scholarly journals Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

2012 ◽  
Vol 14 (2) ◽  
pp. 5-40 ◽  
Author(s):  
Vassilios Makrakis ◽  
Nelly Kostoulas-Makrakis
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Course Design ◽  
Education For Sustainable Development ◽  
Learning Objects ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Design Development ◽  
Design And Development

Abstract This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities

scholarly journals Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019 ◽  
Vol 11 (11) ◽  
pp. 3079 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Information And Communication Technologies ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Learning Program ◽  
Learning Scheme ◽  
E Learning

Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

Practicing the integration of education for sustainable development (ESD) into the school curriculum

2016 ◽  
Vol 18 (4) ◽  
pp. 219-245
Author(s):  
Stephanie W. Lee ◽  
Samson C.W. Ma ◽  
Ngok Lee
Keyword(s):  
Sustainable Development ◽  
Hong Kong ◽  
Design Methodology ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Learning Activities ◽  
Student Work ◽  
Content Type ◽  
School Subjects ◽  
Precise Distribution

Purpose The purpose of this paper is to examine efforts made by the UNESCO Hong Kong Association (UNESCOHK) in integrating education for sustainable development (ESD) into school subjects and into the curriculum in 2009-2016. It investigates: the distribution and development of the three key components of environment, society and economy in student work, and in school assessment reports; the relevancy level of ESD learning to school subjects; the condition in Hong Kong in practicing the integration of ESD learning into the school curriculum; and the practices of integration of ESD learning into the school curriculum in Hong Kong and other countries. Design/methodology/approach Grounded theory is deployed to analyze the distribution and development of ESD as understood by students and schools, and the application of knowledge acquired through school subjects to ESD learning activities undertaken by students and schools. Findings The study succeeds in identifying the precise distribution and development of the three key components of environment, society and economy in ESD, and in establishing the level of relevancy of ESD learning activities to school subjects and to the school curriculum. UNESCOHK’s initiative is in line with the general trend adopted by countries to integrate ESD into the school curriculum. Research limitations/implications The scope of investigation is limited to ESD learning activities in eight schools and to one single economy. Social implications The study facilitates attempts to reorientate the lifestyles of students and their parents. Originality/value The study is a pioneering work in Hong Kong to integrate ESD learning into school subjects, which is in alignment with the trend to integrate ESD into the school curriculum.

Toward a Curriculum for the Future: Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

2021 ◽  
pp. 102831532110310
Author(s):  
Jeanine Gregersen-Hermans
Keyword(s):  
Sustainable Development ◽  
Curriculum Design ◽  
International Student ◽  
Learning Experience ◽  
Student Assessment ◽  
Education For Sustainable Development ◽  
Curriculum Innovation ◽  
Critical Approach ◽  
International Student Assessment ◽  
The Future

The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students’ co-ownership of the curriculum are discussed.

scholarly journals Education for Sustainable Development, Nature and Vernacular Learning

2017 ◽  
Vol 7 (1) ◽  
pp. 9-27
Author(s):  
David Selby
Keyword(s):  
Sustainable Development ◽  
Natural World ◽  
Education For Sustainable Development ◽  
Learning Activities ◽  
Environmental Condition ◽  
Utilitarian Value ◽  
Global Environmental ◽  
Sensory Learning ◽  
Young Learner ◽  
Sense Of Wonder

Mainstream education for sustainable development conceives of nature as a resource or commodity. The natural world is, for the most part, accorded only instrumental or utilitarian value. As a field it thus aligns itself with a longstanding paradigm in western thinking that sees humans as separate from and dominant over nature. The de-natured nature of education for sustainable development makes it unlikely that the learner will become motivated to care and act for nature. As an alternative, vernacular learning is proposed, i.e. place-based learning rooted in close intimacy and connection with the natural world, with nature perceived as being intrinsically valuable. The importance of fostering emotional affinity with nature is underlined, as are forms of multi-sensory learning that help the learner engage with both spirit and soul of place. Practical examples of vernacular learning activities are enumerated. The importance of nurturing a sense of wonder and joy in the young learner is put forward as vital in fostering an ethic of concern for the planet. Essentially, the argument goes, we only stir ourselves to protect what we have come to love, and thus cultivating a sense of oneness with nature is vital if we are to have any chance of transforming the global environmental condition. Passion is the harbinger of activism.

