Digital Learning and Sustainable Development

2019 ◽  
pp. 399-408
Author(s):  
Sara Becker ◽  
Daniel Otto
Keyword(s):  
Sustainable Development ◽  
Digital Learning

scholarly journals Development of the Animal Conservation Digital Learning Aids and Assessments through the Industry-University Collaborative Course

2021 ◽  
Vol 13 (14) ◽  
pp. 7524
Author(s):  
Yu-Horng Chen
Keyword(s):  
Sustainable Development ◽  
Core Competency ◽  
Assessment Tools ◽  
Learning Material ◽  
Digital Learning ◽  
Natural Habitats ◽  
Animal Conservation ◽  
Learning Materials ◽  
Learning Abilities ◽  
Addie Model

Due to the rapid changes caused by globalization and internationalization, this study focused on achieving Sustainable Development Goals (SDGs) 4 and 15 via specific digital learning materials—animal conservation apps—particularly designed for enlarging primary school pupils’ knowledge of biodiversity and conservation of natural habitats, and promoting sustainable development and lifelong learning abilities. Through a collaboration with Taipei Zoo, this study recruited 37 undergraduates who took the Learning Design and Practice course to develop the digital learning-assisted materials, namely animal conservation apps and assessment tools that suited the digital learning materials. In the initiative stage of the course, the undergraduates were required to work as a team and to learn in a group by observing and experiencing the model apps provided in the class. The provided apps were developed in compliance with the ADDIE model. In the middle stage of the course, each team was asked to develop their team app and assessment tools following the ADDIE model. In the final stage, each team’s design results were evaluated based on the digital learning material scale and core competency test evaluation: art domain. The results show that the undergraduates were able to integrate the expertise they gained in the course to developing high-quality digital learning materials. According to the educational professionals’ evaluation, the assessment tools designed by the undergraduates scored high marks.

Integrating Digital Learning Management System (LMS) Into Institutional Policies on Open Education in India for the Attainment of Sustainable Development Goals (SDGs)

2018 ◽  
pp. 292-312 ◽  
Author(s):  
M. Rajesh ◽  
Sindhu P. Nair ◽  
JalajaKumari V T
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Sustainable Development Goals ◽  
Open Education ◽  
Digital Learning ◽  
The Sustainable Development ◽  
The Road ◽  
Road Map ◽  
Education In India ◽  
Development Goals

India is home to millions of potential learners at various levels. The current educational system and its infrastructure is bursting at its seams due to the bourgeoning pressure of demands on it. Open education is often touted as the way out of this immense demand generated pressure. However, the slow assimilation of Information and Communication Technologies (ICTs) stays put on such expectations. The Sustainable Development Goals (SDGs) formulated by the UN lays down the road map for making the world a better place to dwell in all aspects of human existence. Education lies at the heart of attaining the goal of sustainable development. The limitations imposed by time, place and other barriers can be effectively met only by the infusion of new technology into open education systems, in countries like India. The substantial internet penetration in India gives it a unique advantage to affect a massive technology driven growth in high quality education.

scholarly journals Skogen som klasserom i «Uteskoleveven». Et bidrag til artskunnskap og økologisk forståelse? The forest as a classroom in "Uteskoleveven". A contribution to knowledge of species and ecological understanding?

2018 ◽  
Vol 14 (1) ◽  
pp. 95-109
Author(s):  
Siw Elin Eidissen
Keyword(s):  
Sustainable Development ◽  
Dead Wood ◽  
Ecological Knowledge ◽  
Digital Learning ◽  
Learning Resource ◽  
The Sustainable Development ◽  
Environmental Learning ◽  
Ecological Understanding

