Report of Designing and Producing
The Pilot Learning Environments
In Iceland
Contents
SUMMARY OF PILOT LEARNING ENVIRONMENTS IN ICELAND
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1. Short description of NEED-Iceland target area
2. Short introduction to Icelandic pilot learning environments
3. Additional value achieved by NEED in the Icelandic target area
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DESIGNING AND PRODUCING THE LEARNING ENVIRONMENTS
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The five year olds and the flower project in Krakkakot – playschool
“An Educational Earthquake” - Earthquake project for Elementary Schools
Geitafell, Natural treasure by the main road – Hornafjörður elementary school
Lónsöræfi, The secret of the region of Vatnajökull – Hornafjörður elementary school
Outdoor education in Kirkjubæjarskóli – elementary school
Visit to Vatnajökull National Park - Djúpivogur elementary school
Geology, soil reclamation and culture from Kollumúli to Möðrudalur - Brúarásskóli
elementary school
The adventure island - Iceland - Kiðagil school camp
Plant succession on Skeiðarársandur - East Skaftafell County Upper Secondary School
Field course on ice and mountain climbing 2009 - East Skaftafell County Upper
Secondary School
Field course on ice and mountain climbing 2010 - East Skaftafell County Upper
Secondary School
A study visit to the Mývatn area - East Skaftafell County Upper Secondary School
Geology of the North Vatnajökull area - Egilsstaðir Upper Secondary School
Experience Iceland – Svartárkot nature and culture centre
Educational footpath at Fláajökull – Vatnajökull national park
Educational footpath in Skaftafell – Vatnajökull national park
Educational footpath in Klausturheiði
Outdoor Photo exhibition in Hoffell – Glacier Recession 2008-2010
Bird watching map in the region of Vatnajökull
Geological map in the region of Vatnajökull
Sandra Björg Stefánsdóttir
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December 2010
Summary of pilot learning environments in Iceland
1. Short description of NEED-Iceland target area
Vatnajökull National Park is vast in size and covers more than 13% of Iceland. Despite a large part of the
national park being underneath the icecap of the glacier Vatnajökull its landscape is diverse, predominantly
due to the interplay of volcanic activity and glaciers.
Vatnajökull National Park was established on June 7 2008. With its establishment, Skaftafell National Park
and Jökulsárgljúfur National Park were discontinued as such and integrated into the newly established
Vatnajökull National Park.
Vatnajökull National Park is divided into four regions, each of which is locally managed. Within three of those
territories a visitor centre is to be found in which guests can receive information and education relating to the
national park. Park rangers are also based in different areas within the national park, all of whom are willing
and able to provide travellers with educative information and nature interpretation.
A cluster has been formed in every region of the national park within the NEED project and a partner
organization maintains each cluster. The Hornafjörður rural research centre is the lead partner in Iceland,
Húsavík academic centre maintains the Northern cluster, East Iceland knowledge network maintains the East
cluster, Kirkjubæjarstofa culture and research centre maintains the West cluster and finally the Upper
secondary school of East Skaftafell county runs the South cluster along with Hornafjörður rural research
centre.
2. Short introduction to Icelandic pilot learning environments
In Iceland the pilot learning environments are 20 altogether. Eight of them focus on kindergarten and
elementary school students, five focus on upper secondary school students and two focus on tourists. Three
educational footpaths have also been made and two informative maps.
All of the 20 projects take place within Vatnajökull national park or in the municipalities connected to the park.
Many of the pilot learning environments in Iceland can be classified both as WP3 (novel educational methods
and models) and as WP4 (Inspiring environments for education). This is because when focused on novel
educational methods it often leads to a new outdoor learning environment.
3. Additional value achieved by NEED in the Icelandic target area
The NEED project is the first project that works with Vatnajökull national park as a whole. The project started
at the same time as the national park was established like mentioned earlier. The park was there for not a
partner in the NEED project as such, even though the approach of the rangers and park managers was very
important to the NEED project. At the end of the NEED project it is clear that the cooperation between the
four regions of the national park is what partners value the most.
The NEED learning environments have added value in the national park. Most of the schools use this
opportunity to move the teaching from the classrooms as can be seen in 13 of the 20 projects within learning
environments in Iceland. The work usually started with development of educational methods which led to new
learning environments within the national park.
Sandra Björg Stefánsdóttir
December 2010
Designing and producing the learning environments
1. The five year olds and the flower project in Krakkakot – playschool
Abstract
We chose to work with wild flowers and decided to let a group of the oldest children in the playschool work
with us, but they are five years old. There were only 5 children in this group which is a very convenient size in
a project like this.
Our main goals were
• To show the children the flowers that grow in the playschool´s vicinity
• To interest children in wild flowers that very often are nothing but weed in our eyes
• That the children would learn to identify some flowers from pictures in flower books
• That the children would know the looks and names of more flowers at the end of the project than
before
• That the children gain more respect for nature and all that lives in it
The plan
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The summer of 2009 will be used to collect flowers, press and dry them for later use
Make a small handbook with pictures of the that grow in the playschools neighborhood – the
book will be a support in the team work
Each child will make their own flower book from recycled paper and collect their project and put
inside
We will go for a walk in the nature whenever the weather and/or the opportunity is right
In the spring 2010 there will be a “flower-trip” to Haukafell
This study module is a part of the NEED project (Northern Environmental Education Development program)
which has 5 themes. The themes are: elements of geology, landscape, natural hazards, geological materials
in society and their sustainable use and climate change.
Our study module can be categorized in the second: Landscape
• Geological base of landscape
• Changes in the landscape
• Flora and fauna
• Human influence on the landscape; settlement, use of land and infrastructure
Sandra Björg Stefánsdóttir
December 2010
2. “An Educational Earthquake” - Earthquake project for Elementary Schools
Summary
The Earthquake Centre at Kópasker and the Visitor Centre (Gljúfrastofa) of Vatnajökull National Park in
Ásbyrgi, with the assistance of teachers from Öxafjarðarskóli, have made an Earthquake educational project
for Elementary Schools. The project involves a visit to both of these Centres, with the main emphasis on
earthquakes and especially on the earthquake that struck Kópasker on January 13th 1976. In addition, there
will be education about other geological phenomena in the vicinity of Kópasker and Ásbyrgi.
The project involves a one-day visit to the two Centers. The employees at the Centers will guide the students
around their exhibition, inform them about earthquakes and volcanic activities and then the pupils have to
solve certain tasks.
Prior to and following the visit, teachers have to prepare their students for the visit and process it when back
in the class room again.
Level
4th to 7th grade (9 to 12 years old pupils), 20-30 pupils in a group. If the schools have few pupils it is possible
for other grades to come also.
Objectives
The main objectives are to educate pupils about earthquakes and volcanic activities and their impact on
humans, our environment and landscape. By visiting an area where the impacts of earthquakes and volcanic
activities are very prominent, both in the landscape and in the society, pupils will get stronger experience and
better connection to the curriculum.
NEED themes
The project involves three of the NEED themes:
• Theme 1: Elements of geology.
In this project a large emphasis is put on plate tectonics.
• Theme 2: Landscape.
In this project there is a focus on the effect of earthquakes and volcanic activities on landscape,
for example ravines, faults, lava field etc.
• Theme 3: Natural hazards.
