Creating a context for campus sustainability through teaching and learning

2019 ◽  
Vol 20 (3) ◽  
pp. 530-547
Author(s):  
Rudi Wessel Pretorius ◽  
Ryan Anderson ◽  
Anisa Khotoo ◽  
Richelle Pienaar
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning Experiences ◽  
Content Type ◽  
Lessons Learnt ◽  
Local Environments ◽  
Sustainability Learning ◽  
E Learning ◽  
Key Issues

Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.

scholarly journals Using e‐learning for student sustainability literacy: framework and review

2013 ◽  
Vol 14 (4) ◽  
pp. 338-348 ◽  
Author(s):  
Susannah Diamond ◽  
Brian Irwin
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Tools ◽  
Content Type ◽  
Powerful Learning ◽  
Sustainability Literacy ◽  
E Learning ◽  
Sustainable Futures

PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations/implicationsThe sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implicationsThe review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.Social implicationsThis shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Originality/valueThis paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

Using real-world engagements for sustainability learning in ODeL in the Global South: challenges and opportunities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rudi Wessel Pretorius ◽  
Sanet Carow ◽  
Graeme Wilson ◽  
Peter Schmitz
Keyword(s):  
Learning Strategies ◽  
Real World ◽  
Best Practice ◽  
Qualitative Methodology ◽  
Global South ◽  
Mobile Technologies ◽  
Access To Higher Education ◽  
Content Type ◽  
Sustainability Learning

Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

Learning takes center stage as BT enters new global markets

2014 ◽  
Vol 22 (3) ◽  
pp. 7-10
Keyword(s):  
Best Practice ◽  
Development Programs ◽  
Learning And Development ◽  
Content Type ◽  
Technical Staff ◽  
Practice Approach ◽  
E Learning ◽  
Learning Pathways ◽  
It Training ◽  
Training Company

Purpose – The purpose of this paper is to observe how telecommunication giant BT has used e-learning to prepare more than 6,000 information technology (IT) and technical staff over the past 2 years to support a move into new markets. Design/methodology/approach – Reveals how the company met the challenges of rapidly improving the skills of IT and technical staff, standardized a best-practice approach to IT training across key lines of business and increased levels of staff engagement. Findings – Charts the creation of flexible learning and development programs known as accredited-learning pathways (ALPs), which have since been developed to cover wider areas of employee training at BT. Practical implications – Explains that ALPs now form a key part of BT’s strategic workforce improvement initiatives and are instrumental in embedding continuous learning and accreditation for IT skills. More than 6,000 people have completed ALP content since the program inception in 2011. Social implications – Reveals that the success of the program resulted in BT being awarded the Best IT Training accolade at the training company Skillsoft’s annual user conference in 2013, by a panel of independent industry experts. Originality/value – Provides the inside story of a key development initiative at a major international telecommunications company.

Designing of E-learning for Engineering Education in Developing Countries

2010 ◽  
pp. 1-19
Author(s):  
B. Noroozi ◽  
M. Valizadeh ◽  
G. A. Sorial
Keyword(s):  
Developing Countries ◽  
Engineering Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Success Factors ◽  
Communication Technologies ◽  
Distributed Structure ◽  
Information And Communication ◽  
E Learning ◽  
Key Issues

Traditional education for engineers has shifted towards new methods of teaching and learning through the proliferation of Information and Communication Technologies (ICT). The continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. This becomes critically important for developing countries that lack the resources and infrastructure for implementing engineering education practices. The two main themes of technology in designing e-Learning for engineering education in developing countries focus either on aspects of technological support for traditional methods and localized processes, or on the investigation of how such technologies may assist distance learning. Commonly such efforts are threefold, relating to content delivery, assessment and provision of feedback. This chapter is based on the authors ‘10 years’ experience in e-Learning, and reviews themost important key issues and success factors regarding the design of e-Learning for engineering education in developing countries.

Guiding Principles for Identifying and Promoting Best Practice in Virtual Campuses

2011 ◽  
pp. 147-162 ◽  
Author(s):  
Mark Stansfield ◽  
Thomas Connolly
Keyword(s):  
Best Practice ◽  
Virtual Campus ◽  
High Profile ◽  
Key Stakeholders ◽  
E Learning ◽  
Key Issues ◽  
Level Model ◽  
Guiding Principles ◽  
Executive Agency ◽  
Different Levels