This article has taken a closer look on some of the aspects of the environmental learning project “Lære med skogen” (LMS) from the Forestry institute (Skogbrukets kursinstitutt) to consider its value in relation to education when it comes to sustainable development. The analysis of the 61 tuition activities in the digital learning resource “Uteskoleveven”, shows that the forest is not being presented as a functioning ecosystem, to the extent that it should. It is significant to highlight the forest’s ecosystem, if one is to use it as a classroom to teach about sustainable development. More ecological knowledge is essential in these activities and has to be present. In addition, more of the activities should be emphasizing the importance of dead wood being essential to the function of the forest’s ecosystem. If the students are meant to develop an understanding for the sustainable development in a forest, a theory about the forest as a functioning ecosystem has to be focused upon, taught in an environment with specific ecological qualities. 

scholarly journals COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Sonja T. Fiedler ◽  
Thomas Heyne ◽  
Franz X. Bogner
Keyword(s):  
Sustainable Development ◽  
Environmental Protection ◽  
Empirical Studies ◽  
Cognitive Learning ◽  
Cognitive Test ◽  
Natural Environments ◽  
Digital Learning ◽  
Agenda 2030 ◽  
Advantages And Disadvantages ◽  
Learning Module

AbstractPromoting sustainable lifestyles through Education for Sustainable Development (ESD) is part of the UN’s Agenda 2030. Earlier empirical studies proved direct interactions with and in natural environments to be effective ESD methods. Pandemic-related lockdowns rendered such courses nearly impossible, which raised concerns about achieving the Sustainable Development Goals (SDGs) in general. To evaluate what young learners know about the concept sustainability so far and how it can be taught effectively online, we designed an online learning module tackling sustainability issues and compared it with data from an on-site intervention module for Bavarian 5th graders (~ 10 years old). Cognitive learning as well as attitudinal preferences of 288 learners were monitored in a pretest–posttest design. The learning module comprised two sections: One about botany, plant characteristics, and plant families; the other about the advantages and disadvantages of traditional as well as sustainable farming methods. The customized cognitive test and semantic differentials for sustainability and environmental protection produced three major findings: (1) A digital learning environment successfully and significantly increased sustainability knowledge (2) Learners clearly distinguished the concepts Sustainability and Environmental Protection (3) There is no direct correlation between semantic differential scores and learning outcome.

Digital Learning Acceptance during COVID-19: A Sustainable Development Perspective

2021 ◽  
pp. 317-325
Author(s):  
Praveen Srivastava ◽  
Shelly Srivastava ◽  
S.L. Gupta ◽  
Niraj Mishra
Keyword(s):  
Sustainable Development ◽  
Digital Learning ◽  
Development Perspective

scholarly journals E-learning in higher education and social development

2021 ◽  
Vol 98 ◽  
pp. 05007
Author(s):  
Gulzhaina Kassymova ◽  
Rinad Kosherbayev ◽  
Mariyam Arpentieva ◽  
Olzhas Kenzhaliyev ◽  
Aigerim Kosherbayeva
Keyword(s):  
Sustainable Development ◽  
Online Education ◽  
Well Being ◽  
Digital Learning ◽  
Digital Inequality ◽  
Separate Spheres ◽  
Digital Education ◽  
Teaching Aids ◽  
E Learning ◽  
Online Problems

The paper deals with digital education. Currently, digital education is getting popular, particularly in current pandemic event COVID 19 which has been emerged in China recently. Authors discussed online education issues. Authors reviewed different literature on e-learning and online education worldwide, as well as highlighted the online problems emerged in different countries. Now, when in many countries distance learning is actively imposed on people who do not have not only teaching aids and methodological competence for digital learning, when some people do not even have access to digital devices, there are no conditions for learning outside the classroom and there are many other problems, the problem digital inequality becomes its one channel for increasing general social inequality. Our research, which contributes to the study of current and likely future problems of digital education, its role and interaction with other spheres of society, including science and industry, is a contribution to solving the problem of social well-being, including sustainable development. Sustainable development is a controversial concept that combines two leading lines: the line of harmonization of the development of society in all its separate spheres and the harmonization of relations between spheres, and the line of achievements, evolution of each of the spheres and relations of spheres.

Sign in / Sign up

Export Citation Format

Share Document