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

Inspiration “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) 2

Agenda 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 PAGE 3

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 4

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? 5

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)

Interesting Research Because ▪ 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 PAGE 7

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 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. 8

Context- Competencies for Sustainability ” [C] ognitive, affective,volitional and motivational elements; hence they are an interplay of knowledge, capacities and skills, motives and affective dispositions.” Rieckmann, M. (2017). Education for Sustainable Development Goals: Learning Objectives . UNESCO Publishing. P. 10 9

Competencies for Sustainability 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 PAGE 10

Context - Sustainable Education UNESCO World Conference on ESD 2014 " 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 often practised today." Source: http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/resources/what-is-esd/ PAGE 11

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

3. Theoretical Framing - Sustainable Education Sustainable Education Competencies Knowledge Values 13

3. Theory- Transformative Learning Theory of Adult Education Det här fotot av Okänd författare licensieras enligt CC BY-SA “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). 14

Linking Theories 1) Sustainable Education, 2)Transformative Learning, and 3)E-Learning ▪ “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. PAGE 15

Conceptual framework concretely links ICM/E-learning to the sustainable education outcomes sought in curriculum design 16 Foster & Stagl, 2018

4. Methods ▪ 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 PAGE 17

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 Competence IS fostered as program goal Comp. NOT present or fostered program goal 18 Competence present to some extent Competence present & Explicitly linked with Digital Tools OOOOOOOO

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 Yes / Digital Tool IS in Use No /Digital Tool NOT in Use 19 Competence present to some extent Digital Tool in Use and linked with Competence OOOOOOOOO

5. Preliminary Results  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 PAGE 20