Competitive Metropolises Economic Transformation, Labour Market and Competition in European Agglomerations COMET Teaching Tool

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1 Competitive Metropolises Economic Transformation, Labour Market and Competition in European Agglomerations COMET Teaching Tool Project Co-ordinator: OEAW/ISR - Institute for Urban and Regional Research of the Austrian Academy of Sciences, Postgasse 7/4/2; A Wien; contact: Axel Borsdorf; Tel.: ; Project Homepage:

2 INDEX 0. Preliminary remarks Conception and techniques Basics and Structure Using new technologies for information, teaching and learning: Pre-experiences Structure of the Content Pool Technical Development Didactical concepts and knowledge diagnostics Target groups Learning paths Knowledge diagnostics Prospects The COMET Teaching Tool in teaching and learning Learning Vertical learning progress and reading techniques Horizontal navigation and individual learning paths Navigation Teaching Frontal teaching Quiet work phases Teamwork Role game Debate The knowledge diagnostic tool Description Solutions Prospects: The ILIAS learning platform References...18 Bibliography on Competitive Metropolises...19 COMET Literature

3 The COMET Teaching Tool An Interdisciplinary Multimedia Learning and Teaching System Axel Borsdorf, Philipp Budka, Christina Enichlmair, Peter Görgl, Matthias Kranabether, Elke Mader, Imke Mehlhorn, Barbara Reisner, David Stein, Hannes Wimmer 0. Preliminary remarks From the very beginning the COMET consortium, 16 partners of an EU-funded international and interdisciplinary project dealing with the improvement of the competitiveness of European agglomerations, were convinced that all efforts have to be made to ensure the longlasting and sustainable impact of large EU-projects to ensure that the funds spent to those projects must create interests and should contribute to the progress of Europe for more than the pure project duration. They therefore decided to create among the other products of the COMET project a teaching tool dedicated to improve knowledge and education on the sensitive questions of urban and economic development, sustainability, social cohesion and governance in European metropolises. The COMET consortium herewith presents the result: A teaching and learning tool, consisting of two elements a CD ROM for students and for individual learning processes, and a handbook providing detailed information on the conception, techniques, methods, the didactical design and the tools, but also with a tutorial giving information how to work with the CD- ROM. It is planned to implement the COMET Teaching Tool after a one year s test phase to the Internet, thus creating a world wide interactive teaching platform, open, accessible, and free of charge in order to provide as many interested scholars and citizens with the COMET results and methods. The authors want to express their thanks to all members of the COMET consortium, whose ideas, texts, graphs, maps and results were integrated to this tool. They also thank the Austrian Latin American Institute for the support in the last technical stage of the Teaching Tool production. 3

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5 1. Conception and techniques 1.1. Basics and Structure The COMET Teaching Tool (CTT) is an interdisciplinary learning system, currently available in form of a CD-ROM and a handbook for teachers, which was designed to be implemented to a web-platform. It offers didactically structured content pertaining to the subject of competitive European metropolises for teachers and students alike. The main objective of the learning system is to create a virtual learning space that will counterbalance the lack in university and high-school teaching on urban and economic issues with respect to the questions of transnational comparisons and competitiveness of European metropolises and to the aim to improve urban planning and economic growth and welfare strategies. The content is based on the different products of the project COMET Competitive Metropolises, funded by the European Commission under the 5 th Framework Programme in the Key Action City of Tomorrow and Cultural Heritage. The project was leaded and co-ordinated by the Austrian Academy of Sciences, Institute for Urban and Regional Research, and the consortium was built up by seven scientific institutions and nine local authorities and planners in Austria, Belgium, Denmark, France, Germany, The Netherlands, and Spain: Austria: Institut für Stadt- und Regionalforschung der Österreichischen Akademie der Wissenschaften, Axel Borsdorf, Lisa Bohunovsky, Christina Enichlmair, Peter Görgl, Edgar Hagspiel, Merja Hoppe, Matthias Kranabether, Heimo Kropf, Monika Kuffer, Gernot Maierbrugger, Imke Mehlhorn, Robert Musil, Michaela Paal, Anita Pöckl, Elke Schimmel, David Stein, Hannes Wimmer. Stadt Wien, Magistratsabteilung 18, Brigitte Jilka, Kurt Mittringer, Tanja Hanzl, Monika Moritz Amt der niederösterreichischen Landesregierung Abteilung Raumordnung und Regionalpolitik, Geschäftsstelle für EU-Regionalpolitik: Ilse Wollansky, Andreas Hacker, Johann Ströbinger Stadtland, Office Vienna: Sibylla Zech, Herbert Bork External Experts : Philipp Budka, Michael Giongo, Elke Mader, Barbara Reisinger, Johann Stockinger Belgium: Université Libre de Bruxelles, Institut de Gestion de l'environment et d Aménagement du Territoire: Christian Vandermotten, Valérie Biot, Mathieu van Criekingen, Christophe Guisset, Moritz Lennert Gouvernement de la Région de Bruxelles-Capitale, Cabinet du Ministre-Président Francois- Xavier de Donnéa Cabinet du Ministre-Président de la Région de Bruxelles-Capitale, cellule aménagement du territoire: Arlette Verkruyssen Denmark: Koebenhavns Universitet, Geografisk Institut: John Jørgensen, Lars Winther, Høgni Karlsø Hansen Koebenhavens Kommune Oekonomieforvaltningen: Jesper Buch Jakobsen, Wibeke Pedersen 5

