes of self-directed online and offline face-to-face learning. Paying attention to the teachers’individual (fore) knowledge and demands those learning environments should allow learner-centered and active approaches of teaching and learning. On the other hand this also comprises appropriate forms of assessment in order to evaluate the outcomes of learning both the lecturer and the learner. Beside
4 Education for Spatial Citizenship 45
Table 4.1 Description of the modules of the SPACIT in-service teacher training environment
Module: Concepts of Space
Units Introduction to Spatial Conceptions; Construction of Space & Spatial Thinking;
Action & Space
Description This module aims to provide the learner a comprehensive engagement with absolute and relative spatial concepts and representations. Related to the mature appropriation of space this module focuses on the awareness of relational spatial conceptions and its consequences for societal power relations and (social) action within the physical environment. Relative concepts of space involve the social construction of spaces by the attachment of meaning to physical matter. Follow- ing the Spatial Thinking approach (NRC2006) physical space is referred to with absolute concepts of space, tools of representation and processes of reasoning Module: Geomedia (GM) Technology and Methodology
Units Introduction to GIS&T Domain; Basic Geomedia Applications; Advanced GM Applications
Description This module aims to enable the learner for the creative and meaningful utilization of GM as powerful instruments of everyday social action. Therefore, related to the domain of Geographic Information Science & Technology (GIS&T) this module provides the technical as well as methodological knowledge and skills necessary for the mature handling of geospatial data in the form of GM information processing,i.e.consumption, production and prosumption of GM, analysis car- ried out using GM as well as aspects of technical communication in the form of social networking
Module: Geomedia Communication and Reflection
Units Introduction to GM Communication; Counter mapping & Alternative Spatial Visions; GM in Everyday Practices
Description The aim of this module is to introduce the learner to the opportunities and challenges of how to express, communicate and critically interpret alternative spatial visions and constructions within GM. On the one hand this involves the creation of own spatial representation as regards content with the help of different GM like digital maps, texts, photographsetc., primarily basing on the tradition of counter mapping. On the other hand this module supports reflection concerning the consumption of GM and its influence on one’s own and people’s everyday action. Therefore traditional map reading skills are adjusted in order to create awareness: (a) of the translation between social and absolute space; (b) of GM as social constructions with limited representation of the world needed to be deconstructed; and (c) of the user’s needs to be reflexive towards her/his own GM consumption
Module: Concepts of Citizenship Education
Units Introduction to Citizenship Education; Participation & Spatial Action; Negotia- tion & Decision Making with GM
Description The aim of this module is to introduce the learner to the concepts of citizenship education essential to understand the pivotal values for Spatial Citizenship. With special attention to the role of fluent institutions and (new media) communities as well as power relations in society the learner will be acquaint to the knowledge, skill and abilities necessary for (spatial) participation and decision making in society against the background of considering societal rules as fundamentally negotiable
Note: Each module is separated into three units of max. 6 h of workload each. Depending on the individual prior knowledge and competences within the particular learning fields, teachers are free to select the number of units to work through. For certification purposes two-thirds of all units have to be completed, at which at least one unit must be assigned from each module
46 T. Jekel et al.
the application of elements of formative assessment, for instance, online self- assessment (e.g. quizzes), and interactive tasks (e.g. concept mapping), summative assessment takes place through a portfolio (e.g. online blog) for documentation and reflection purposes.