Collaborative Learning and Global Education: Human–Environment Interactions in the Galápagos Islands, Ecuador

Brewington, Laura; Engie, Kim; Walsh, Stephen J.; Mena, Carlos F.

doi:10.1080/00221341.2012.740066

Cited by 8 publications

(6 citation statements)

References 61 publications

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“…[129][130][131][132]. The effects of land abandonment and the proliferation of these invasive plants (PM2) become a three-sided social-ecological problem, affecting: (1) The neighboring farms, (2) the surrounding protected areas of the Galapagos National Park [133], and (3) giant tortoise migratory routes by the formation of vegetative barriers. Whilst the use of herbicides and pesticides to control the propagation of these invasive plants is a common practice, the resulting contamination of the environment is a serious concern [134].…”

Section: The Understanding Of Threats Facing Giant Tortoises On Santamentioning

confidence: 99%

Identifying Shared Strategies and Solutions to the Human–Giant Tortoise Interactions in Santa Cruz, Galapagos: A Nominal Group Technique Application

et al. 2019

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Conservation conflicts in protected areas are varied and context-specific, but the resulting effects are often similar, leading to important losses for both humans and wildlife. Several methods and approaches have been used to mitigate conservation conflicts, with an increasing emphasis on understanding the human–human dimension of the conflict. In this article, we present a revision of several conservation conflict cases in the management of protected areas, transdisciplinary and participatory approaches to address conservation conflicts, and finalize by illustrating the application of the nominal group technique (NGT) with the case of the human–giant tortoise interactions in Santa Cruz Island, Galapagos. In this article, we demonstrate the use of novel and systematic participatory and deliberative methodology that is able to engage stakeholders in a constructive dialogue to jointly identify and explore options for shared strategies and solutions to conservation conflicts. The results are comparable with other conservation conflicts cases around the world and illustrate the importance of generating legitimatized information that will further help policy and decision-making actions to address conservation conflicts in the management of protected areas.

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Section: The Understanding Of Threats Facing Giant Tortoises On Santamentioning

confidence: 99%

Identifying Shared Strategies and Solutions to the Human–Giant Tortoise Interactions in Santa Cruz, Galapagos: A Nominal Group Technique Application

et al. 2019

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“…En ökad förståelse för globala frågor kan bl.a. fås genom undervisning som förankras i verklighetsbaserade frågeställningar, från det lokala till det globala (Brewington, Engie, Walsh & Mena, 2013), vilket i världarvssammanhang t.ex. kan innebära att lärare inkluderar undervisning om hur ett världsarv förhåller till sig andra världsarv i fråga om tid och rum (Föreningen för kulturarvsfostran, 2012).…”

Section: Platsbaserat Lärande I Världsarvunclassified

Grundskollärares uppfattningar av världsarvsundervisning och världsarvet Kvarkens skärgård som lärmiljö.<br/>Compulsory school teachers` conceptions of World Heritage Education and the Kvarken Archipelago World Heritage site as a learning environment

Berg

2018

NorDiNa

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The responsibility to preserve our natural and cultural heritage is not just a national issue but also, through international agreements, an international commitment. In World Heritage Education (WHE) students are expected to know, to cherish and to act in favour of World Heritage sites and communities. The aim of this quantitative and qualitative study is to investigate teachers’ views of WHE and the Kvarken Archipelago as a learning environment. A total of 105 teachers within Finnish primary and secondary education answered a questionnaire. The results indicate that teachers struggle to meet Unesco´s aims of WHE. The respondents primarily emphasize students´ knowledge of WH sites. A few respondents highlight the skills and experiences needed to reinforce young students´commitment to preserve WH sites, and to help close the gap between school and society. A more distinct connection to PBL and ESD is discussed as one of the pedagogical implications for the development of WHE.

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“…However, its popularity in learning contexts warrants its inclusion. For example, ABMS has been to teach university-level students in areas such as ABMS itself (Kurkovsky, 2013;Pinder, 2013;Shiflet, Shiflet, & Sanders Jr, 2013), material science (Blikstein & Wilensky, 2006a, 2006b, geography (Brewington, Engie, Walsh, & Mena, 2013), chemistry (Stieff & Wilensky, 2003), civil engineering (Zhu, Xie, & Levinson, 2010), and biology (Kottonau, 2011). Therefore it is worth mentioning that ABMS, both as a teaching facilitator and as an educational tool, has been widely accepted in university-level teaching contexts.…”

Section: What Specific Dynamics Do Existing Abms Applications Cover In He?mentioning

confidence: 99%

A systematic review of agent-based modelling and simulation applications in the higher education domain

Blackmore

2015

Higher Education Research & Development

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This paper presents the results of a systematic review of agent-based modelling and simulation applications in the higher education (HE) domain. Agent-based modelling is a 'bottom-up' modelling paradigm in which system level behaviour (macro) is modelled through the behaviour of individual local-level agent interactions (micro). This approach to considering the behaviour of systems of interacting 'agents' has been applied to a wide variety of domains. Of particular interest are the ways that ABMS applications have been used to further understand the dynamics of the HE domain. We conduct a systematic review of literature to analyse publications by year, role of the simulator, development stage of the models, and any associated validation. We also identify areas for future work, which includes an emphasis on validating existing and future models, detailed description of simulations to allow replication and further development, and the use of agent-based models in other contexts within the increasingly complex HE domain.

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Collaborative Learning and Global Education: Human–Environment Interactions in the Galápagos Islands, Ecuador

Cited by 8 publications

References 61 publications

Identifying Shared Strategies and Solutions to the Human–Giant Tortoise Interactions in Santa Cruz, Galapagos: A Nominal Group Technique Application

Identifying Shared Strategies and Solutions to the Human–Giant Tortoise Interactions in Santa Cruz, Galapagos: A Nominal Group Technique Application

Grundskollärares uppfattningar av världsarvsundervisning och världsarvet Kvarkens skärgård som lärmiljö.<br/>Compulsory school teachers` conceptions of World Heritage Education and the Kvarken Archipelago World Heritage site as a learning environment

A systematic review of agent-based modelling and simulation applications in the higher education domain

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