One of the main emphases of the Earthquake Centre is on the impact of the 1976 earthquake
on the community, in the past and also in the present.
Curriculum links
The project is linked to the National Curriculum Guide for Compulsory Schools in the field of Natural
Sciences. At the end of the 7th grade, the pupil should be able to:
• Account for that the earth’s crust is divided in plates and know how the plate tectonics can
cause earthquakes and volcanic eruption
• Account for the distribution of volcanic activity in Iceland and its effects
• Know known volcanoes and their effects in their own surroundings
Sandra Björg Stefánsdóttir
December 2010
Study module
The main objectives of this project are to educate pupils about earthquakes and volcanic activities and their
impact on humans, our environment and landscape.
At all stages both teachers and assistants need to have these objectives in mind. Here are some instructions
in how to attain these objectives:
Preparation in the class room prior to the visit
It is necessary that the teacher prepare their pupils prior to the visit. The teachers have the following
materials for support:
• The link of the project to NEED themes
• The link of the project to the National Curriculum
• Detailed information about geology in the Teachers protocol
• Projects to be solved during the visit. Teachers will have access to the projects to be solved in
the Visitor Centers. The teachers can link their teaching to these projects.
• In the Icelandic version there are ideas about projects to do prior to the visit
The visit
During the visit at the Visitor Centre and the Earthquake Centre, the employees at these Centers instruct the
pupils, guide them through the exhibitions and hand out the projects to be solved. However, it is important
that the teachers are active during the visit and for example:
• Criticize the guide and help the pupils asking questions
• Assist the pupils solving the projects
• Constantly evaluate the situations with the following in mind: How can we best use these
facilities (the exhibitions) to educate our pupils about earthquakes and geology?
Evaluation of the project
After the visit and the process of it in classroom it is very important that the teachers evaluate the project and
to see if its objectives have been attained.
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Sandra Björg Stefánsdóttir
December 2010
3. Geitafell, Natural treasure by the main road – Hornafjörður elementary school
Summary
The elementary school “Grunnskóli Hornafjarðar”, has for some years been working to connect it´s
curriculum to the surrounding environment. This has been done in many ways and many places in the
municipality have been a part of this project.
From the fall of 2008, the school has been a part of the project Need: The Northern Environmental Education
Development. In partnership with Need the school decided to plan a trip were the main themes of the Need
project were the key elements.
The Need themes are: Elements of geology, landscape, geological materials in society and their sustainable
use, natural hazards and climate change.
The elementary school is located at the town Höfn. The students come from all over the municipality of
Austur- Skaftafellssýsla. This municipality lies by the roots of Vatnajökull glaicier, the biggest glacier in
Europe. A few of the glacier´s icefall´s can be seen through the classrooms windows. Of course they are a
big part of the trips that have been, and will be planed, especially as Vatnajökull has had a big effect on the
land and the landscape that we live in. The glacier is though far from being the only thing that will be
emphasized to the students because the nature in the area, economic ways and culture are also very
special.
Various goals have been set for all the trips but the basic ones are for example:
• That students get to know the nature, animal life and landscape of the municipality
• That students get to know the history of the municipality
• That students get to know the main economic ways of the municipality
• That students learn to read the land and treat it right
These main goals are set in the field trips to Geitafell along with the Need themes. Despite these trips being
especially made with this school and with its students in mind, there is no problem for other schools to make
it their own and many ideas from these field trips can be implemented in other places and other trips.
Guðlaug Úlfarsdóttir has, on behalf of Grunnskóli Hornafjarðar, primarily been the one organizing this project
but various people have been a part of it.
Implementation
The main thing is that students get to know Geitafell a natural treasure in their neighborhood by their own
experience.
Geitafell is in an approximately 20 km. distance from the town of Höfn. Up there is a road suitable for most
cars. Buses can easily gain access to the area. The only roadblock on the way is the river Hoffellsá which
isn´t bridged in this part of the road.
Geitafell is at the roots of Hoffellsjökull one of Vatnajökuls many icefalls. At its bottom lies a small glacier
lagoon with a tall moraine in front of it. At the east of the glacier there is a small mountain rig, where trees
and plants grow. On the other side of that rig there is a valley where Hoffellsá comes down from the
mountains. There is a nice walking path across the rig, it is steep on the west side but there are ropes for
support in the steepest climbs.
Sandra Björg Stefánsdóttir
December 2010
Plants and trees grow in Geitafell in huge variety because of how sheltered it is from the weather. Very many
species of lichen grow there. Some woods can be found in the valley and on the rig. Most of the trees are
birch but some willows can be found there as well giving the woods variety especially at autumn.
In the rocky plains in front of the valley there can be found many types of stones and rocks. Most children like
searching for interesting rock formations and beautifully colored stones.
Assessment
The school has gone on this field trip several times with younger students. As a rule the trip has been
evaluated by students and participating teachers as well as the organizers. The teachers were asked about
the organization and goals for this trip and they came with ideas for new implementations of the assignments.
Sandra Björg Stefánsdóttir
December 2010
4. Lónsöræfi, The secret of the region of Vatnajökull – Hornafjörður elementary school
Summary
The elementary school “Grunnskóli Hornafjarðar”, has for some years been working to connect it´s
curriculum to the surrounding environment. This has been done in many ways and many places in the
municipality have been a part of this project.
From the fall of 2008, the school has been a part of the project Need: The Northern Environmental Education
Development. In partnership with Need the school decided to plan a trip were the main themes of the Need
project were the key elements.
The Need themes are: Elements of geology, landscape, geological materials in society and their sustainable
use, natural hazards and climate change.
The elementary school is located at the town Höfn. The students come from all over the municipality of
Austur- Skaftafellssýsla. This municipality lies by the roots of Vatnajökull glaicier, the biggest glacier in
Europe. A few of the glacier´s icefall´s can be seen through the classrooms windows. Of course they are a
big part of the trips that have been, and will be planed, especially as Vatnajökull has had a big effect on the
land and the landscape that we live in. The glacier is though far from being the only thing that will be
emphasized to the students because the nature in the area, economic ways and culture are also very
special.
Various goals have been set for all the trips but the basic ones are for example:
• That students get to know the nature, animal life and landscape of the municipality
• That students get to know the history of the municipality
• That students get to know the main economic ways of the municipality
• That students learn to read the land and treat it right
These main goals are set in the trip to Lónsöræfi along with the Need themes. Despite this trip being
especially made for this school and with the oldest students in mind, there is no problem for other schools to
make it their own and many ideas from this trip can be implemented in other places and other trips.
Berglind Steinþórsdóttir, Guðlaug Úlfarsdóttir and Þórgunnur Torfadóttir have, on behalf of Grunnskóli
Hornafjarðar, primarily been the ones organizing this project but various people have been a part of it.
Implementation
The main thing is that students get to know Lónsöræfi by their own experience. It requires extensive
organization because there are rivers without bridges and mountainsides that have to be crossed, to get
there. There is also no phone connection at Lónsöræfi and there for it´s not possible to go back and get
things that have been forgotten or left behind. The students stay in a pavilion owned by a group called
Ferðafélagið, and if the student group is too big for that pavilion, another pavilion is available from private
owners. The students have to carry their own luggage the last two kilometers to the pavilions, down a
mountainside and over a footbridge.
