What the willow teaches: Sustainability learning as craft

2014 ◽  
Vol 7 (2) ◽  
pp. 4-27 ◽  
Author(s):  
Molly Scott Cato
Keyword(s):  
Higher Education ◽  
Sustainability Education ◽  
Learning By Doing ◽  
Approach To Learning ◽  
Shared Learning ◽  
Learning And Teaching ◽  
Sustainability Learning ◽  
Basket Weaving ◽  
Sustainability In Higher Education ◽  
University Level

Whilst the importance of mainstreaming sustainability in higher education curricula is now widely acknowledged, the challenge for educators at university level is to develop and maintain authority and confidence in an area dominated by limited knowledge and uncertainty. This article suggests that the most empowering and authentic response is to adopt an approach of shared learning, but with the pedagogue demonstrating expertise and inspiration. I suggest that this is an approach to learning and teaching more familiar in areas of craft learning, characterised by apprenticeship and learning-by-doing. The article relies heavily on the work of Richard Sennett in providing a sociological account of craft learning, which is then applied to the field of sustainability. I explore how his three modes of instruction – 'sympathetic illustration', 'narrative' and 'metaphor' – are being used in the field of sustainability education, and draw parallels from the craft of basket weaving in particular, to show how these approaches might be developed. I conclude by suggesting that sustainability education is best undertaken within a community and in place, rather than abstractly and in the classroom.

The Use of Debating as an Aid to Effective Widening Participation in Psychology

2008 ◽  
Vol 7 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Joy Coogan ◽  
Chris Pawson
Keyword(s):  
Higher Education ◽  
Academic Standards ◽  
Widening Participation ◽  
Popular Belief ◽  
Essay Writing ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Traditional Student ◽  
The Uk ◽  
Degree Of Innovation

The UK widening participation agenda is in place to unlock the doors of universities for many students. However, contrary to popular belief, beyond the higher education sector, this widening of participation need not mean a reduction in academic standards. It does, however, demand a different approach to learning and teaching and, the authors argue, a degree of innovation. This paper focuses on one way in which the ‘less traditional’ student can participate in an effective course of study by starting at Level 0 and using nontraditional means of assessment, to which their often less academic backgrounds are better suited in the early stages of their studies. The particular module discussed herein introduces key studies in psychology using the skills of debating and essay writing. The evaluation of this module shows that the students gained a great deal of confidence from debating and enjoyed the experience.

scholarly journals Reviews

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
Philip Barker ◽  
Andrea Frank ◽  
Chris Jones ◽  
Elaine Pearson ◽  
Gillian Jordan ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Student Understanding ◽  
Approach To Learning ◽  
University Courses ◽  
Student Centred Learning ◽  
Uk Higher Education ◽  
Value Of Learning

The theme of this year's International Simulation and Gaming Yearbook - 'Transition and Change' - addresses the topical discourse on the improvement of pedagogy by the introduction of active and student-centred learning in UK higher education. Although the value of 'learning-by-doing' and experiential learning is well recognized by researchers in education, many subjects and university courses continue to employ teaching methods (such as lectures) that favour a passive reproduction of information rather than the fostering of student understanding. In this regard, simulations and games are powerful tools that not only promote an active, student-centred approach to learning but have the potential to help realize government policies to improve the quality of teaching and learning in higher education institutions in the UK.DOI:10.1080/0968776010090208 

Modelling the enablers of sustainability in higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shalini Menon ◽  
M. Suresh
Keyword(s):  
Higher Education ◽  
Structural Model ◽  
Governance Structure ◽  
Matrix Analysis ◽  
Extensive Literature ◽  
Universities And Colleges ◽  
Content Type ◽  
Learning And Teaching ◽  
Sustainability Leadership ◽  
Sustainability In Higher Education

Purpose The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers. Design/methodology/approach The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers. Findings An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power. Practical implications The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students. Originality/value So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).

scholarly journals How do we start? An approach to learning analytics adoption in higher education

2019 ◽  
Vol 36 (4) ◽  
pp. 342-353 ◽  
Author(s):  
Dragan Gasevic ◽  
Yi-Shan Tsai ◽  
Shane Dawson ◽  
Abelardo Pardo
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Lessons Learned ◽  
Strategic Decision ◽  
Business Analytics ◽  
Content Type ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Institutional Adoption ◽  
Data Informed

Purpose The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and supported the education sector in moving toward data-informed strategic decision making. Yet, progress to date in embedding such data-informed processes has been limited. The purpose of this paper is to address a commonly posed question asked by educators, managers, administrators and researchers seeking to implement learning analytics – how do we start institutional adoption of learning analytics? Design/methodology/approach A narrative review is performed to synthesize the existing literature on learning analytics adoption in higher education. The synthesis is based on the established models for the adoption of business analytics and finding two projects performed in Australia and Europe to develop and evaluate approaches to adoption of learning analytics in higher education. Findings The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines an approach to learning analytics adoption that could aid system-wide institutional transformation. The approach also highlights critical challenges that require close attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. Originality/value The paper proposed approach that can be used by senior leaders, practitioners and researchers interested in adoption of learning analytics in higher education. The proposed approach highlights the importance of the socio-technical nature of learning analytics and complexities pertinent to innovation adoption in higher education institutions.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

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