How to develop a consortium: conversation and collaboration

2016 ◽  
Vol 24 (3) ◽  
pp. 235-245
Author(s):  
Eileen E. Schroeder ◽  
E. Anne Zarinnia
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
The State ◽  
Collaborative Problem Solving ◽  
School Librarians ◽  
Content Type ◽  
University Of Wisconsin ◽  
Conversation Theory ◽  
Collaborative Efforts

Purpose This paper aims to describe the conversations and collaborative problem-solving strategies initiated by a small group of faculty working collegially across five University of Wisconsin–Whitewater (UW) campuses to address the state shortage of school librarians. Design/methodology/approach This is a case study of the development of the consortium; its curriculum design and redesign and course development based on Conversation Theory, a set of common principles; and new directions in the library field. Findings This consortium developed a virtual department structure and a curriculum that has addressed the needs of the state and overcome bureaucratic hurdles. Originality/value The structure of the consortium; the use of the Conversation Theory to guide its development, curriculum and course design; and solutions to problems that arose could benefit other collaborative efforts.

scholarly journals Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review

2020 ◽  
Vol 12 (8) ◽  
pp. 3288 ◽  
Author(s):  
José Juan Carrión-Martínez ◽  
Antonio Luque-de la Rosa ◽  
José Fernández-Cerero ◽  
Marta Montenegro-Rueda
Keyword(s):  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Scientific Evidence ◽  
Education For Sustainable Development ◽  
Information And Communications Technologies ◽  
The Sustainable Development ◽  
Sustainable Environment ◽  
Technological Advances ◽  
Final Sample ◽  
Bibliographic Search

In recent years, technological advances have played a very important role in our society, as well as in different educational contexts, including Education for Sustainable Development. Information and Communication Technologies (ICTs), which have made it possible to improve the quality of life of many people. The aim of this study is to review the scientific evidence on the use of ICTs for Sustainable Development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) guidelines, a bibliographic search was carried out using the Web of Science and Scopus bibliographic repositories, with a total of 19 articles comprising the final sample for review. The results show that the most preeminent strategies used are mobile learning and distance education, which are related to the achievement of the sustainable development goals. Included among the conclusions of this study is the need to investigate the different strategies that are being carried out, with ICTs in school aimed at developing a more sustainable environment standing out.

scholarly journals E-Learning Platforms as Leverage for Education for Sustainable Development

2020 ◽  
Vol 9 (2) ◽  
pp. 1-19
Author(s):  
Liliana Donath ◽  
Gabriela Mircea ◽  
Tomislav Rozman
Keyword(s):  
Sustainable Development ◽  
Learning Environment ◽  
Course Design ◽  
Role Playing ◽  
Education For Sustainable Development ◽  
Conceptual Approach ◽  
Learning Platform ◽  
E Learning ◽  
On Line ◽  
Multi Stakeholder

The paper is a conceptual approach to education for sustainable development using an e-learning platform. It starts from the observed reality that all education stakeholders need a learning environment where they can have access to knowledge, collaborate and share their experience, as a survey conducted among students and companies in Timisoara, Romania, region shows. The proposed multi-stakeholder environment accommodates two sections: the learning environment mostly dedicated to students, trainees, tutors and mentors and the virtual sustainability centre that is dedicated to on-line meetings, workshops, counselling, etc. Durable learning is supported by a range of written digital and multimedia resources, including pre-recorded on-line tutoring, videos and games. To engage online learners, various gamification techniques were used in the course design phase, such as recording and presenting the learner’s progress, role-playing and similar. The article presents a conceptual design of the learner’s journey and a mapping from gamification concepts to Moodle LMS elements. Keywords: E-learning, education, sustainable development, gamification, LMS

scholarly journals A Web-Based Distance Learning Joint Master Programme on ICT in Education for Sustainable Development

2016 ◽  
Vol 7 (1A) ◽  
Author(s):  
Vassilios Makrakis
Keyword(s):  
Sustainable Development ◽  
Curriculum Design ◽  
Monitoring And Evaluation ◽  
Education For Sustainable Development ◽  
Virtual Learning Environment ◽  
Education For Sustainability ◽  
Potential Contribution ◽  
Ict In Education ◽  
Curriculum Design And Development ◽  
The University

This paper deals with a M.Sc. joint programme in the field of ICT in Education for Sustainable Development. The UNESCO and European Union Strategy for the worldwide implementation of ESD require numerous key elements, which appear to be indispensable for the success of the Decade of Education for Sustainable Development (DESD). These elements include partnerships, network developments, capacity building, development and innovation, and monitoring and evaluation. In this context, the UNESCO Chair of ICT in Education for Sustainable Development established at the University of Crete in cooperation with the RCE Crete took the initiative to jointly develop a M.Sc. programme on ICT in Education for Sustainable Development to be delivered online through a virtual learning environment. This project was approved by the European Commission and was financially supported (Project Number: 510212-LLP-1-2010-1-GR-ERASMUS-EVC and agreement number 2010-3494/001-001). This paper starts with an overview of the rationale and context for such a programme, continues with the main concepts involved in its course curriculum design and development. It ends with a description of the programme and a discussion for its potential contribution to education for sustainability.

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