6 France: em. Prof. Dr. Gabriel Wackermann, Jörg Wendel Communauté urbaine de Strasbourg, Direction des études et de la prospective: Elisabeth Guth, Didier Meynier Germany Institut für Geographische Wissenschaften der Freien Universität Berlin: Georg Kluczka, Marie Bachmann, Grit Beck, Karl Martin Born, Detlev Engel, Ina Seegers, Anja Unkrig Berlin Senatsverwaltung für Stadtentwicklung, Abteilung Stadt- und Freiraumplanung: Thorsten Tonndorf, Monika Bischof, Monika Faltermeyer, Dietrich Flicke, Elke Plate The Netherlands Universiteit van Amsterdam Amsterdam, Institute for Metropolitan and International Development Studies (AMIDSt): Willem Salet, Enrico Gualini, Loek Kapoen, Annemarie Maarse, Stan Majoor, Peter Verduijn Gemeente Amsterdam, Economische Zaken Amsterdam: Carine Van Oosteren, Willem Klein Spain Universitat de Barcelona, Departament de Geografia Física i Anàlisi Geogràfica Regional: José Luis Luzon, Jordi Vila Carrasco, Francesc Rubio Ingeniería del Conocimiento, S.A. IngeCon Consultoría: Raúl Novoa, Marcelo Taboada, Ricard Campruvi, Juan Fandiño, José Luis Muñoz, José Ramón Tobás Inputs from all these institutions and persons are implicitly part of the content of the teaching tool, and sometimes even original formulations were taken from the deliverables elaborated by these teams. Insofar there is no single originator of the Teaching Tool, as all partners participated in the elaboration of the COMET results, and the Teaching Tool then was only compiled from these results and adapted to the didactic purpose. Besides providing a variety of learning and teaching materials in the field of metropolitan studies, CTT also wants to facilitate and intensify contacts between students and teachers all over Europe. This is why after a first test phase, when only the CD-ROM and the handbook will be distributed, the material will be implemented to the COMET webpage and will offer interactive processes and direct links to teaching and practicing institutions in the field of metropolis development in Europe. Under this aspect CTT can contribute as an element of lifelong learning programs. Furthermore the web-based CTT can be used by business and commerce, by planners and local authorities and even by the general public as an information pool about competitiveness, sustainable urban development, locational preferences of the service sector and much more subjects. The COMET Teaching Tool consists of two main packages: The CD-ROM, containing the complete content pool of COMET products, adapted for didactic purposes, and enlarged by a knowledge diagnostic tool (KDT). This package is designed for students, who will find all the information they need and may be able to control their newly earned knowledge using the diagnostic tools. The CTT-Handbook. This package is designed for teachers, who will find a detailed description of the CTT s objectives, a manual how to handle the CTT, the solutions 6