For three days the pavilion is the base for the group and all trips are organized from that base. Because the
time at Lónsöræfi is limited, we have to put it to good use and the landscape has to be explored as well as
possible. There is a lot to see, like the state of the plant live, rock formations, landscape and last but not least
relics/traces of ancient living far away from the main road and the nearest inhabited area. There are various
assignments that students have to do on this trip. Some of them are completed on the trip itself, like picking
herbs to make tea, but other assignments are processed when they come home.
Sandra Björg Stefánsdóttir
December 2010
Assessment
The school has gone on this tour two times with students in tenth grade (fall 2009 and fall 2010). Both times it
has been evaluated by the students and participating teachers as well as the organizers. The teachers were
asked about the organization and goals for this trip and they came with ideas for new implementations of the
assignments. After the first tour came various and useful tips that were then used to better the second one.
The valuation with the students was twofold. The first one was informal were the students were asked about
their expectations for the trip and how they thought it went. The second one was a questionnaire they had to
answer. In the second tour there were 35 students and 30 of them answered the questionnaire. Over all there
the tour was a success, 84% of the students thought that nothing should be changed about the tour.
Despite that both tours were a success there was more satisfaction among the students in the second tour.
Sandra Björg Stefánsdóttir
December 2010
5. Outdoor education in Kirkjubæjarskóli – elementary school
Two day course for 10- 12 years old pupils.
Goals
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To introduce to the children possibilities in outdoor recreation in the closer area
To prepare students for outdoor recreation at any time of the year
To connect to the nature close to their hometown
Learning-by-doing
Team work
Education while having fun
- Two and two pupils imagine the landscape while looking at a map and create a story about a
trip through that area
- Orienteering
Fieldtrip
Equipment and clothing
Hypothermia
Basic elements of map reading and the use of a compass
Safety in travel
Fluid and nutrition
Cooking outside with a primus, pros and cons
Environmental education; local names, local stories and geology
The small things in nature
Importance of teamwork
Education of this sort has proven to be very important. Students connect to their hometown and the
surroundings much better than without this kind of education and that often makes them want to stay
permanently at their hometown in the countryside.
The tourism side of the education has often come to use when the children grow older and chose profession,
e.g. guiding tourists. It is often said that the future of the employment in the countryside is in tourism and
therefore this kind of education is even more important.
The course took two days. At the beginning the students were introduced to the factors mentioned above.
The second day was a field trip to Skaftá and the students tested their knowledge.
The project is a cooperation between Skaftárhreppur elementary school, Kirkjubæjarskóli elementary school
and Kirkjubæjarstofa – culture and research centre. The course took place in May 2010. The intention is to
make this a cyclical course in the elementary schools.
Sandra Björg Stefánsdóttir
December 2010
6. Visit to Vatnajökull National Park - Djúpivogur elementary school
Introduction
The project “Visit to Vatnajökull National Park, South” is a part of a B.Ed. essays in education. The project
has a connection with NEED (Northern Environmental Education Development project) as the assignments
are predominantly within the area of Vatnajökull National Park and are mainly worked according to NEEDs
objectives.
Target group
In the beginning the target group was secondary school students but the objectives of the assignments can
easily be altered and tailored to college level or to tourists. The locals should also enjoy having a go at the
assignments and get acquainted with their immediate surroundings.
NEED Themes affiliated with the assignments
Elements of geology
Landscape
Natural hazards
Geological materials in society and their sustainable use
It can be seen distinctly on NEEDs theme that they are educationally related and connected with phase
objective. National curriculum is easily obtained for middle school and upper level.
The process of the project
In the beginning few weeks were used to prepare the students so they could easily work the assignments
independently on location. It was decided to go on the trip on the 8th and 9th of November with 17 students
from the 7th to 10th grade of Djúpivogur elementary school (13 – 16 years old).
Day one
The trip started early on the Monday morning. We departed in a coach for 20 passengers. Our first stop in
route was at Fauská. There were many reindeer that captured the mind of some of the students but the
subject on this location was sea levels and uplift. Why do the stripes in the mountains point upward and how
was the ridge forged that we stood on? We discovered that it was an old coastal ridge.
Next stop was at Hoffellsjökul. The sun shone and the temperature measured 8 degrees Celsius and there
was no wind. Few had seen this natural treasure. The assignments that were worked on at the lagoon of
Hoffelsjökul were soil- and rock analysis, weather study, organism search that were documented on the
ecology maps. The water of the lagoon was also examined and measured in various ways. Main theme of
this stop was geology, meteorology and ecology. After a good work on this location a lunch break was taken.
After that we visited a Glacial Exhibition in Hornafjörður. There students had questionnaires that they helped
each other fill in. The last stop this day was at Stokksnes. It had begun to dusk and we did not get to finish
any of our assignments on the location but we took some measurements both at Stokksnes lighthouse and of
the weather. The sea surf was magnificent in the twilight and when we walked around the area we found out
that it was not a preferable place to be at. This is an old army base and it seems as there are some toxic
substance to be found in the area so visits to the base is not recommended. On the other hand it is suitable
to taka a geological stop in this area and examine plutonic rock and rock process. Likewise a direct route to
the lighthouse should be taken without exploring the soil in this area.
At this time evening had kept up and we stayed in a summer house in Lón. At 9 the next morning we drove
from our accommodation.
Sandra Björg Stefánsdóttir
December 2010
Day two
We tried to measure the flow in Jökulsá í Lóni but it did not go as planned as the students had not been
trained in that assignment. Then we measured the flow in Reyðará but soil that was to be strained and
measured had frozen stuck during the night. It was calm outside and the temperature was around zero. Many
objects were exploited in the flow examination and the students enjoyed this immensely.
Our next stop was at the Lón and organism search took place as did bird watching. Few bird species are now
at the location considering other season but we did find ptarmigan, fulmar, whooper swan, sea raven, mallard
and eider duck so something is mentioned.
After that the journey was taken to Hvalneslighthouse which was measured in detail, the cliff shore examined
and the encroachment of the sea studied. From the lighthouse are waters that are called Hvítingar and often
there can be seen boats fishing. Generous fishing waters around the Icelandic coast were discussed. In the
end we went to Hvaldal and examined the soil that was there. Plutonic rock which was a combination of
granophyres and gabbros. Thereupon we drove home to Djúpivogur ruddy-cheeked and content after an
enjoyable time together.
After the trip
At home we processed some of the measurements that were obtained on the trip. Students drew up maps of
the area we visited and marked on it meteorological observations, geology and organism that they had
obtained, each in its group in the trip.
Evaluation of the trip.
The teacher evaluated the trip and the students also got questionnaires to evaluate the trip.
Teachers’ assessment is that the assignments taken are very interesting and it was unbelievable how
independent and interested the students were working on them. Many questions arose from students on the
way home which can be explained by the awakening of students by their microenvironment. The main flaw of
the trip is that winter is not the most suitable season. The day is too short, fewer organisms are around and it
is difficult to work with frozen soil. The students in 7th grade are also rather young to take part in the
assignments unchanged. They had in fact had less time preparing except in meteorology and that can also
be the explanation that they did not enjoy the assignment as the other. It is aimed to take a trip to Álftafjörður
next spring that was not visited in this trip.
Only 10 students of the 17 took part in the assessment and everyone did not answer the questions. Students’
evaluation shows that learning value, of the trip, is high and particularly connected to the theme from NEED.
