Education for sustainable development and the Young Masters Program

McCormick, Kes; Mühlhäuser, Elisabeth; Nordén, Birgitta; Hansson, Lars; Foung, Carl; Arnfalk, Peter; Karlsson, Mårten; Öman, Dolores Pigretti

doi:10.1016/j.jclepro.2004.12.007

Cited by 20 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Fleming and Easton (2010) point out challenges in teaching online courses for environmental educators, including attrition rates and creating a social learning environment. Studies of online courses focused on environmental issues rather than environmental education per se have demonstrated that participants not only increased environmental knowledge and attitudes scores (Aivazidis, Lazaridou, and Hellden 2006), but also point to the success of courses in engaging students in interactive learning (Eckelman et al 2011;McCormick et al 2005;Vann, Pacheco, and Motloch 2006). However, we are not aware of any studies that applied social learning, communities of practice, or other interactive learning frameworks to online learning in environmental education or professional development of environmental educators.…”

Section: Introductionmentioning

confidence: 94%

Interactive learning in an urban environmental education online course

Krasny

Russ

2014

Environmental Education Research

View full text Add to dashboard Cite

Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course-participant-participant, participant-instructor, and participant-content-to four course outcomes: participants' motivation to learn, intent to adapt ideas and information learned through the course in their practice, actual adaptation of ideas in their practice, and development of professional networks. Content analysis was used to characterize participants' and instructors' weekly online posts and comments, and generalized estimation equation modeling was used to explore the relationships between interactions and outcomes. The results showed that participant content interaction had significant positive relationships with participants' motivation to learn, intent to adapt ideas, and adaptation of ideas. Participant-participant interaction had significant positive relationships with participants' motivation to learn, and development of professional networks with each other. Finally, participant-instructor interaction had a significant positive relationship with participants' development of professional networks. The results of this study can be used to improve professional development online courses for environmental educators.

show abstract

Section: Introductionmentioning

confidence: 94%

Interactive learning in an urban environmental education online course

Krasny

Russ

2014

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…Die Studie ergab, dass durch Virtuelle Schulgarten austausche spezielle(s) Wissen, Kompetenzen und Werte geför dert sowie passende Lernumgebungen geschaffen werden sol len. Einige davon überschneiden sich mit den Zielen von Virtuellem Austausch (Krutka & Carano, 2016;McCormick et al, 2005;Peiser, 2015) und Bildung für nachhaltige Entwick lung (Rieckmann 2018;Scheunpflug & Asbrand, 2006;UNESCO, 2019UNESCO, , 2017. Nichtsdestotrotz wird von den Päda gog/innen selbst benannt, dass sie sich Sorgen machen, ob Vir tuelle Schulgartenaustausche nicht auch negative Effekte auf ihre Schüler/innen haben könnten.…”

Section: Globales Denken Und Lokales Gärtnernunclassified

Virtueller Schulgartenaustausch: Ein innovativer Lernansatz im Kontext von Bildung für nachhaltige Entwicklung

Löchner¹

2022

ZEP

View full text Add to dashboard Cite

Der vorliegende Beitrag beschäftigt sich mit Virtuellem Schulgartenaustausch. In Virtuellen Schulgartenaustauschen tauschen sich Grundund Sekundarschüler/innen des Globalen Nordens und Globalen Südens über ihre Erfahrungen im Schulgarten mithilfe digitaler Medien aus. Der Beitrag zeigt den Status Quo des Forschungsfelds, gibt Einblicke in die Intentionen und Beobachtungen, die Pädagog/innen mit Virtuellem Schulgartenaustausch haben bzw. machen. Zusammenfassend zeigte sich, dass Virtueller Schulgartenaustausch ein innovativer Ansatz ist. Einerseits kann er Transformatives Lernen anregen, andererseits zeigt die vorliegende Studie auch, dass er keine Garantie für eine gute Bildung für nachhaltige Entwicklung ist, da er auch Othering fördern kann.

show abstract

“…Finally, sustainable development focuses on sustainable education and a sustainable environment, both of which have a responsibility toward natural resources and environments (Manitoba, 2000). Sustainable education can be achieved by providing students and teachers with knowledge, skills and insights relating to sustainability challenges and innovations (McCormick et al, 2005). On the other hand, a sustainable environment is one where the impacts on environment are minimized and the natural resources are protected and restored (Siemens, 2004).…”

Section: List Of Journal Articlesmentioning

confidence: 99%

Sustainable development, e-learning and Web 3.0

Sofiadin

2014

Journal of Information, Communication and Ethics in Society

View full text Add to dashboard Cite

Purpose – The purpose of this paper is to present a descriptive literature review and a classification scheme for studies on sustainable development, e-learning and Web 3.0 that contribute toward sustainable e-learning. The aims are to discover and highlight some ideas on developing a sustainable learning in higher education in Malaysia. Design/methodology/approach – The paper examines the elements of e-learning, technology, application, sustainable development and teaching and learning principles that contribute toward a sustainable e-learning through a descriptive literature review approach and a classification scheme. Findings – The findings show that even though sustainable e-learning research is still limited, contributions to sustainable e-learning were recognized and some ideas and perspectives for the development of a sustainable e-learning framework were identified. Furthermore, this paper identified the gaps in the findings; therefore, this paper will try to minimize these gaps through the initial sustainable e-learning framework. Originality/value – The paper is expected to provide further ideas of developing a sustainable e-learning framework, as well as the importance of a sustainable e-learning to provide quality learning through technology, application, sustainable development and teaching and learning principles perspectives.

show abstract

Education for sustainable development and the Young Masters Program

Cited by 20 publications

References 0 publications

Interactive learning in an urban environmental education online course

Interactive learning in an urban environmental education online course

Virtueller Schulgartenaustausch: Ein innovativer Lernansatz im Kontext von Bildung für nachhaltige Entwicklung

Sustainable development, e-learning and Web 3.0

Contact Info

Product

Resources

About