7 for the knowledge diagnostic tool, and a detailed bibliography. With the exclusion of the KDT s solutions this handbook will be integrated to the web-presentation after the testing phase Using new technologies for information, teaching and learning: Pre-experiences CTT could not be elaborated without any experience with the possibilities of ICT technology for unlimited information, interactive communication, knowledge creation and diagnostics, and even teaching and learning. The COMET co-ordinator participated in the late 1990 s in an international project, which was elaborated only within the cyberspace (Bartl et al. 2002), thus experiencing new techniques of virtual knowledge creation and presentation in the worldwide web. GALPIS-Web (Geographical Alpine Information System) may be regarded as another root of CTT. This interactive web-based GIS-System was elaborated in the Institute for Urban and Regional Research as one of the final products of the RAUMALP project. Some of the technical solutions found during the conceptual phase and the implementation of this tool enriched the elaboration of the CTT. Last but not least LASON Latin American Studies Online must be mentioned. Without the detailed experience of this teaching and learning platform CTT would not have succeeded. The experience with the solutions, elaborated in LASON 1, and the main conception of this project was directly in-valuated for the CTT, and so it may not surprise, that in the last technical stage of the elaboration of CTT, the experts of LASON were invited to assist the CTT team. Virtual Project Urbanisation LASON GALPIS-Web Structure Software XHTML Knowledgediagnostics Finalisation Virtual communication Web interaction CTT COMET Teaching Tool Didactic conception Support, tutorial Fig. 1: Pre-experiences integrated to CTT production 1 Developed under the guidance of Johann Stockinger: 7

8 It can be seen as a lucky coincidence that the COMET co-ordinator participated in all these mentioned projects and could therefore integrate his experiences of these quite different, but in a conceptual sense related projects Structure of the Content Pool The Content Pool (CP) is a multimedia presentation of learning content about the COMET subjects and results with a hyper-textual structure. The CP is composed of six learning units that focus on the following themes: Basics, Government and Planning, Spatial Structures, Location of Services, Agglomeration Delimitation and Large Scale Projects and an additional module containing the knowledge diagnostic tool. In addition, more than 450 HTML-pages and 450 pictures and graphics complete the texts. Figure 2: Structure of the CTT content The concept of the content pool is based on the potential of hypertext for multiple crosslinking and multidimensional linking of content elements organized in learning units (chapters). This allows, on the one hand, an innovative organization of learning materials and the representation of complex interconnections between the different fields of study. Additionally, the user gains new options for a self-organization of the individual learning process. Once implemented on the COMET webpage, the content pool will be accessible without any costs and open to the general public. The content pool is structured in form of a mind-map which will display the various relationships between the content elements (fig. 2). As these elements are not only related by hierarchical links but also by horizontal hyperlinks, the structure of the Mind-Map is close to a conceptual map or a semantic network. Mind-Maps were developed as a powerful tool for structuring and learning by the British psychologist Tony Buzan (1983, see also: Buzan/Buzan 1993 and He found out, that Mind-Maps correspond in an ideal way to the two halves of the human brain: the verbal orientated and the visual orientated one. Using mind-maps synergy effects are activated which have positive results for creativity and learning efficiency. This is why mind-mapping is very appropriate for studying and preparing for exams. A clear representation of the learning content is elaborated in creative steps and will be consolidated and strengthened by continuous pursuits. The open and clear order of the content facilitates its memory for a long time (Svantesson 2001). 8

9 For the content production, new methods based on the mind-mapping concept were developed in an earlier project (LASON: Budka/Mader/Stockinger 2003; Budka/Mader/Stockinger 2004; Mader et al. 2004; Borsdorf/Moser 2004). The production of the CTT CD-ROM was strongly supported by Philipp Budka, Barbara Reisner and Johann Stockinger from the LASON team, who kindly offered their profound experience and shared it with the COMET team. Axel Borsdorf, who participated in both projects, acted as an interface between the two groups. The known methods permit authors without HTML-knowledge to produce rapidly re-usable and connected content (for further information see the above cited literature!) Technical Development The design of the COMET Teaching Tool is based on a technically low-level - approach. Therefore for the authors it was not essentially necessary to have specialized knowledge regarding new media technologies, like HTML-publishing. For the users this design facilitates access to the learning system. The texts were conceptualized on the base of a text editor (word pad) and implemented to the Mindmanager 2002 Professional. This software allows for the rapid interconnection of related text and themes that could be presented in an intuitive manner. The Mindmapping method enhances creativity and allows dispolaying an hierarchical structure in a highly visual format by using both hemispheres of the human brain (Buzan 1983). It also forces the authors to an extremely stringent and logical structure, which is composed in a modular form. It is this stringent structure which, on the other hand, facilitates the learning process for the users. The Mindmanager 2002 Professional allows the implementation of hyperlinks, providing a hypertext structure that enables the authors to produce HTML prototypes of the learning units and test them before being definitely integrated into the learning system. Thus the content can be evaluated and refined at various stages of production without special effort. Furthermore a RTF export function allows the user to create traditional lecture scripts (e.g. PDF or DOC documents) according to the book metaphor. Figure 3: Flow-Chart COMET-Generator 9

