E-learning for Competency- based Sustainable Education in - - PowerPoint PPT Presentation

E-learning for Competency- based Sustainable Education in Ecological Economics

Gillian Foster and Petra Biberhofer (co-authors) Halliki Kreinin (conducted interviews) Institute for Ecological Economics

ASSOCIATION OF EUROPEAN ECONOMICS EDUCATION - AUGUST 24, 2018

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“The educator’s responsibility is to help learners reach their objectives in such a way that they will function as more autonomous, socially responsible thinkers” (Jack Mezirow, 1997) Inspiration

• 1. Research Objective & Research Questions
• 2. Context (target group, assumptions, background)
• 3. Theoretical Framework
• 4. Methods
• 5. Preliminary Results of the Analysis
• 6. Preliminary Conclusions
• 7. Impacts

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Agenda

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• 1. Research Objective

Generate a new empirical dataset to characterize if e- learning is used for competency-based sustainable education in Ecological Economics or not

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• 1. Research Questions
• 1. To what extent do European Ecological

Economics/Sustainability degree programs use e- learning today?

• 2. Do these Ecological Economics programs use e-

learning specifically because of its pedagogical value in achieving competencies for Sustainable Development or not?

• 3. Is the effectiveness of e-learning (for competencies)

measured? If so, how and what are the results?

• 2. Context - Ecological Economics Masters

Programs in Europe

“EE integrates elements of economics, ecology, thermodynamics, ethics, and a range of other natural and social sciences to provide an integrated and biophysical perspective on environment - economy interactions, aimed at contributing to structural solutions to environmental problems. The core of EE can be associated with the goal of sustainable development, interpreted as both intra- and intergenerational equity; the view that the economy is a subsystem of a larger local and global ecosystem which sets limits to the physical growth of the economy; and, a methodological approach based on the use of physical material, energy, chemical, biological) indicators and comprehensive systems analysis.” van den Bergh, Jeroen C. (2001)

▪ E-Learning & Competencies are: ▪ Controversial – Love / Hate ▪ Both gaining in popularity ▪ Theory is established but application/practice is not ▪ “Pushed” because they are assumed to be important ▪ Not well researched in the context of sustainability- We have a lot to learn ▪ Practice includes motivations, power, institutions, and challenges

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Interesting Research Because

Assumptions about EE Masters Programs in Europe

▪ Strive to be living examples of sustainable education and transformative learning ▪ Motivated to use pedagogical strategies to develop ”sustainable citizenship”1, and ”sustainability citizens”2 ▪ Aim to prepare today’s students for their future work lives addressing sustainability challenges ▪ Explicitly normative, interdisciplinary, rejects traditional neoclassical economics ▪ Complexity and dynamism of human economic behaviour within the context of the environment

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1 Van Poeck, K., Vandenabeele, J., & Bruyninckx, H. (2009, January). Sustainable citizenship and education. In

CRLL Conference, Lifelong Learning Revisited: What Next?. University of Stirling

2 Wals, A. E., & Lenglet, F. (2016). Sustainability citizens: collaborative and disruptive social learning. In

Sustainability Citizenship in Cities (pp. 72-86). Routledge.

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Context- Competencies for Sustainability

Rieckmann, M. (2017). Education for Sustainable Development Goals: Learning Objectives. UNESCO

• Publishing. P. 10

” [C]ognitive, affective,volitional and motivational elements; hence they are an interplay of knowledge, capacities and skills, motives and affective dispositions.”

Summary of Key Competencies for Sustainability (Reickman, 2017) ▪ Systems thinking to grasp complex relationships ▪ Anticipatory competency to understand and evaluate future scenarios ▪ Normative competency to recognize role of values and principles ▪ Strategic competency to create and innovate ▪ Collaboration to effectively work with others ▪ Critical thinking to reflect on and critique values and principles ▪ Self-awareness to acknowledge and motivate your own role in society ▪ Integrated problem-solving to analyse sustainability problems and put forth solutions

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Competencies for Sustainability

"Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is

• ften practised today."

