Purpose
This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines.
Design/methodology/approach
The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning.
Findings
The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper.
Research limitations/implications
The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field.
Originality/value
This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.
Abstract. Maps are a powerful medium for communicating research. Tools for analysing geospatial data and preparing maps are now readily available and widely used in research. Despite this, concerns are being raised over the quality of maps produced with online and desktop mapping products. As academics and supervisors of postgraduate students, we conducted an exploratory study to determine if and how these concerns apply to maps in PhD dissertations. We reviewed just over 1,000 dissertations published in 2015 and 2017 at three universities. Maps for indicating locations or study areas were used in a diverse range of topics, confirming our reliance on maps to communicate information about geographic space. Maps that communicated scientific results were prevalent in the natural sciences and in the humanities, and in these cases, the dissertations included a large number of maps. We provide a qualitative description of problems identified in the dissertations, which highlight challenges with the accurate and responsible presentation of scientific results in maps. The accumulation of minor inaccuracies on maps, especially if one result is based on another, can have serious consequences for scientific knowledge production. Future work could review maps in PhD dissertations to inform guidelines for preparing and evaluating maps to be included in dissertations.
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