10 In the next step the learning units were exported to XML, using an add-in tool developed by Bluebridge (http://www.bluebridge.com) and afterwards stored in a database (design: Stockinger). These steps were elaborated by the LASON team (Budka, Giongo, Reisner). The design of the database allows the direct integration of metadata (Dublin Core Standard, LOM, etc.). Within the planned implementation to the WWW the whole set of interconnected XHTML documents can be automatically generated from the database (based on scripts elaborated by Johann Stockinger) and will be published on the Internet. The main formatting of the web documents will be accomplished through CSS to make the content fully accessible according to the Web Content Accessibility Guidelines. This process will profit by the experiences the authors got by publishing their LASON learning platform in the Internet (http://www.lateinamerika-studien.at) and launching the GALPIS-Web interactive map generating and data analysing tool (http://www.galpis.at) to the web (see Borsdorf/Moser 2004a). Even in the first phase the production of a CD-ROM, the learning units are provided with a sitemap following the book metaphor (numerical classification, text form, context sensitive) and an additional image map, which was directly exported from the Mindmap. The learning units are also equipped with an image directory, allowing students with an optical mind structure easily locate any of the graphics. Figure 4: Flow chart of the content production process 1.5. Didactical concepts and knowledge diagnostics Target groups CTT is directed at different types of target groups, like university, college and high-school students and their teachers in economics, urbanism, geography, sociology and political sciences, but also to professional education systems, working within curricula for planners, developers, administrators, moderators, mediators, to journalists, and, last not least to citizen orientated adult education systems. The CTT can be integrated into a large variety of learning environments and curricula. The English language facilitates the use within a wide international space. 10

11 Learning paths CTT stimulates various methods of learning, which are too often neglected in traditional academic teaching, eg. self-conducted learning. Although the content pool of CTT is structured systematically, nevertheless it offers a wide range of possibilities for independent and explorative studies. A large variety of research questions, theoretical concepts and models are presented and discussed in the content pool, and shall motivate students for interlaced learning and interdisciplinary tasking. E.g., CTT users have the possibility to develop their own individual learning paths by combining content elements according to their personal interests and needs. In this sense the integrated elements of knowledge diagnostics also want to encourage the development of interconnected thinking Knowledge diagnostics The Half-baked Software tools Hot Potatoes and Quandrary were used for the production of a large variety of exercises (multiple-choice, free text input, role-playing and others). Theses exercises are interactive, so that a student will get a feed-back immediately after his/her input. The feed-backs are design to encourage motivation, not to de-motivate the students. Furthermore context sensitive explanations and links to the content pool are provided Prospects The CTT was completed in February A CD-ROM, containing the content pool and the knowledge diagnostics was presented to the E.C.. It is designed for the use of students. Furthermore a Handbook for teachers was also presented, to facilitate the use of the COMET Teaching Tool. However, the learning system remains open to adaptation and amplification. This process includes the maintenance and updating of elements of the learning system by the COMET partners. The open and transparent structure of the systems and the low technological level allows to any time the production of new learning systems by any user. For some months the CD-ROM and handbook will be tested. The transmitted experiences will be implemented to the system, and after this process the complete CTT can be launched to the COMET web-page and become an open, easy accessible and easy to use web-based learning platform. This platform then may have some additional elements which will offer even more facilities to the users. These elements may be synchronized slideshows, based on he database. In these slideshows images, descriptions and display durations are stored. The slideshows will be dedicated to different presentation methods: to HTML+TIME and/or XHTML+SMIL, to be integrated to the newer versions of MS Internet Explorer, but also for the Quicktime player and even for the Flipalbum player. the learning management system ILIAS. It was originally developed at the University of Cologne (http://www.ilias.uni-koeln.de/ios/index.html). This system allows any teacher the adaptation of CTT to a variety of learning situations, focussing on the specific didactic needs of the field. ILIAS can be used to enrich face-to-face education with online-elements, to implement new forms of co-operative learning, and to facilitate international cooperation. In winter 2002 ILIAS was used for transcontinental co- 11