It was also important that students were prepared for the trip and could seek assistance in solving the
assignments. Fellowship and teamwork also stick out as a reap of this trip.
The students were finally asked to tell what was best, what they learned the most of and what could have
gone differently. Hoffellsjökull and The Glacial Exhibition were the most popular and what could have been
better was the weather. Students were dressed sufficiently and the best weather was around Hoffellsjökul.
Sandra Björg Stefánsdóttir
December 2010
7. Geology, soil reclamation and culture from Kollumúli to Möðrudalur - Brúarásskóli
elementary school
Preface
Teachers in Fljótsdalshérað have cooperated in several projects in the past decade including teaching in
seven outdoor classrooms at Lake Mývatn. Experience shows that there is always room for improvement in
such projects and when you succeed and all senses participate in the learning process, both children and
adults gather huge knowledge in short time.
When it was decided to participate in the NEED project the obvious location for projects was Fljótsdalshérað
and surroundings. Based on that, a course description was made for outdoor education and field trip titled:
“Geology, soil reclamation and culture from Kollumúli to Möðrudalur”.
Iceland is a volcanic island, continuously changing. In the last decades and centuries soil erosion has been
severe, by natural as well as human causes. There for it is important for students and tourists visiting
sensitive areas to be familiar with geology and soil reclamation. The NEED project can support education in
the National park and surroundings.
The project was organized by Mr Örn Þorleifsson, natural science teacher in Brúarásskóli in cooperation with
Soil Conservation Service of Iceland and local people.
Objectives
The objectives of the project are:
• To increase students’ understanding of their surrounding nature: geology and biology and how it
is affected by human residence.
• To help Students develop healthy, unbiased attitude to land use and conservation, and to learn
how to treat and love their land.
• To teach students how to “read” the land and understand ongoing processes like soil erosion
versus soil reclamation.
Implementation plan
It was decided to plan two trips. Firstly, a daytrip with 5th-6th grade students from Brúarásskóli and secondly
a more extensive two day autumn trip with 9th-10th grade students from two schools in Fljótsdalshérað;
Brúarásskóli and Fellaskóli.
Movies about the forces of nature and history of the area were shown shortly before the trip to motivate the
students. The field trip emphasized the geology in the municipality, but information about history, culture and
wildlife was added at each stop when relevant. Students carried small workbook where they noted their
observations and information from teachers. It was essential for teachers to be well prepared and be able to
put keywords into students’ workbooks to boost their interest.
After the trip students got assignments based on its subjects. For instance geological issues of places visited
like plate tectonics, volcanic eruptions, ice age, soil erosion and reclamation. Students wrote stories, made
visual arts and calculations on the subject and finally set up an exhibition with student work and photographs
from the trip.
Sandra Björg Stefánsdóttir
December 2010
Evaluation
• Continuous evaluation was performed during the trip, based on students’ usage of the
workbooks, students’ attitude, work methods and interest.
• After the trip students were interviewed.
• Written evaluation after the trip where students answered questionnaire
• Exhibition of students work summarising the trip and the project as a whole
• Itinerary
A two day field trip for senior students at elementary school: The subjects include geology, nature, history
and culture of Jökulsárhlíð and Jökuldalur, home to most of the participants. First the group went by
Jökulsárhlíð hillside and looked at different wonders of nature; the geology of the area was discussed as well
as stories from the area. Then they turned back and drove through Jökuldalur valley all the way to
Hafrahvammar gorge. Several stops were made on the way each with its own characteristic. They stayed the
night at Skjöldólfsstaðir guesthouse.
The second day was dedicated to soil reclamation and related topics including a tour to Möðrudalur valley
with stops at interesting places on the way.
Short summary from supervisors
The trip was very enjoyable and instructive. It was well organized; the schedule was
concise and accurate. The first day events led nicely to the highlight of the day which was
the walk in Hafrahvammar gorge, bath in Laugarvellir hot spring, campfire in Hákonarstofur
and a swim before going to sleep.
People were tired on the second day and absent-minded. The soil reclamation project did
not get the attention it needed.
Overall the trip was great and the nature experience unique.
.
Sandra Björg Stefánsdóttir
December 2010
8. The adventure island - Iceland - Kiðagil school camp
Summary
The School camp in Kiðagil, Bárðardalur focuses on nature and culture – related projects. Students learn
about farming, handcraft, and nature. The education is based on experience and involvement of the students,
they learn to use maps and compass, and learn what to keep in mind when planning a visit to the highlands.
Kiðagil is a participant in the Need project, the Northern Environmental Education Development, which is a
four-country collaborative study based on nature in relation to protected areas.
When project managers in Kiðagil learned about the Need project they decided to develop intensive highland
trips for 7-10th grade students in elementary school.
The project
The project started in the classroom with a discussion on geology and geography of the area. Students were
led in a simple and visual way through the basic geology and key concepts introduced and explained.
The curriculum is presented in an adventurous and exciting way, but still simple tools (models) are used to
explain nature´s phenomena. At all times, students played an active role in the classroom.
In the highland trip students saw with their own eyes, touched, listened and experienced nature. The project
is developed for elementary school, students from 11 to 15 years old. However, it is fairly easy to implement
curriculum so the project can also be used in high school and for adults.
Aims of the project
One of the main aims of the project is to increase students´ interest and curiosity of nature and natural
phenomena and to bring students in close connection to nature.
The project also focuses on
• extending and deepening students´ understanding of nature
• extending understanding of natural forces and the formation and development of the earth
• promoting environmental awareness
The study module for this program is mainly based on three of NEED‘s themes; (1) elements of geology, (2)
landscape and (3) natural hazards.
In addition, the project is also focused on human effect on nature and landscape, soil erosion, succession
and reclamation of vegetation along with stories (fairy tales, myths and legends) and culture of the study
area.
Sandra Björg Stefánsdóttir
December 2010
Our evaluation
The study tour was successful. Students showed great interest and joined discussions as well as examining
nature´s phenomena. Results of students´ assessment showed that they had gained new knowledge and
their attitudes to nature had changed.
The problem is that the study tour is expensive and therefore it may be difficult to sell it to schools unless by
providing support and thereby subsidize the trip for school groups.
Therefore we created a shorter version, a three day program. Curriculum is shortened in accordance with
what is viewed and discussed on the trip.
Sandra Björg Stefánsdóttir
December 2010
9. Plant succession on Skeiðarársandur - East Skaftafell County Upper Secondary School
At the East Skaftafell County Upper Secondary School in Southeast Iceland, biology teachers in cooperation
with the University of Iceland have developed a new course where students research and monitor the
2
vegetation development (primary plant succession) at Skeiðarársandur, a ca. 1000 km floodplain south of
Vatnajökull glacier. Skeiðarársandur is a glacial outwash plain (sandur), formed by melt water at the terminus
of Vatnajökull and it is the largest of its kind in Iceland. The formation of Skeiðársandur has been
characterized by periodic glacial bursts (jökulhlaup), some of great size, caused by geothermal and/or
volcanic activity under Vatnajökull glacier. Glacial recession and other factors due to climate change have
altered the floodplain considerably in recent years and now vegetation, mainly birch, is growing slowly but
steadily on the previously barren sand.
