Global Panoramio

Global Panoramio

Tool Objectives:

  1. To move beyond consuming touristic culture to learning about the host culture through its heritage (built, natural and intangible).
  2. To engage in an open and shared process of cultural learning through photography and web-based file sharing (Panoramio, Google Earth and Google Maps).
  3. To become a more careful and astute observer and to engage in conscientious reflection of the meanings of cultural heritage.

Tool Description:

Make use of web-based file sharing to anchor lessons on “host” cultural heritage! This exercise encourages students to identify examples of built, natural and intangible heritage that are particularly meaningful to their host community. Students are then required to capture this heritage with digital photography, to research its meaning and to upload their photos and captions to Panoramio. In doing so, students learn to be more careful and astute observers and engage in conscientious reflection of their learning.

Tool Procedures:

  1. Introduction. Before departure, use several examples to introduce students to built, natural, and intangible heritage and discuss how each has meanings within the local culture. Use Panoramio to demonstrate geolocation-oriented photo sharing. Prepare sample photos and captions. Create a content or site-specific thread for students to link their photographs.
  2. Identifying and Deconstructing Heritage. While abroad, students should identify and photograph examples of the three types of heritage. Their goal is to understand the meaning these sites have for those in the host culture. To do this, they may need to speak with local people, consult historical references, read travel guides and brochures, etc.
  3. Global Panoramio. Students must register for a Panoramio account and upload 2-3 photos taken while abroad of each of three types of heritage. Students should add a detailed caption to each photo in which they carefully explain its meanings and importance of the site to the host culture. Also, they should register their photos in Google Maps and Google Earth.
  4. Optional: Consider hosting an end of course Global Panoramio Expo, in which students present their photos to each other and invited guests. This would allow students the opportunity to share their learning with others and thus, broaden the reach of the course.
  5. Etiquette. Remind students to be respectful of the host community by asking permission before taking photos and when asking questions about the local culture and heritage. Similar principles apply when posting photos and captions to Panoramio.

Tool Evaluation:

The assignment could be worth up to 20% of the overall course grade. Students should not be graded on their photography skills. Rather, the grade should be based on their ability to represent and discuss the local meaning of selected cultural heritage sites. Accurate mapping of the photos in Google Earth and Google Maps is also important. Students may work individually or in pairs to complete this assignment.

Tool Time Requirement:

20-30 minutes to explain assignment (pre-departure)

Tool Author(s):

D. Morais & A. Ogden, 2009

Tool Handouts [.doc or .docx]:
Global Panoramio Handout

Mark Beirn


An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development


Stephen Appiah-Padi​


Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.

Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.

At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.

Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.

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Rosa Almoguera


Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.

Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.

Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.