12 operation among students from Salvador and Vienna, in summer 2004 ILIAS was the base for a doctorate course of A. Borsdorf at the Universidad Autónoma de Tamaulipas, Mexico, in It should be mentioned, that the contents and structure of the CTT technically allow the transmission to any learning management system. ILIAS is just an example, but any teacher may feel free to select another platform. Technological progress is ongoing quite rapidly in all these systems. New software versions recently appeared, like Mindmanager X5. Johann Stockinger is elaborating an improvement of the M²OST-Method (Mindmap to Online Studies), which will not require additional tools and will accelerate the generation process. New variations are in planning which concentrate only on open source software. Last not least new linkages to Wiki-systems are on the way. 2. The COMET Teaching Tool in teaching and learning 2.1. Learning Vertical learning progress and reading techniques The CTT is a powerful instrument for any individual learning progress. In the beginning we recommend a vertical navigation, orientated to the hierarchical structure of each learning unit. This method differs not too much to the way of reading a book or an electronic book on the screen. Only the pages may be shorter or longer. This difference reflects the modular construction of the learning units: each part is not divided by formal criteria as the size of a book page would be, but by the coherence of the content. This is a first step to make learning easier. A rest can be made after every page, without loosing the context. However the vertical lecture presents some more possibilities, only electronic media may offer: the short exit to the glossary. Each of the terms, the text mentions, is explained in the glossary, so one click to the hyperlink, and the explanation is to be seen on the screen. With the return-button the reader can easily get back to his text. In this way working with the CTT is somewhat like working with the wikipedia or any other electronic encyclopaedia. The learner may take advantage of the reading techniques he or she already knows and is used to. The well-known and approved method SQ3R Survey-Question-Read-Recite-Review (Robinson 1946, ; see also: is as possible as the Reiners-method (Reiners 1991) or diagonal or fast reading techniques, based on morphographic methods (Emlein/Kasper 2000, see for all reading techniques for scientific texts: Borsdorf 1999). For the latter it is recommendable to print the text and to transfer the sans-serif letters to serif letters. However, this will not be necessary in the most cases: As fastreading techniques are not designed for learning purposes SQ3R and Reiners are the most recommendable methods. Sans-serif letters are not adaptable for morphographic reading methods and force any reader to read slowly and carefully. 12

13 Horizontal navigation and individual learning paths The most striking advantage of CTT is the possibility to navigate freely in the complete teaching tool. Many hyperlinks motivate to leave the vertical text structure and to switch over to other related texts. It is possible to return to the original page, but in most cases the reader will discover new interesting stuff and follow the new text as long as he or she discovers another interesting link. These incidental reading or accidental learning methods correspond much more to the interests of the reader and may therefore have a much deeper impact in the mind of the learner. In this stochastic process it occurs that pages which have already been read are visited once more, and this helps to ensure the memory and storage of the content. With consummate ease the reader acquires the new knowledge in a similar way he or she would do it using SQ3R but in contrasts to this hard core learning technique he or she does it playfully and with the greatest of ease. Horizontal navigation between the learning units may be organized formally as well. In this case the learner will define a personal knowledge-earning strategy. A quite simple learning path is the regional one: If a scholar is interested only in the agglomeration of Barcelona, he will follow all texts regarding this metropolis, which can easily be identified following the hyperlinks. Another possible learning path could be defined as comparison of case studies. In this case the reader will need the navigation tools to detect those pages, which are of interest for this purpose. Especially those students who use the CTT for the preparation of seminar papers or presentations will select this method, copying the respective texts and graphics in a proper document Navigation CTT offers different and quite effective tools for the navigation within the learning package. The entrance page offers an icon and a specific colour identifying the different learning units. Thus the leave of one unit will immediately be recognized by the user: icon and colour are changing. The entrance of each learning unit offers the central navigation tools. On the right side of the page four or three buttons allow the immediate switch to the starting point, to the site-map, to the list of graphics and to the mind-map. All these pages are interactive, so that it is possible to reach each chapter from the site-map or the mind-map just by clicking the head word. For those students who dispose of an optical memory the register of the graphics may be a valuable support, as they can reach each diagram, map or photo just clicking the key word. To reach the entrance page of each learning unit it is only necessary to click the start button on each page. The normal page has different buttons on the right top side. They lead to the start page, to the site map, to the previous and to the next page. To make orientation even more comfortable, the previous chapter(s) in hierarchy are mentioned (and linked!) above the main text body, and the next chapter is mentioned and linked in the same way under the text body. At the bottom of the page more buttons allow the fast navigation to the start page, to the side map, the register of graphics, the previous and the next page. Once installed to the Internet, the most popular button of this row will surely be the search-button, which allows a fulltext search process in the complete content pool. On the CD-ROM, due to technical problems, the search function is not in function. 13