The main goals of the project were:
• To introduce the methods used when researching vegetation development
• To teach students to create, analyze and interpret databases on vegetation development
• That students understand the link between climate and vegetation
• That students have the opportunity experience the nature of Iceland
This study module is part of the NEED project where the main goal is to develop innovative teaching
methods in geo-scientific learning. The themes in the NEED-project are five; (1) Elements of geology, (2)
landscape, (3) natural hazards,(4) geological materials in society and their sustainable use and (5) climate
change. This study module can be classified in themes two and five.
2
Forty students and three teachers partook in the project. Five 25m squares were roped in with four iron
heels and the area was GPS marked. The vegetation in each square was documented. The students
recorded, among other things, the density of the vegetation, the number and size of the birch trees, the birch
annual growth and evidence of sheep grazing.
No formal evaluation of the pilot course took place but the attendance was compulsory. In the future, this
course will be given annually and the aim is to utilize the documentation and created an assessment suitable
for this kind of activity.
The assessment suitable for this project could be:
• A report where the main outcome of the project is put into writing
• A diary or a logbook where students elaborate on the project and their own performance
• Teachers evaluate students performance in the field
Sandra Björg Stefánsdóttir
December 2010
10. Field course on ice and mountain climbing 2009 - East Skaftafell County Upper Secondary
School
Summary
In this project, a group of people between the ages of 16 – 20 from the East Skaftafell County Upper
Secondary School (FAS) went together to Skaftafell, which is part of Vatnajokull national park in Iceland.
There they spent two and half days learning rock climbing and ice climbing, as well as gaining knowledge
about the geology and geography of the area.
Need project and themes
This study model is a part of the NEED project, which has five main themes:
1. Elements of geology
2. Landscape
3. Natural hazards
4. Geological materials in society and their sustainable use
5. Climate change
This particular study model can be categorized in three of them: Elements of geology, landscape, and natural
hazards.
Objectives
The objective of this project is to understand the behavior of glaciers and learn about the geology and
geography of their microenvironment, also how to use the nature in sustainable ways in relation to naturebased and adventure tourism.
Curriculum links
Learning to move and travel on glacier, as well as safety precautions. Introduce the work in this field and
what kind of education is required to work as glacier guide. Learn to recognize types of rock where it is safe
to climb and understand how these types of rock are formed.
Time required
1 - 1, 5 hours before trip to Skaftafell (Vatnajökull national park). 2, 5 days in Skaftafell. ½ - 1 hour after visit.
Activities / tasks in the learning process
Before trip to Skaftafell
The plan of the course is introduced and discussed so everyone knows what to expect. Together the group
makes decisions about certain things, like what do cook and what they need to bring with them. The group
looks at a map of Iceland to see where we are going and what glaciers we will be climbing on. The group
talks about what they expect from this trip, what they think that they will learn and if they think that they will
be challenged in this trip in any way.
First day in Skaftafell
The professional mountain guides meet the group and start teaching the basic knots and give information
about the environment how the weather is and what can be expected when people travel on glacier. How the
glacier moves and what has to be avoided there, reasons for urgency of teamwork introduced.
Everyone gets a harness and learns how to put it on and the basic things about the equipment. After the
lesson, the next day is prepared and the group goes to sleep.
Sandra Björg Stefánsdóttir
December 2010
Second day in Skaftafell
The day starts early and the mountain guides go through the plan of the day, check if everyone has the
equipment what they should have.
First place to go to are the Hnappavellir cliffs which are Iceland’s best rock climbing area. Basic knowledge is
given about the climbing technique. What kind of rocks are safe to climb in and why some are safe and some
not. When everyone has tried the equipment and feels safe using it, it is time to go on the glacier. The
distance between these two places is only 20 km, so the time required to travel is not long.
The lesson starts on basic knowledge about how to put the crampons on and what to be aware of in relation
to this. How to walk on glacier on crampons is far from being commonsense and needs to be taught. The
mountain guides help the group to master the technique and when that is finished it is possible to go walking
further on to the glacier. On the way knowledge is given about the glacier, how it moves and how it is
possible to see were the glacier was in the past, how the mountains can give us ideas on how it was, why we
can find moulins on the glacier and how dangerous they can be. When a suitable crevice is found the ice
climbing can start and the rest of the day is spent there.
Third day in Skaftafell
Starts early like the other one, at this time it is still dark and everyone has to wear a headlight. The first thing
to do is rope work in the field close to the cabin were we slept. This day will be used to teach crevice rescue,
and basic knowledge about how to get people up if they fall into a crevice. There is more than one way is to
this, it depends on the situation of the fallen climber is after the fall, e.g. whether he is injured or not. The
weather has also a great deal of influence on this work.
Mountain guides teach the group about how the crevices can close and how the glacier moves. One of the
things which are important when traveling on a glacier is risk assessment and the group is taught how to
choose the best and the safest route on the glacier. Because of frequent changes of the glacier it is important
to be aware of the risks that follow with this kind of traveling. This work takes all day and the group goes
down from glacier at 16:00. Everyone packs their belongings and drives home.
After the Trip
The group meets and discusses what they learned and if the course fulfilled their expectations. Questions
asked are e.g. “were any challenges in this trip and if there were what kind of challenges?”
Evaluation
After the pilot course was over it was easy to see what could have been done differently to make the trip
more effective. In the beginning it would have been good to have better maps of the area to teach the
students about curve lines and other things in map reading.
A question list for each and everyone would have been good idea, the group answered questions together
which is fine considering the teamwork that we want to see. It would have been good idea to give them
something to read about geology of the area, but it is also good to use a trip like this to increase interest in
things like geology and geography which are strongly related to activities like ice and rock climbing.
A course like this is built on known methods in experimental learning. Work is now in progress at FAS in the
development of a new program of studies about mountain guiding. To teach that kind of curriculum, trips and
occupational education is necessary. Therefore this pilot field course was useful for us in many ways and will
be good experience for us in our continuing work on developing the program on mountain and glacier
guiding.
Sandra Björg Stefánsdóttir
December 2010
11. Field course on ice and mountain climbing 2010 - East Skaftafell County Upper Secondary
School
Summary
In this project, a group of people between the ages of 16 – 20 from the East Skaftafell County Upper
Secondary School (FAS) went together to Skaftafell, which is part of Vatnajokull national park in Iceland.
There they spent two and half days learning rock climbing and ice climbing, as well as gaining knowledge
about the geology and geography of the area. This trip was first piloted in 2009 and has now been updated
based on the assessment after that trip.
Need project and themes
This study model is a part of the NEED project which has five main themes:
1. Elements of geology
2. Landscape
3. Natural hazards
4. Geological materials in society and their sustainable use
5. Climate change
This particular study model can be categorized in three of them: Elements of geology, landscape, and natural
hazards.
Before trip to Skaftafell
The plan of the trip is introduced and discussed so everyone knows what to expect. Together the group
makes decisions about certain things, like what do cook and what they need to bring with them. The group
looks at maps of Iceland to see where they are going and what glaciers we will be climbing on. The group
talks about what they expect from this trip, what they think that they will learn and if they think they will be
challenged in this trip in any way.
First day in Skaftafell
The instructors meet the group and start teaching the basic knots and give information about the
environment, such as how the weather is and what can be expected when people travel on glacier, how the
glaciers move and what is to avoid there. Reasons for urgency of teamwork are introduced. Everyone gets
harness and learns how to put it on and the basic things about the equipment. After the lesson the next day
is prepared and the group goes to sleep.