This chapter will outline a set of guiding principles underpinning key issues in the promotion of best practice in virtual campuses. The work was conducted as part of the “Promoting Best Practice in Virtual Campuses” (PBP-VC) project that is aimed at identifying underlying issues and examples of best practice in providing a better understanding into virtual campus development and sustainability. The PBP-VC project was a two year European Commission Education Audiovisual and Culture Executive Agency (EACEA) co-financed project running from March 2007 to February 2009. The PBP-VC project team have worked with key stakeholders from virtual campus projects across Europe and globally in identifying and exploring key issues relating to best practice. The importance of developing a practical set of guiding principles for identifying, evaluating and promoting best practice in virtual campuses and e-learning can be demonstrated by the significant number of high profile e-learning and virtual campus failures that have occurred over the last decade both within Europe and globally at great financial cost. This chapter will highlight key enablers and inhibitors to success, provide a description of the different elements comprising the guiding principles in the promotion of best practice, as well as describing a tentative four level model aimed at illustrating different levels of virtual campus maturity in the achievement of sustainability and organisational transformation.

Developing an evaluation framework for clinical redesign programs: lessons learnt

2016 ◽  
Vol 30 (6) ◽  
pp. 950-970 ◽  
Author(s):  
Premaratne Samaranayake ◽  
Ann Dadich ◽  
Anneke Fitzgerald ◽  
Kathryn Zeitz
Keyword(s):  
Balanced Scorecard ◽  
Mixed Methods Research ◽  
Best Practice ◽  
Process Management ◽  
Well Being ◽  
Evaluation Framework ◽  
Primary Data ◽  
Patient Journey ◽  
Content Type ◽  
Lessons Learnt

Purpose The purpose of this paper is to present lessons learnt through the development of an evaluation framework for a clinical redesign programme – the aim of which was to improve the patient journey through improved discharge practices within an Australian public hospital. Design/methodology/approach The development of the evaluation framework involved three stages – namely, the analysis of secondary data relating to the discharge planning pathway; the analysis of primary data including field-notes and interview transcripts on hospital processes; and the triangulation of these data sets to devise the framework. The evaluation framework ensured that resource use, process management, patient satisfaction, and staff well-being and productivity were each connected with measures, targets, and the aim of clinical redesign programme. Findings The application of business process management and a balanced scorecard enabled a different way of framing the evaluation, ensuring measurable outcomes were connected to inputs and outputs. Lessons learnt include: first, the importance of mixed-methods research to devise the framework and evaluate the redesigned processes; second, the need for appropriate tools and resources to adequately capture change across the different domains of the redesign programme; and third, the value of developing and applying an evaluative framework progressively. Research limitations/implications The evaluation framework is limited by its retrospective application to a clinical process redesign programme. Originality/value This research supports benchmarking with national and international practices in relation to best practice healthcare redesign processes. Additionally, it provides a theoretical contribution on evaluating health services improvement and redesign initiatives.

E-learning and information literacy at the University of Jos

2014 ◽  
Vol 35 (8/9) ◽  
pp. 607-628 ◽  
Author(s):  
Vicki Lawal ◽  
Stephen Akintunde
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Information Skills ◽  
The University

Purpose – The purpose of this paper is to examine the potential role of information literacy (IL) within the changing context of the e-learning environment at the University of Jos in recent years. It focuses and emphasises the role of the University library in facilitating teaching and learning through the use of e-learning platforms in teaching information retrieval skills. The paper aims to identify gaps in students’ information skills that could be addressed through IL instruction. Design/methodology/approach – The study employed a case study research design while the methodology involved the administration of structured questionnaires to the two groups of respondents. Findings – Findings from the study provide useful insights to the skills challenges experienced by students and point to a need for effective collaboration between the library, faculty and management in order to promote a better approach to learning at the institution. Originality/value – By emphasising the role of the library, the paper contributes to previous studies on e-learning at the University and provides a basis for further research in this regard.

scholarly journals Peer Observation of Teaching in E-learning environments in UK Universities

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Zeynep Kacmaz
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Developmental Process ◽  
University Teaching ◽  
Peer Observation ◽  
Institutional Practice ◽  
E Learning ◽  
Training Programmes

Peer observation of teaching (POT) is presented as a valuable mechanism allowing for the dissemination of ‘best practice’ within university teaching. With the rapid rise of online learning courses, it could be expected that POT would be extended to the online environment. In practice, however, it appears that this development is inconsistent. Likewise, there has been little research into the experiences of teachers of online teaching, with research focused more on the technological aspects than on the delivery of teaching. Using a document analysis of a sample of UK universities and interviews with academics to assess a cross section of current institutional practice, this paper explores the intersection between POT and the online delivery of teaching and learning. The findings indicate that POT has not yet become a standard evaluative and/or developmental process in e-learning environments, although some universities do implement it within their CPD or teacher training programmes.

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