14 Furthermore the CTT is equipped with a help function which can be reached by an own button on the left side of each page. Navigation with these different tools is a pleasure, and no scholar will be lost in the teaching tool, as there are exits everywhere. Overview of the main chapters Leads back to the index of the respective main chapter Linear overview of all chapters Opens previous page Arrows pointing to the bottom refer to lower-level chapters Opens next page Figure 5: Navigation tips I Arrows pointing to the top refer to higher-level chapters Clicking on an image with a red or blue frame opens a larger version of the picture Figure 6: Navigation tips II 14

15 2.2. Teaching Although CTT was designed primarily as a tool for individual studies and learning procedures it is easily to be utilized for teaching purposes as well. The application depends on the teaching method, chosen by the teacher Frontal teaching If the teacher prefers the lecture method CTT may be applied for preparation and ex-post assessment of the stuff. The CTT graphics allow the elaboration of PowerPoint slides or transparencies, and if the seminar room is equipped with Personal Computers even a bi-functional supply of lecture and CTT can be effective in order to ensure the learning progress Quiet work phases Based on specific work tasks, prepared by the teacher, the content pool allows quite complex quiet work phases for the students. They may be organised as individual learning phases. It is very important that the teacher gives detailed information on the task, the scheduled time, and the form of result presentation. For himself he must define the expectation horizon, in order not to loose control on the learning progress Teamwork However, the interactive structure of CTT encourages teamwork work phases, and for a vivid didactic concepts those teamwork phases are indispensable. To organise a teamwork unit, a clear definition on the task, precise information on the disposable time and on the expected form of presentation of the results (one or more speakers, media etc.) is essential. In this case, too, the definition of the expectation horizon of the teacher is indispensable for the teacher Role game Generally students are highly motivated and the learning success is high, when lively methods are applied in the teaching process. The most popular method is the role game. The CTT content pool allows not only the planning of such games, but also provides the teacher with the necessary material (f.e. viewpoints of businessmen and politicians; dwellers of the outskirts or the inner city areas; planners of Barcelona vs. those of Copenhagen the number of possible themes is indefinite). On the one hand role games need a lot of preparation, on the other hand the great input results in a very high memory factor, so that the learning success is high. 15

16 Debate In many university courses debates are a quite frequent teaching method. They may be regarded as a special form of role games, focussing the spectrum of opinions and perspective to a black and white spectrum. But as the ability to participate in debates are one of the important human and academic skills it should be trained. The CTT content pool offers quite a lot of material which may feed any good academic debate The knowledge diagnostic tool Description The COMET Teaching Tool is equipped with an interactive knowledge diagnostic tool. In the actual stage it is designed for the use of the students, to proof the already gained new knowledge, to adjust their study method and to prepare for tests and exams. It was elaborated using the half-baked software Hot Potatoes and Quandrary and provides quite a broad variety of tests. To facilitate the tool for the teacher, solutions for the tests are given below. However, the Knowledge Diagnostic Tool can be extended by the teacher himself. The software is freely available: (http://web.uvic.ca/hrd/halfbaked/; Hot Potatoes includes six applications, enabling any teacher to create interactive multiplechoice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is not freeware, but it is free of charge for those working for publicly-funded non-profit-making educational institutions, that make their pages available on the web. Other users must pay for a licence. The software is equipped with a help-function, a tutorial and a register and it offers six different methods of testing. There are versions for different platforms (Windows, Linux, Java). Quandary is an application for creating Web-based Action Mazes. An Action Maze is a kind of interactive case-study; the user is presented with a situation, and a number of choices as to a course of action to deal with it. On choosing one of the options, the resulting situation is then presented, again with a set of options. Working through this branching tree is like negotiating a maze, hence the name "Action Maze". Action mazes can be used for many purposes, including problem-solving, diagnosis, procedural training, and surveys/questionnaires Solutions Agglomeration delimitation:, 1: D; 2: A and B Competitiveness: B Crossword: Horizontal: Berlin, Urban, State, Level; vertical: Brussels, NL, EC How to make a business enquiry: C Ideological spaces: idealised places, constructs 16