Second day in Skaftafell
The day starts early and instructors go through the plan of the day, look if everyone has the equipment they
should have. First place to go to is Hnappavellir rocks, Iceland’s best rock climbing area. Basic knowledge is
given about the climbing technique. What kind of rocks it is safe to climb in and why some are safe and some
not. When everyone has tried the equipment and felt safe using it, the group went back to the base. The
rest of the day was used to learn map reading and how to use compass. This lesson was in two parts first
inside and in the evening the group went outside in the dark and the rain to use the knowledge that was
given before. This day was long and wet but everyone enjoyed it and learned a lot.
Sandra Björg Stefánsdóttir
December 2010
Third day in Skaftafell
Starts early like the other one, the lesson starts on basic knowledge how to put the crampons on and what to
be aware of related to it. How to walk on glacier on crampons is far from being common sense and needs to
be taught. Instructors help the group to get the technique and when that is done it is possible to go walking
further into the glacier. On the way knowledge is given about the glacier, how it moves and how it is possible
to see were the glacier was in the past, how the mountain can give us ideas how it was, why we can find
maelstrom on the glacier and how dangerous they can be. This day will be used to teach crevice rescue and
basic knowledge about how to get people up if they fall into crevice. More than one way is to this, it depends
on how the fallen climber is after the fall, is he injured or not. The weather has also a great deal of influence
on this work. Instructors teach the group all the ways and gives knowledge about how the crevices can close
and how the glacier moves. One of the things which are important when traveling on a glacier is risk
assessment and the group is taught how to choose the best and the safest way on the glacier. Because the
glacier changes frequently it is important to be aware of the risk that goes with this type of traveling. In the
end of this day the group finds a good place for ice climbing and at that place the instructors teach the basic
in ice climbing
This work takes all day and the group goes down from glacier at 16:00 everyone packs there things and drive
home.
After the Trip
The group meets and discusses what they learned and if this course fulfilled their expectations. Questions
asked like were there any challenges in this trip and if there were, when and how. The group agreed that
they all learned something new. Some of them participated in the first trip, they all learned new things in this
one and specially related to the map reading part.
Valuation
This trip was really good and everything went well, the group was hard working and enjoyed the trip. They
wanted more ice climbing but after the first trip they needed more of other hard skills than the climbing.
Therefore this second trip delivered more to the students. It would be nice to have the opportunity to stay
longer and learn more. Trip like this can be very educational and it is easier for students to learn about
adventure tourism and glaciology outside and in practice rather than from books alone. This trip was very
successful, never the less the trip can be improved and hopefully that will be the case in the future.
Sandra Björg Stefánsdóttir
December 2010
12. A study visit to the Mývatn area - East Skaftafell County Upper Secondary School
Abstract
Every other year a group of students, in the East Skaftafell County Upper Secondary School (FAS), go on a
two days study visit to the Mývatn area in the northern part of Iceland. This module is aimed at graduation
students aged 17-20, having natural science as a major. In the schools area in the south east are a lot of
traces from the last glacial period. The Mývatn area is partly located on the North-Europe and the Eurasian
plate boundaries. Consequently are many signs in the landscape which shows that the plates are drifting
away from each other, like rifts craters rows and volcanoes.
The main goals of the project are:
• to connect the study and to the reality
• to introduce the students to the area
• to see various types of volcanoes
• to experience the nature of the area, both fauna and vegetation
• to see the use of steam on a high geothermal area
• to get in touch with the history and geology and its influence on the Icelanders life through the
centuries
The NEED project and it´s themes
This study module is a part of NEED, Northern Environmental Education Development program, which is
cooperation between Iceland, Norway, Finland and Ireland and is a part of the Northern Periphery Program
2007-2013.
The aim of the NEED project is to create innovative study modules and develop new approaches in geo
scientific education linked to sites of natural value. There are 5 main themes in the NEED project
1. Elements of geology
2. Landscape
3. Natural hazards
4. Geological materials in society and their sustainable use
5. Climate change
The study visit from FAS to the Mývatn area is connected to three of these elements.
Theme 1: Elements of geology
There have been several eruptions in the Mývatn area since the settlement, the last one was in the years
1975 – 1984. The rock from the last eruption is still cooling down. In addition there are a lot of rifts and
craters in lines which show the plate boundaries.
Theme 2: Landscape
Connected to the eruptions it is easy to see the difference in the vegetation which is placed on different lavas
and how the vegetation process is connected to the age of the lava. Near the mountain Krafla is a power
plant which uses a steam from the mountain Krafla and its surrounding. There are a lot of pipes on the
mountain which head the steam to the power plant.
Sandra Björg Stefánsdóttir
December 2010
Theme 4: Geological materials in society and their sustainable use
Again here is the use of the steam in the power plant as a good example for this theme. In addition is the spa
by Jarðböðin which uses the geothermal energy for its use.
Diatoms where pumped from the bottom of the lake Mývatn for years. Most of it was exported and used for
the industry in diverse purpose.
The project
This study module has been developed in FAS and is connected to the students aged 17-20, having natural
science as a major. It takes two days from the departure in Höfn until the arrival in Höfn. The route to Mývatn
is 350 km each way and is partial over mountains and highland. It takes about 6 hours to get there. The night
was spent in the old town hall Skútustaðir.
Activities during the visit
Day 1:
• A visit to the visiting centre in Mývatn, a short induction about the area from a staff member
• A visit to the power plant Krafla – an overview over the plant and its building, the position and
rule of the plant today
• A hiking tour around the mountain Leirhnjúkur where was an eruption 1975 – 84
• A of the crater Víti near the mountain Krafla.
• A walk on the pseudo crater area near Skútustaðir
• A visit to the spa Jarðböðin
Day 2
• A hiking tour up to the maar Hverfjall where there is an overview over a large part of the area
including the lake Mývatn, several lava and traces of eruptions. From Hverfjall the way is
through the old lava lake Dimmuborgir where unique formations are in the cliffs. The hiking tour
is the longest event during the visit and takes about 4 hours
• a short visit to the rift Grjótagjá which is a cave with warm water
• A visit to the bird museum Fuglasafn Sigurgeirs. This museum is just two years old and contains
most birds that have been seen in Iceland. The museum is located very close to the waterside of
Mývatn and it is possible to observe several kinds of birds out on the lake.
• View of the geothermal area in Námaskarð which is one of the most famous geothermal area in
Iceland.
• A journey from Mýavatn back to Höfn.
Evaluation methods
The study trip to Mývatn is above all to connect previous study and experience by the students to the reality.
It is important for the students to learn how to „read“ the land and to transfer their skills to the real life. It is
likely that the student will also transfer their knowledge to other parts of the country.
So far it hasn‘t been any particular project work connected to this field trip. In the very next years it is planned
that a new curriculum will take place in all secondary schools in Iceland. When that will be done in FAS more
emphasis will be placed on field trips and a project work connected to field trips which already are an
important part of the study today.
Sandra Björg Stefánsdóttir
December 2010
13. Geology of the North Vatnajökull area - Egilsstaðir Upper Secondary School
Abstract
At Egilsstaðir Upper Secondary School geology teachers have designed a semester-long geo-science
education module that consists of a three-day-long field trip in the highlands north of Vatnajökull and
meetings once a week for 14 weeks, where the students process their findings and plan their research.