Source: http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/resources/what-is-esd/

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Context - Sustainable Education

UNESCO World Conference on ESD 2014

12 Source text: https://www.plymouth.ac.uk/your- university/sustainability/sustainability- education/esd

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• 3. Theoretical Framing - Sustainable Education

Sustainable Education Knowledge Values Competencies

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• 3. Theory- Transformative Learning

Theory of Adult Education “Transformative learning is defined as the process by which we transform problematic frames of reference (mindsets, habits of mind, meaning perspectives)– sets of assumption and expectation – to make them more inclusive, discriminating, open, reflective and emotionally able to change.” Mezirow, J. (2008).

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▪ “In effect, student-centred learning environments emphasise constructing personal meaning by relating new knowledge to existing conceptions and understandings; technology promotes access to resources and tools that facilitate construction.” (Hannafin and Land, 1997) ▪ “[B]lended learning offers possibilities to create transformative environments that can effectively facilitate [creative and critical thinking]. (Garrison and Kanuka, 2004) ▪ Using digital tools in teaching can create the conditions for transformative learning through opening up opportunities for reflection outside of the class and student engagement with problem solving and experiential learning in class.

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Linking Theories 1) Sustainable Education, 2)Transformative Learning, and 3)E-Learning

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Conceptual framework concretely links ICM/E-learning to the sustainable education outcomes sought in curriculum design

Foster & Stagl, 2018

▪ Case Study / Scholarship of Teaching and Learning ▪ Approximately 11 Ecological Economics programs in Europe (self-identified) ▪ Qualitative semi-structured interviews ▪ Although small in number, this is a comprehensive dataset for an influential group in the field of sustainable education-- European universities

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• 4. Methods

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• 5. Preliminary Results, Competence

University 1 University 2 University 3 University 4 University 5 University 6 University 7 Systems thinking Competence OOOOOOOOOO Anticipatory Comptence OOOOOOOOOO Normative Competence Strategic Competence Collaboration Competence Critical Thinking Comptence OOOOOOOOOO Self-awareness Competence OOOOOOOO Integrated problem-solvng Competence OOOOOOOOOO Are Competencies Measured? Are Competencies defined in didactic strategy?

Key OOOOOOOO Competence present & Explicitly linked with Digital Tools Competence IS fostered as program goal Competence present to some extent

• Comp. NOT present or fostered program goal

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• 5. Preliminary Results, E-Learning

University 1 University 2 University 3 University 4 University 5 University 6 University 7 Modeling, Scenarios, Gaming, Interactive Tutorials Bachelors only OOOOOOOOO Video lectures (internal & external) Live Video Lectures Learning platform (materials, grading, email, etc.) Blogs/Social Media/Online Discussion OOOOOOOOO OOOOOOOOO Live Quizzes/Polls in Class Is E-learning Integrated in curriculum / pedagogical strategy? Is effectiveness of E- learning Measured University Support for E- learning Available Main Driver of E-Learning at class level University Lecturer Lecturer Lecturer Lecturer Lecturer University Key OOOOOOOOO Competence present to some extent Digital Tool in Use and linked with Competence Yes / Digital Tool IS in Use No /Digital Tool NOT in Use

Some digital tools were linked to competencies:

▪ Modeling, gaming, scenarios, interactive tutorials ▪ Blogs, social media

Five of Eight Competencies were linked to digital tools:

▪ Systems thinking to grasp complex relationships ▪ Anticipatory competency to understand and evaluate future scenarios ▪ Critical thinking to reflect on and critique values and principles ▪ Self-awareness to acknowledge and motivate your own role in society ▪ Integrated problem-solving to analyse sustainability problems and put forth solutions

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• 5. Preliminary Results

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Back to Resarch Questions

▪ To what extent do European Ecological Economics degree programs use e-learning today? A: Not Extensively ▪ Do these Ecological Economics programs use e-learning specifically because of its pedagogical value in achieving competencies for Sustainable Development or not? A: No. However, e-learning was highlighted as creating conditions for competency development ▪ Is the effectiveness of e-learning (for competencies) measured? If so, how and what are the results? A: No. Generally not measured.