17 Ideological spaces, steps of analysis, 1: A; 2: B Kind of services: liberalistic, competitiveness, non-market, market Large scale projects: C Large scale urban projects: Strategic, social and economic, networks, connectedness Morphological method: coherent, city centre, urban research, satellite Morphological delimitation: morphological, 200m, 500m, Norms and frameworks of planning, 1: B; 2: A Relational geography: The emergence of the relational geography of urban systems with its focus on flows of social and economic interaction and the scope of activities in functional networks instead of - or better in addition to - the more traditional notions of bounded spaces and nested territorial jurisdictions, reflects the rescaling dimension and the changeability of current urban systems. Scientific logics: D 2.4. Prospects: The ILIAS learning platform In the future CTT will be supplemented by an ILIAS learning platform. It was originally planned to allow internet-based teaching and learning materials and to facilitate the elaboration. However the efficiency of ILIAS is not exhausted with these purposes. It facilitates the cooperative labour in the worldwide web, and improves the communication between teachers and learners. E-learning standards like LOM and SCORM guarantee the utilization and application of the contents independently from the operating system (LINUX, UNIX, Apple OS-X, Windows 2000, XP etc.). The main features are: the personal desk of each user as working place and information board the learning and working environment with learning modules, documents, digital books, glossaries, tests and exercises communication tools like discussion and chat rooms, internal news board the corporative elaboration of contents without personal contact a course management tool the integrated administration of the students including rating and evaluation tools The main benefit for CTT is, that all papers and presentations of the students can be integrated to any seminars homepage in the academic curriculum process. With the COMET Teaching Tool, consisting of the student s and the teacher s tool, COMET presents a future orientated teaching instrument, adaptable to many different purposes, based on the most progressive methods of electronic and virtual teaching. Although it is positioned on a high technological standards is has the potential to be further developed in the near future. 17

18 References BARTL, K., D. BOGNER, A. BORSDORF et al. (2002), Selected methods and models for analysing spatial processes in urban regions. Comparison and assessment. Including CD-ROM. Forschungsprogramm Kulturlandschaft 14. Wien. BORSDORF, A., 1999: Geographisch denken und wissenschaftlich arbeiten. Gotha. BORSDORF, A. & D. MOSER, 2004a: Internetbasierte GIS-Applikationen die Zukunft der Kartographie? Erfahrungen bei der Einrichtung von GALPIS-Web im Rahmen des Projektes RAUMALP. In: Wiener Schriften zur Geographie und Kartographie 16, Wien: BORSDORF, A. & D. MOSER, 2004b: Neue Medien im Cyberspace. Möglichkeiten für den Unterricht an Schule und Hochschule. Das Alpeninformationssystem GALPIS-Web und die e- learning Einheit Lateinamerika-Studien Online. In: Mitteilungen der Österreichischen Geographischen Gesellschaft (forthcoming). BUDKA, P., E. MADER & J. STOCKINGER, 2003: Interkulturalität und Interdisziplinarität im Cyberspace: Das Lernsystem Lateinamerika-Studien Online. In: Trans. Internet-Zeitschrift für Kulturwissenschaften 15: BUDKA, P., E. MADER & J. STOCKINGER, 2004: Interdisciplinary and interculturality in Cyberspace: The learning system Latin American Studies Online. In: Sudweeks, F. u. C. Ess (Hrsg.): Proceedings Cultural Attitudes Towards Communication and Technology. Murdoch/Australien, S BUZAN, T., 1983: Use both sides of your brain. New York. BUZAN, T. & B. BUZAN, 1993: The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain s Untapped Potential. London. EMLEIN, G. & W. A. KASPER, 2000: FlächenLesen: die Vielfalt der Schnell-Lesetechniken optimal nutzen. - Kirchzarten MADER, E., J. STOCKINGER, B. REISNER & P. BUDKA, 2004: Latin American Studies Online An Interdisciplinary Learning System. In: Proceedings of Ed-MediaWorld Conference on Educational Multimedia, Hypermedia and Telecommunications. Vol. 2004, Issue 1, S REINERS, L., 1991: Stilkunst. München. ROBINSON, F.R., 1946: Effective Study. New York. (4 th edition 1970.) SCHATTEN, A., K. ZELEWITZ, J. STOCKINGER & A.M. TJOA, 2000: Austrian Literature Moving to Cyberspace. A Framework for Building an Open Distance Learning Website using Platform Independent Standards like XML. Ed-Media Montreal. SCHULMEISTER, M., 1997: Grundlagen hypermedialer Lernsysteme. Theorie, Didaktik, Design. München. SVANTESSON, I., 2001: Mind-Mapping und Gedächtnistraining. Offenbach. 18

