ariane könig and nancy budwig: iscn working group 3: integration of research, learning, operations...
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ISCN WG3
Integration of research, learning, operations and civic engagement
Setting the scene
Ariane König, Ph.D.
Head of Sustainable Development
Senior Researcher
University of Luxembourg
Nancy Budwig
Clark University
WG3 Remit Overarching objective:• To explore the challenges and criteria for success of Universities developing
innovative approaches to transformative learning by integrating research, campus operations, and/or civic engagement projects in education.
Cross-cutting topis:-innovation; collaboration; metrics; scalability
Deliverables?• A priority list of web-based teaching tools (issues and concepts) that can be
shared across Universities• (and possibly volunteers to collaborate on in the academic year
2014/2015).
Agenda
Part I. Innovative approaches to transformative learning - Cases
14.00 Welcome and introductions 14.10 University as stage for transformative learning (Ariane König, University of Luxembourg & Nancy Budwig, Clark University) 14.20 Student-perspectives on transformative learning opportunities (Ulrich Scharf, Rootability) 14.30 Integrated Sustainability Academia – University of Siena (Angelo Riccaboni, University of Siena) 14.40 Q&A and discussion
AgendaPart II: Co-creation of learning toolsII.1. What are challenges and criteria for success of programmes for transformative learning? Include thoughts on the design of spaces in which the project took place.’
II.2. What are priority topics? What aspects of such tools might be scalable or transferable?’
II.3. Develop a prototype web-based tool by designing a home page: • range of functions • content requisites • learning approaches/tools to be mediated by the site• a self-evaluation space for learning and continued improvement of the tool
III. Synthesis and closure
Some challenges to higher education in the face of
complex sustainability problems
« Our whole education tends to only draw
simple logical conclusions and defining
obvious cause and effect relationships
[which] have no existence in reality. In
reality all is indirect effects, networks,
connections and time delays.
Our civilisation will succeed […] only if it
acquires a far greater knowledge of
systemic connections in complex
systems. »
On complexity and education
Frederic Vester (2007). The Art of Interconnected Thinking. MCB publishing house.
Frederic Vester
http://www.foodinfo.org.nz/blind-men-and-an-elephant/
Trying to address complex problems with disciplined science: Diverse disciplinary tribes lack a shared language or world views.
The method of scientific inquiry underlies learning
Individual learning: acquiring the habit of mind of reflection and open inquiry.
Learning by societies/collectives: relies on the same basic reflective process. The union of observation and memory is the heart of reflection.
“Things gain meaning by being used in a shared experience or joint action”.
Testing hypothesis by
acting
Developing ideas for (shared)
hypothesis
Careful observation of consequences
Keep track of ideas,
activities and observed
consequences for reflection
John Dewey
Scientific inquiry is a planned, systematic, structured, self-critical process to create new knowledge
Comparing two cultures of learning
Teaching matters most
Transfer of information
Efficiency (much and fast)
Is given by teacher
Standardised testing
Understand defined cause-effect relationships
Learning environments matter most
Action oriented development process
Personal transformation
Is constructed and negotiated
Self-evaluation + critical support
Emergence of new knowledge from interaction with learning environments
Process:
Endpoint:
Meaning:
Assessment:
View of learning:
Transmissive learning: Transformative learning:
Reconciling tensions along three dimensions• How can we collaboratively see alternative futures for complex
systems?
• How do we know what the relevant facts are? Abstract vs. Situated knowledge – local adaptation of information from the web is easily said… We need platforms for social learning, selection and adapation of universal technologies for local cirucmstnaces.
• How can we embrace conflicting interests and expertise? Sustainability as a normative concept with a moral dimension in a pluralist society…
Learning: Tools and
environments
Human Development as a Social Process
1. Gaining expertise: beyond learning facts: practice based approaches involve studying how students move from novice to expert knowledgethrough participation in authentic contexts
2. Phases of development: learning doesn’t happen in a moment. It is a process with changing roles of different kinds of others over time (experts and peers)
3. The Role of Tools, Artifacts, and Technology
Tools and artifacts can guide the emergence of learning, avoiding top down processes by guiding the emergence of self and peer led learning
Technology has been shaking up our thinking about Learning and provides innovative alternatives to expert led lectures.
4. Learning environments matter
• Nancy – on bounded environments and how learning can happen at boundaries
• The net as a bounded environment
What role might shared MOOCS play?One possibly approach (suggested by Constanza et al.)
Online courses
• analytical • tool-based
Synthesis courses
• face-to-face, • on-the-ground• focused on solving real world problemsPractice:• Critical thinking• Apply tools• Communicate to diverse audiences
II.1.
What are challenges and criteria for success of programmes for transformative learning?
Include thoughts on the design of spaces in which the project took place.’
II.2.
‘What are priority topics that transformative learning tools should be developed for?
What aspects of such tools might be scalable or transferable?
II.3. Design of a web-based teaching tool
Develop a prototype for a web-based tool: In designing the home page, participants will consider
a. the range of functions this web-tool should have b. content requisites for the topic to be addressed, andc. learning approaches/toolsd. a self-evaluation space on the site to ensure learning and continued
improvement of the tool
III. Synthesis, conclusion, and next steps for 2014/2015
Each group presents in five minutes
Synthesis and conclusions
Next steps:
If all goes well we may have emergence of volunteer teams to develop some tools over the academic year 2014/2015.
Back up slides
Humans as originators
or recipients
Industrial society
Primary waste
products
Areas of affected
environment
Society
Economy
Environment
Solar system
A complex nested system ……consists of a number of distinct parts that co-exist in a specific dynamic arrangement. Parts of a system may also form a system or a sub-system in themselves. Interdependencies between drivers of change are of interest.
Frederic Vester (2007). The Art of Interconnected Thinking. MCB publishing house.
4. Learning in the anthropocene
“Learning is to enhance one’s own capacities to produce the results one truly wants to produce.
This process is akin to understanding and engaging in society embedded in its environment in a complex living system and understand its patterns and act upon that understanding.”
Senge, P. 1990. The fifth discipline. MIT Press.
Peter Senge, Director, MIT Centre for Organisational Learning
Sustainable education aims for ‘3rd order’ learning1st order
Transmissive learning
Within accepted boundaries
Information-based
Learning about consequences of actions
No change
3rd order
Transformational learning
Ventures outside boundaries
Question underlying values
Learning about alterantive ways of doing/ challenges values and norms that underpin our assumptions
Radical change potential
04/08/2023Adapted from Stephen Sterling (2001). Sustainable education. Schumacher papers.
2nd order
Transitional learning
Questions boundaries
Critical reflection
Learning about assumptions underlying actions
Incremental change
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