scholarly journals Sustainability Competence in Computer Science Education

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Maja Van der Velden ◽  
Børge Kile Gjelsten ◽  
Gunnar Rye Bergersen ◽  
Siri Moe Jensen
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Learning Goals ◽  
Integrative Approach ◽  
Science Students ◽  
Related Factors ◽  
The Sustainable Development ◽  
Development Goals ◽  
Research Questions ◽  
Future Work

Digitalisation creates opportunities and challenges, both socially and environmentally. Are computer science students interested in addressing these opportunities and challenges and is their education providing them the desired competencies? Theoretically, the paper focuses on the concept of competency and presents the eight sustainability competencies formulated in UNESCO’s Education for the Sustainable Development Goals. Two sets of data are analysed to address the research questions: data from a questionnaire focusing on their aspirations for future work and data from a deductive content analysis of the learning outcomes of six bachelor programmes in informatics. Sustainability-related factors scored important/very important in the aspirations for future work. The analysis of the learning outcomes indicates a very weak connection between learning goals and sustainability competencies. An integrative approach is proposed, which may contribute to the development of sustainability competencies that enable the students to take up normative and critical positions in digitalisation and sustainability discourses.

scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2017 ◽  
Vol 7 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Negative Effect ◽  
The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

scholarly journals Determinants of Overfunding in Equity Crowdfunding: An Empirical Study in the UK and Spain

2020 ◽  
Vol 12 (23) ◽  
pp. 10054 ◽  
Author(s):  
Cristina Martínez-Gómez ◽  
Francisca Jiménez-Jiménez ◽  
M. Virtudes Alba-Fernández
Keyword(s):  
Sustainable Development Goals ◽  
Total Sample ◽  
Influential Factors ◽  
Related Factors ◽  
The Sustainable Development ◽  
Equity Crowdfunding ◽  
Country Analysis ◽  
Sustainable Finance ◽  
Development Goals ◽  
The Uk

Crowdfunding constitutes one of the financial solutions to achieve the sustainable development goals, by fostering innovation and economic growth. This paper conducts an empirical two-country analysis (the UK and Spain) of characteristics of successful offerings to assess the distribution of overfunding in equity crowdfunding. Unlike previous research, which has usually comprised campaigns posted on single-country portals, our study is based on an international leading platform operating with country-differentiated websites, Crowdcube. Such an approach allows us to identify influential factors which are dependent on country and, simultaneously, to control for those platform-related factors. To focus on the overfunding distribution, a quantile regression methodology is adopted for a total sample of 299 overfunded campaigns from 2015 to 2018. Overall, empirical results show that the effects of key campaign features (equity, voting rights and social capital) are stronger and more significant at the 75th and 90th quantiles for the overfunding level and the number of investors. Furthermore, we find significant differences across countries, which persist along the distributions of overfunding. Yet, interestingly, between-country differences in overfunding level vanish for the technological sector. Our research provides further insights into the relation between equity crowdfunding and sustainable finance.

scholarly journals Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

2021 ◽  
Vol 13 (21) ◽  
pp. 12154
Author(s):  
Fermín Sánchez-Carracedo ◽  
Jordi Segalas ◽  
Gorka Bueno ◽  
Pere Busquets ◽  
Joan Climent ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Sustainable Development Goals ◽  
Research Work ◽  
Sustainable Use ◽  
Learning Assessment ◽  
Future Research ◽  
The Sustainable Development ◽  
Use Of Resources ◽  
Development Goals

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the “Sustainability Presence Map” of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors.

scholarly journals ETHICAL AND SUSTAINABLE FUTURE OF WORK

2021 ◽  
Vol 04 (ABRIL 2021) ◽  
pp. 183-191
Author(s):  
David Pastor-Escuredo ◽  
Gianni Giacomelli ◽  
Julio Lumbreras ◽  
Juan Garbajosa
Keyword(s):  
Digital Technology ◽  
Sustainable Development Goals ◽  
Collective Intelligence ◽  
The Sustainable Development ◽  
Ethical Frameworks ◽  
Digital Work ◽  
Development Goals ◽  
To Come ◽  
If Digitalization ◽  
Future Work

Future work in the digital work requires ethical frameworks and Collective Intelligence to develop systems where humans and machines collaborate to come up with solutions promoting the Sustainable Development Goals. Many of the risk for future jobs can be mitigated if digitalization is driven from the lens of humancentered digital technology. However, this requires urgent changes in many processes and trends.

scholarly journals Education for Agenda 2030: What Direction do We Want to Take Going Forward?

2020 ◽  
Vol 12 (5) ◽  
pp. 2035
Author(s):  
Leire Agirreazkuenaga
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Sustainability Education ◽  
Holistic Approach ◽  
Integrative Approach ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Sustainable Education ◽  
Proposed Model ◽  
Development Goals

In the field of education, the concept of environment and sustainable education, and the use of some terms in this field, have developed since their beginning. The United Nations Agenda 2030 of the Sustainable Development Goals (SDGs) gives some clues about and opportunities to reflect upon which concepts and directions to take in the field of education towards promoting sustainability. This paper addresses the issue of the currently fragmented concepts in relation to environmental and sustainability education, and proposes a more comprehensive vision to better advance the path towards education and sustainability. This paper: (1) addresses the main historical milestones in the construction of the concept of environmental education and education for sustainable development; (2) analyzes the issue of which direction we should take within the framework of education in the era of the SDG Agenda 2030, taking emerging concepts such as learning for sustainability and sustainable education as references; and (3) proposes a holistic approach, described as education based on values. We conclude that a new integrative approach inspired by the education based on values concept, and integrating other concepts, will help to better conceptualize sustainability in education, as explained in the proposed model.

scholarly journals How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

2017 ◽  
Vol 88 (1) ◽  
pp. 43-86 ◽  
Author(s):  
Srećko Joksimović ◽  
Oleksandra Poquet ◽  
Vitomir Kovanović ◽  
Nia Dowell ◽  
Caitlin Mills ◽  
...  
Keyword(s):  
Student Engagement ◽  
Literature Review ◽  
Learning Outcomes ◽  
Online Courses ◽  
Empirical Work ◽  
Traditional Education ◽  
Model Learning ◽  
Related Factors ◽  
Online Setting ◽  
Future Work

Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e., academic, social, and affective). The proposed model affords further interstudy comparisons as well as comparative studies with more traditional education models.

scholarly journals Determinants of green growth in developed and developing countries

2021 ◽  
Author(s):  
Vincent Tawiah ◽  
Abdulrasheed Zakari ◽  
Festus Fatai Adedoyin
Keyword(s):  
Developing Countries ◽  
Energy Consumption ◽  
Environmental Sustainability ◽  
Trade Openness ◽  
Green Growth ◽  
Renewable Energy Consumption ◽  
Related Factors ◽  
The Sustainable Development ◽  
Development Goals ◽  
Alternative Identification

AbstractConsidering the need for environmental sustainability while ensuring economic growth and development by 2030, this study uses data on 123 developed and developing countries to examine factors that influence green growth. The empirical results show that economic development positively influences green growth. However, trade openness is detrimental to green growth. Regarding energy-related factors, we find energy consumption negatively affecting green growth, but renewable energy consumption significantly improves green growth. In further analysis, we find that the influence of these factors differs between developed and developing countries. The result implies that countries at a different development level will require different strategies in achieving the Sustainable Development Goals in 2030. The results are robust to alternative identification strategies such as the System Generalised Method of Movement, which accounts for potential endogeneity.

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