19 Bibliography on Competitive Metropolises AARONOVITCH, S., Unemployment and the economy of the city: London and Berlin compared, Anglo-German foundation report. London. ABLER, R., A comparative Atlas of America's great cities. Minneapolis. ABRAMS, C., The City is the Frontier. New York. ACHAUER, E., Qualitätsmanagement als Überlebensstrategie: Entwicklung des Qualitätsmanagements und dessen Bedeutung als Wettbewerbssicherungsinstrument unter besonderer Berücksichtigung der Dienstleistungsbranche in Deutschland. Frankfurt/Main. ACHSE, P., Was treibt den Motor an? Stadtregionen zwischen innovativen Milieus und Urban Governance. Raumordnung und Raumforschung 2: ACKER, H., Bürobetriebe und Stadtentwicklung in Berlin: Entwicklung in Berlin nach 1989 unter besonderer Berücksichtigung der Immobilienbranche. Berlin. ADAM, B., Räumliche Arbeitsteilung in Großstadtregionen - interkommunale und raumordnerische Konfliktkategorien. Informationen zur Raumentwicklung 4: ADAMS, D., Urban planning and the development process. London. ADAMS, D. & ET AL., Mind the gap! Taxes, subsidies and the behaviour of brownfiled owners. Land Use Policy 17: ADAMS, D. ET AL., Managing urban land: The case for urban partnership zones. Regional Studies 35/2: ADIRA ASSOCIATION DE DEVELOPPMENT DU BAS-RHIN, Vivre dans le Rhin supérieur: 3 Pays, 2 langues: manuel pour une Europe sans frontaliers. Strasbourg. ADLER, M., Ideology and the structure of American and European cities. Journal of Urban History 21/6: ADRIAN, C. R., A history of American city government: the emergence of the metropolis, Lanham. AEBERHARD, K., G. HANSELMANN & B. SCHWEIZER, Internationale Geld- und Kreditmärkte. In: N. KLOTEN & J. H. STEIN (eds.) Geld-, Bank- und Börsenwesen, Handbuch 38. Stuttgart: AERTS, E. & P. CLARK (eds.), Metropolitan cities and their hinterlands in early modern Europe, 10th International economic history congress. Papers. Leuven. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Strasbourg, ville internationale. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Strasbourg internationale: état des lieux 09. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Atlas de la région de Strasbourg. Réalités d'aujourd'hui, idées pour demain. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, ECORHS - Etude d'un cadre d'orientation pour le Rhin Supérieur. Synthèses Phases I et II. ADEUS. Strasbourg. 19

20 AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Le Jardin des Deux-Rives-Festival de l'art du paysage Etat de lieux et programme d'aménagement. Kehl. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, ECORHS Etude d'un cadre d'orientation pour le Rhin Supérieur. Cadre d'orientation. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Transports en commun urbains. Quelle offre sur quels territoires - observatoire des effets du tramway T- 06. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Analys de la dynamique de l'occupation du sol entre 1984 et 1999 à partir d'images satellites. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Prévention spécialisée. Etat des lieux et diagnostic. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Enquête ménages déplacements 1988 et Synthèses techniques, fiches de synthèse. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Abords de l'aeroport d'entzheim - Phase II. Synthése. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Abords de l'aeroport d'entzheim - Phase II. Scénarii de développement. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE & ASSOCIATION DES DEPARTEMENTS CYCLABLES, Politiques (les) cyclables des départements. Enquête ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Les bénéficiares des aides au logement dans la Communauté Urbaine de Strasbourg en Observatoire de l'habitat H-33. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Livre blanc - Vorbereitende Studie für die Erstellung des Weissbuches Strasbourg-Ortenau. ADEUS. Strasbourg, Offenburg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE & FEDERATION NA- TIONALE DES AGENCES D'URBANISME, Comment passer du schéma directeur au SCOT? Echange d'expériences et évaluation des méthodologies des études et animation des schémas directeurs. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Etude urbaine du secteur Churchill-Ziegelwasser. Composition urbaine du viaduc Churchill. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Zones inondables. Gérer le risque et valoriser le potentiel 34. ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Marché des logements en Alsace en ADEUS. Strasbourg. AGENCE DE DEVELOPPEMENT ET D URBANISME DE L AGGLOMERATION STRASBOURGOISE, Charte intercommunale de développement local - Communaute des communes du Pays d'erstein. ADEUS. Strasbourg. AGLIETTA, M., A theory of capitalist regulation: the US experience. London. 20

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