scholarly journals Museum education and sustainable development: A public pedagogy

2021 ◽  
pp. 147490412110564
Author(s):  
Petra Hansson ◽  
Johan Öhman
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Museum Education ◽  
Sustainability Education ◽  
Public Pedagogy ◽  
Museum Pedagogy ◽  
Learning Content ◽  
Educational Situation ◽  
Theory Of Reading ◽  
Teaching Learning

The question of how sustainability can be incorporated into all areas of society encourages museums to rethink their approaches to society and education. In this article, we argue that museums have the potential to become key public pedagogies for sustainable development and thereby play a crucial role in encouraging participation in sustainability issues. Due to the complexity of sustainability issues, and the potential disturbances of and difficult experiences resulting from exhibitions displaying them, we suggest that a theoretical framing for the teaching and learning of sustainability issues in museums is necessary. Thus, we argue that in relation to exhibitions displaying sustainability issues, museum education would benefit from a didactical framework in which the relation between teaching, learning, content and situation is taken into account. We also argue that a theoretical framework explaining the relation between exhibition, visitor and educational situation could inform pedagogical discussions about how to incorporate sustainability education into museums. Therefore, we suggest a transactional conceptualization of museum pedagogy for sustainability museum education based on John Dewey’s educational and aesthetic philosophy and Louise Rosenblatt’s theory of reading and writing as a potential approach to the teaching and learning of sustainability issues in museum education.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

Sustainable Development Goals Online (SDGO)

2020 ◽  
Vol 22 (1) ◽  
pp. 56-59
Author(s):  
Marisa Scigliano
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Teaching And Learning ◽  
Sustainable Development Goals ◽  
Journal Articles ◽  
The Sustainable Development ◽  
Color Wheel ◽  
Development Goals ◽  
Sustainability Practices ◽  
Teaching Learning

Sustainable Development Goals Online (SDGO) is a specialized Taylor & Francis collection curated from the publisher’s book chapters, journal articles complemented by teaching, and learning resources. A one-time purchase with annual updates, it was released in 2019 to meet identified needs to support teaching, learning, and research focusing on sustainability practices related to the 17 United Nations’ Sustainable Development Goals. It leverages the familiar icons and interactive color wheel developed by the United Nations for the promotion of the Sustainable Development Goals.

scholarly journals Making Data Science Count In and For Education

2019 ◽  
Author(s):  
Joshua Rosenberg ◽  
Michael Lawson ◽  
Daniel Anderson ◽  
Ryan Seth Jones ◽  
Teomara Rutherford
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
Data Science ◽  
Design And Technology ◽  
Educational Systems ◽  
Future Directions ◽  
Learning Content ◽  
Science Domain ◽  
Using Data ◽  
Teaching Learning

New data sources and analytic techniques have enabled educational researchers to ask new questions and work to address enduring problems. Yet, there are challenges to those learning and applying these methods. In this chapter, we provide an overview of a nascent area of both scholarship and teaching, educational data science. We define educational data science as the combination of capabilities related to quantitative methods in educational research, computer science and programming capabilities, and teaching, learning, and educational systems. We demonstrate that there are two distinct—but complementary—perspectives on educational data science in terms of being both in education (as a research methodology) and for education (as a teaching and learning content). We describe both of these areas in light of foundational and recent research. Lastly, we highlight three future directions for educational data science, emphasizing the synergies between these two perspectives concerning designing tools that can be used by both learners and professionals, foregrounding representation, inclusivity, and access as first-order concerns for those involved in the growing community, and using data science methodologies to study teaching and learning about data science. We highlight the potential for the growth of educational data science within learning design and technology as situated with the broader data science domain and in education more broadly.

scholarly journals Behavior of Educational Organizations in Education for Sustainable Development

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Khairina Hidayati ◽  
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Sustainable Consumption ◽  
Global Perspective ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Learning Content ◽  
Challenges And Opportunities

This article deals with a literature review of internalizing Education of Sustainable Development (ESD) in Indonesia. The important point about ESD relates to the issue of how educational institutions, includes Indonesia should respond to the challenges and opportunities posed by the idea of sustainability. ESD aims at developing competencies that empower Individuals to reflect on their own actions, taking into account their current and future social, economic and environmental impacts, from a local and a global perspective. ESD has to be understood as an integral part of quality education, inherent in the concept of lifelong learning: All educational institutions – from preschool to tertiary education and in non-formal and informal education – can and should consider it their responsibility to deal intensively with matters of sustainable development and to foster the development of sustainability competencies. ESD is holistic and transformational education that addresses learning content and outcomes, pedagogy and the learning environment. Thus, ESD does not only integrate contents such as climate change, poverty and sustainable consumption into the curriculum; it also creates interactive, learner centred teaching and learning settings.

scholarly journals The Influence of Social Networks within Educational and Social Fields: A Comparative Study between Two Generations of Online Students

2020 ◽  
Vol 12 (23) ◽  
pp. 9941
Author(s):  
Ana Cristina García ◽  
Manuel Gil-Mediavilla ◽  
Ildefonso Álvarez ◽  
María de los Ángeles Casares
Keyword(s):  
Social Networks ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Social Issues ◽  
Large Data ◽  
Learning Opportunities ◽  
Academic Field ◽  
Two Generations ◽  
Use Of Social Media ◽  
Teaching Learning

New uses for social networks are emerging in educational fields offering endless materials for the teaching–learning process. Skills development therefore leads to an education focused on sustainable development. Proper use of social media is especially important to achieve Sustainable Development Goal (SDG) 4 of the 2030 Agenda, which proclaims inclusive and equitable quality education and promotes lifelong learning opportunities for all—a trend that implies large data volumes that can be manipulated and adapted to the needs of each student, thus opening up new perspectives. This study aims to identify the differences between the use of social networks among students classed into two generations, X and Y. With that aim in mind, the results of a survey administered to 338 university students engaged in online studies showed significant differences, mainly in relation to social issues. Both generations nevertheless agreed on the benefits and uses of social networks within the academic field. The conclusions reaffirm the use of these resources for improving teaching and learning processes within online environments.

scholarly journals DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: A CASE STUDY

2012 ◽  
Vol 50 (1) ◽  
pp. 46-55
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Šlekienė ◽  
Renata Bilbokaitė ◽  
Loreta Ragulienė
Keyword(s):  
Science Education ◽  
Qualitative Analysis ◽  
Natural Science ◽  
Teaching And Learning ◽  
Digital Content ◽  
Learning Content ◽  
Lesson Content ◽  
Teaching Learning ◽  
Traditional Pedagogy ◽  
Natural Science Education

Teaching/learning technologies in comprehensive schools are rapidly changing. Increasing amount of information, growing pupils’ learning load raises the need to search for new, more effective teaching/learning methods. For a long time it has been thought, that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called “classical pedagogy” shifts to “online pedagogy”. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. New computer aids for increasing lesson content interactivity are being created in Lithuanian context. In the cooperation of a publishing house, teachers and scientists, a computer aid for the 5th-6th formers‘ biology lessons, was created. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. The results, obtained on the basis of qualitative analysis, are presented in this article. It is thought, that the results of this research would contribute to implementation of computer technologies in other countries as well. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realization of the latter is undoubtedly, an innovative phenomenon in the educational practice. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Key words: digital content, qualitative analysis, natural science education, teaching and learning.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

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