Students prepare their research work and present it in a short conference at the end of the semester.
This module is aimed at graduation students aged 17-20, having natural science as a major and it‘s main
goals are:
• To introduce the students to the area.
• To give students insight to geological fieldwork and research.
• To experience the highland surroundings and the nature of the area.
Each research group
• Covers and discusses one main volcano or glacier from the main ice sheet in the area, through
observation and written references.
• Samples a specimen from one glacial river and measures the amount of alluvial sediments to
estimate the glacial erosion from the bedrock.
• Takes one cross section of soil with tephra layers and determines from which eruptions they
came, to determine soil thickening speed e.t.c.
• One group creates a rock collection and tries to determine bedrock erosion from secondary
minerals.
• Another group covers glaciers and glaciations in the area.
• The third group covers volcanic formations, rock types, pyroclastic forms etc. Specimen
sampling is in consult with the rangers at Vatnajökull National Park.
The aim of the study module is to offer it as a guest course at other secondary schools in Iceland.
The NEED project and it’s themes
This study module is a part of NEED, Northern Environmental Education Development program, which is
cooperation between Iceland, Norway, Finland and Ireland and is a part of the Northern Periphery Program
2007-2013.
The aim of the NEED project is to create innovative study modules and develop new approaches in geo
scientific education linked to sites of natural value.
There are 5 main themes in the NEED project.
1. Elements of geology
2. Landscape
3. Natural hazards
4. Geological materials in society and their sustainable use
5. Climate change
This study module can be categorised in three of them, mainly in the first two, Elements of geology and
Landscape but also in the third, Natural hazards.
Elements of geology:
The module deals with the evolution of the structure of the bedrock and the geological history of the area.
Both the effect of inner and outer forces and how they affect the appearance of the surroundings. Students
explore different rocks and minerals and use them to interpret various geological aspects.
Sandra Björg Stefánsdóttir
December 2010
Landscape:
Students look thoroughly into glacial and fluvial land erosion and formations and soil erosion. They address
frost formations, permafrost, glacial erratics, striae and other characteristics of sub-glacial landscape.
Natural hazards:
One of the subjects in the study module is Jokulhlaups and the effects and the risk they have on life in the
area. Evidence of phreatic eruptions are also recorded and thickness of pumice from the Askja 1875 eruption
which devastated large areas in the North-eastern highlands and triggered migration of a large percentage of
the Icelandic population to North America in the last decades of the nineteenth century.
The project
This study module has been developed at Menntaskólinn á Egilsstöðum, Egilsstadir upper secondary school.
The school has around 300 students, mainly from the East -Iceland area.
This study module is aimed at students majoring in natural science in the upper secondary school system in
Iceland. The students are 17-20 years old. The main objective is to give the students insight in geological
fieldwork and experience the spectacular area north of Vatnajökull glacier.
Prerequisites
The students need to have taken at least one semester-long introductory course in geology prior to entering
this study program. Their prior studies have to include introduction in glaciology, volcanology and petrology.
Time
Although the main trip and preparatory time is only around 5 days long the whole semester is used for
research, sample processing and preparation of the final conference. It is estimated to meet once a week for
an hour or so. If students are far away it is possible to use videoconferencing, skype, MSN or similar
technology for the meetings. The whole project takes three to four months.
Completion
At the end of the semester the students prepare their findings and host a conference, where they represent
their studies and prepare to answer questions from teachers and other guests.
Learning activities
1. Water sampling
Each group takes a water sample from one of the major rivers in the area. The samples are dried and
weighted. The amount of solids in the water gives information on the speed of the glacial erosion underneath
the glacier. The group has to find information on the flow of the river and the river basin to complete the
estimation. The method is described along with calculations and possible errors of the estimations on a
poster at the conference.
2. Different rocks
One group of students collect samples of different rock types in the area. The rock samples are categorized
by formation, chemical composition and other characteristics. The samples are put up for exhibition on the
conference at the end of the project.
3. Soil cross section, tephrocronology
Each group prepares and measures one cross section of soil at one of the locations. The group takes
samples of the tephra layers in the section and, with help from written references and with the aid of
binocular microscopes, tries to determine from which eruptions the layers are. The cross sections are
presented at the conference.
4. Erosion
One group examines and compares different erosion forms, for example glacial erosion forms and fluvial
erosion forms. The forms are recorded, discussed, compared and displayed at the conference.
5. Frost formations
One of the groups studies and records different frost formations, for example permafrost bogs, frost textures
in soil and frost-lifting. They explain these processes and display pictures of examples taken during the field
trip, as a part of the exhibition at the conference.
6. Volcanic formations
One group covers different volcanic formations, pillow lava, pyroclastic forms and different lava types. The
students create schematic drawings and explain how these different phenomena have formed.
Sandra Björg Stefánsdóttir
December 2010
14. Experience Iceland – Svartárkot nature and culture centre
Summary
Experience Iceland is the name for several day hikes based on educational tourism in the interior of Iceland.
In the hikes we focus on the pleasure of staying in the highlands, experience and education of geology,
biology and geography of the area. In the hikes we stay in mountain huts where we enjoy three course meals
from local cuisine in the evening. The hikes are interesting for those who wish to gain deeper understanding
of Icelandic nature and culture.
The study module for this program is mainly based on three of the NEED’s themes: (1) elements of geology,
(2) landscape and (3) natural hazards.
Theme 1: Elements of geology
• Evolution of the structure of the Earth
· Earth´s origin
· Earth´s structure
• Earth processes
· the rock cycle
· plate tectonics
• Rocks and rock types
Theme 2: Landscape
• The geological foundation of the landscape
• Surface physical processes
· glacial, fluvial, marine and Aeolian transport, erosion and deposition
· geo-morphological formations
· weathering
• Vegetation
• Human impacts on the landscape
· settlement patterns
· buildings
· land use
Theme 3: Natural hazards
• Volcanic activity
• Earthquakes and tsunamis
• Landslides and rock falls
• Flooding
In addition the project is also focused on human effect on nature and landscape, soil erosion, succession and
reclamation of vegetation among with stories (fairy tales, myths and legends) and culture of the study area.
Svartárkot is one of the most remote farm in Iceland, being the last farm on the southeast side of Bárðardalur
valley; nestled on the shores of Svartavatn Lake, it straddles the borders of the farming community and the
inhabitable terrain of the interior. The farm is owned and managed by two sisters: Guðrún and Sigurlína
Tryggvadóttir and their families. In addition to caring for 450 sheep, they catch arctic char in the lake and
operate an old fashioned smokehouse.
Sandra Björg Stefánsdóttir
December 2010
Due to its elevation Svartárkot offers a spectacular view of the surrounding vista of lava fields, dormant
volcanoes and mountains, all the way to the glacier Vatnajökull. This proximity to nature and virtual isolation
makes it an ideal place to get close to nature all year around.
Svartárkot, culture – nature is a developing international academic centre in Bárðardalur valley in northeast
Iceland. Locals working together with academics offer four kinds of courses and activities at Svartárkot, all
exploring different aspects of culture / nature:
1) In house courses: A range of courses designed to offer a stimulating mix of study, field trips for
undergraduate, graduate and postgraduate students.
