Design Precepts for Online Experiential Learning Programs to Address Wicked Sustainability Problems

Autor/inn/en	Davidson, Julie; Prahalad, Vishnu; Harwood, Andrew
Titel	Design Precepts for Online Experiential Learning Programs to Address Wicked Sustainability Problems
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 3, S.319-341 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prahalad, Vishnu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1849061
Schlagwörter	Electronic Learning; Blended Learning; Problem Based Learning; Experiential Learning; Cooperative Learning; Student Centered Learning; Instructional Design; Environmental Education; Sustainable Development; Competency Based Education; Higher Education; College Graduates; 21st Century Skills; World Problems; Difficulty Level; Thinking Skills; Systems Approach; Educational Research + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulabsolvent; Hochschulabsolventin; Weltproblem; Schwierigkeitsgrad; Denkfähigkeit; Systemischer Ansatz; Bildungsforschung; Pädagogische Forschung
Abstract	There are increasing pressures within the higher education sector to incorporate digital pedagogies into teaching and learning, a trend amplified by recent extensive recourse to online delivery within the sector. This trend carries with it both opportunities and challenges in effectively fostering those graduate competences that a converging consensus identifies as essential for sustainability education to nurture. The challenge for educators is to design programs capable of fostering a range of competences fit for wicked sustainability problems. The principal objective of this paper is to review the literature regarding the competences that would adequately equip graduates of sustainability coursework programs with substantial online delivery components for a professional environment of uncertainty, complexity, and wicked problems. From the review of scholarship focused on competences for online experiential learning, sustainability education and wicked problems solving, we assemble a set of precepts to guide the design of effective learning outcomes, settings and pedagogies for an approach to sustainability education that better prepares students for such a challenging environment. While the precepts apply to sustainability education generally, we argue that they provide particular guidance for educators concerned with e-learning. We also present educational, social and technological enablers to underpin design, development and delivery processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01