• 1. Diversity of responses
• 2. Online learning platforms for file storage, etc. are

commonplace

• 3. All universities in the sample provide support for e-learning
• 4. Lecturers have a lot of flexibility
• 5. Universities “pushing” e-learning was universally criticized
• 6. Centrally funded resources are used
• 7. Competencies development is important for all of the

programs

• 8. Competencies are actively promoted in the programs and

included in curriculum

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• 6. Preliminary Conclusions

▪ New resource for educators ▪ New data for researchers ▪ Spread information about competencies in sustainability education ▪ Inform curriculum development at WU and other universities ▪ Share practice by benchmarking e-learning practice across EE programs in Europe ▪ Disseminate the results in key networks for sustainable education- AEEE; Copernicus Alliance; RCE Network, Alliance of Sustainable Universities in Austria ▪ Inspire more research!

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• 7. Impacts

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References

▪ Barth, M., & Burandt, S. (2013). Adding the “e-” to learning for sustainable development: Challenges and

• innovation. Sustainability, 5(6), 2609-2622.

▪ Biberhofer, P., Lintner, C., Bernhardt, J., & Rieckmann, M. (2018). Facilitating work performance of sustainability-driven entrepreneurs through higher education: The relevance of competencies, values, worldviews and opportunities. The International Journal of Entrepreneurship and Innovation, ▪ Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series: ERIC. ▪ DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical education, 40(4), 314-321. ▪ Foster, G., & Stagl, S. (2018). Design, implementation, and evaluation of an inverted (flipped) classroom model economics for sustainable education course. Journal of cleaner production. ▪ Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12. ▪ Mezirow, J. (2008). An overview on transformative learning. In Lifelong learning (pp. 40-54). Routledge. ▪ Rieckmann, M. (2017). Education for Sustainable Development Goals: Learning Objectives. UNESCO Publishing. ▪ Rowley, J. (2012). Conducting research interviews. Management Research Review, 35(3/4), 260-271. ▪ Sterling, S. (2001). Sustainable Education: Re-Visioning Learning and Change. Schumacher Briefings: ERIC. ▪ van den Bergh, J.C. (2001). Ecological economics: Themes, approaches, and differences with environmental

• economics. Regional Environmental Change 2, 13-23.

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E-learning in Sustainable Education Bibliography

Azeiteiro, U. M., Bacelar-Nicolau, P., Caetano, F. J., & Caeiro, S. (2015). Education for sustainable development through e-learning in higher education: experiences from Portugal. Journal of cleaner production, 106, 308-319. Foster, G., & Stagl, S., 2018. Design, implementation, and evaluation of an inverted (flipped) classroom model economics for sustainable education course. Journal of Cleaner Production, 183, 1323-1336. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. Halog, A., & Dishman, G. (2014). Developing e-learning materials for teaching industrial ecology and environmental sustainability. McVey, M. (2016). E-learning and education for sustainability (Vol. 62). Pavlova, M. (2013). Teaching and learning for sustainable development: ESD research in technology education. International Journal of Technology and Design Education, 23(3), 733-748. doi:10.1007/s10798-012-9213-9 Ulisses Miranda, A., Walter Leal, F., & Sandra, S. C. (2014). E-Learning and Education for Sustainability. Bern, Schweiz: 'Interactive Factory'

INSTITUTE FOR ECOLOGICAL ECONOMICS Welthandelsplatz 1, 1020 Vienna, Austria

Gillian Foster

gillian.foster@wu.ac.at www.wu.ac.at

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