2) Customized courses: An opportunity for international scholars to design ad conduct their own
programs utilizing the Svartárkot team’s expertise in planning and organizing related activities.
3) Live and learn: Seminar and guided fieldtrips for travelling scholars who wish to combine
vacation with deeper understanding of Icelandic culture / nature.
4) Experience Iceland: Several days hikes based on educational tourism in the interior of Iceland
with focus on the pleasure of staying in the highlands, experience and education of geology,
biology and geography of the area combined with history and culture.
Evaluation of the project
In the end of the hike participants were asked to fill out evaluation sheet. There after we had a group
discussion between organizers, guides, experts and participants. We discussed matters such as whether the
trip had been close to expectations, pros and cons and ect. On the evaluation sheet we asked questions
such as; did the trip change your understanding of nature? Have you gained new knowledge on geology and
geography of the area?
Sandra Björg Stefánsdóttir
December 2010
15. Educational footpath at Fláajökull – Vatnajökull national park
Fláajökull educational footpath was first established in the NEST project that was the forerunner of the NEED
project. The intention was to put up educational signposts about the geology of the area on the existing
footpath. The signposts have been designed and photos of them are shown here above.
However due to unforeseen organisational changes in the area it has not been possible to but up the
signposts.
Sandra Björg Stefánsdóttir
December 2010
16. Educational footpath in Skaftafell – Vatnajökull national park
About the project
In the National Park in Skaftafell there is a easy walking path directly from the visitor centre towards the edge
of Skaftafellsjökull glacier. The path winds through a landscape that has been formed by glaciers and glacial
rivers and there are many interesting geological features on the way. It is also an interesting point of view to
follow the succession of plant species and vegetation growth on the way to the glacier, keeping in mind how
the glacier has retreated for the last 100 years.
Some years ago, 14 numbered posts were located beside the walking path were it is possible to see
interesting geological features. The aim of the project was to produce a brochure with information for each
post as well as shifting the numbers, which were getting old and worn out, for new ones.
Sandra Björg Stefánsdóttir
December 2010
For whom?
The educational trail is thought for people that are interested in the geology and geography of the area. Even
though there are guided walks with park rangers during the summertime, the time of walks do not fit for
everybody, and some might want to get to know the area on their own at their own speed. The brochure is for
free and will be accessible in a box outside when the information centre is closed. In the future we want to
make the information´s accessible by use of a mobile phone or ipod.
The aim of educational path – connection to NEED
The main purpose of the geological trail is to improve visitors understanding of the geology and land
formation in the area, and that people can get these information´s any time of the day, and year, just what
suits them best. Then they are not bound to the time of guided walks the park rangers offer in the
summertime. The project has connection to all of the five NEED themes in one way or another.
Assessment
No formal assessment has been made of the educational trail. At the beginning of the path we placed a sign
with information´s about the trail and that people could purchase the brochure in the information centre (the
brochure was sold the first summer). The brochure was very popular and the 5000 copies in English were
sold out in mid summer 2010. It was not reprinted because the path had to be changed in 2010 due to rocks
falling from the hill onto the path. The map in the brochure will be updated and hopefully the information´s will
be available by mobile phone and/or cd/ipod during the next years.
Conclusion
A high proportion of the visitors in Skaftafell walk the educational trail all year round. The path, which can be
said is like an open schoolbook about land formation by glaciers and glacial rivers for the last 100 years,
gives people an opportunity to better understand the forces of nature that create this unique landscape, and
they can do it on their own. The path also has the advantage of being partly accessible to handicapped
people, and it is also possible to visit it any time of the year.
Sandra Björg Stefánsdóttir
December 2010
17. Educational footpath in Klausturheiði
The Geo-Path is 25 km long and stretches over the area round Kirkjubæjarklaustur village, in South-Eastern
Iceland. The biggest tourist attraction of the area is the nature – which the culture is really affected by.
Although the Geo-Path stretches over 25 km long way, people can take shorter legs as well.
Kirkjubæjarklaustur and Skaftárhreppur municipality are specially known for their young geology; the earth
there is shaping every day because of mud from the glacial rivers, the rivers themselves crossing differently
from one time to another etc. Two of the world‘s biggest volcano eruptions happened there; in 934 – in the
end of the settlement of Iceland – and in 1783-4, only 226 years ago – which is only a part of a second in
geological calendar. In both of these eruptions, came a great amount of lava and we don‘t have anything
comparable in historical time.
The aim of the Geo-Path is to educate visitors as well as the locals (incl. children) about the core and
function of the young geology in an informative and easy-to-understand way.
26 signposts were made and put up along the path. A student teacher (Bachelor-degree) with special
interest in outdoor-training, who is also a mountain guide in the area, wrote/designed the text. 14 years old
students in the local school also participated in the project.
In addition to the geology, tales/local stories were put on the signposts. Simple figures are parts of each sign.
Examples of geology, which is presented on the signs:
• Uplift of land
• Land formation
• Pseudo craters
• Columnar basalt
• Formation of the lava
• Evolution of plants, moss etc.
• The drift of dry mud
• and the bottom line is to understand how everything works together
Sandra Björg Stefánsdóttir
December 2010
18. Outdoor Photo exhibition in Hoffell – Glacier Recession 2008-2010
Hoffellsjökull is one of the many outlet glaciers flowing down from the southeast side of Vatnajökull. Situated
only about 25 km from the town of Höfn, it is the closest and also most accessible of these outlet glaciers.
Hoffellsjökull is furthermore one of the most studied glaciers in Iceland, with a history of research dating back
to the early 1930s. Hoffellsjökull reached its maximum size around 1890, but has since retreated quite
rapidly, like other glaciers in southeast Iceland, due to global climate change.
In March 2010, a learning environment based on photographs of Hoffellsjökull and the changes occurring
there, was created near the Hoffell guesthouse (Jöklaveröld).
This was in two parts: first an outdoor exhibition of 8 large-size photographs, placed about 4 km from the
glacier itself and second, a composite photograph documenting the recession of the glacier over a two-year
period, which was placed on wall of the service hut for the open-air hot tubs which are accessible to the
public all year round.
Sandra Björg Stefánsdóttir
December 2010
19. Bird watching map in the region of Vatnajökull
Cooperation about bird watching has been established between the municipality of Hornafjörður and the
municipality of Djúpivogur. The approach of the NEED project is first and foremost involved in cartography,
where the primary bird watching sites are mapped down. The map is now ready and photos from it are
shown here below.
By publishing this kind of map it could be argued that the ring road (number one road) has been changed into
a learning environment, or at least the number one road in Hornafjörður and Djúpivogur municipality. All the
destinations are situated on or close to the road and therefore easily accessible for tourists.
Sandra Björg Stefánsdóttir
December 2010
20. Geological map in the region of Vatnajökull
After the making of the bird watching map it was decided to make another similar map with another theme.
The theme for this map is geology and interesting geological sites around Hornafjörður and Djúpivogur
municipality. Photos from the map are shown here below.
By publishing this kind of map it could be argued that the ring road (number one road) has been changed into
a learning environment, or at least the number one road in Hornafjörður and Djúpivogur municipality. All the
destinations are situated on or close to the road and therefore easily accessible for tourists.
.
Sandra Björg Stefánsdóttir
December 2010