Integration is required to achieve goals set by Joe – CAMPUS AS TEACHING TOOL How foster awareness of issues and perosnal engagement in all who live and work on campus? – Engage the community
American pragmatism on the purpose of ‘scientific inquiry’ (based on Richard Rorty, 1999)
The purpose of inquiry is to achieve agreement of what to do, with what end, by what means to make life better -- other inquiry is just word play…
Science can serve to manage but not represent realities – the quality of science is revealed in its predictive power on how to make life better
All areas of culture serve to make life better – diminish human suffering, increasing human equality, giving all children an equal chance to happiness
Moral choice is a choice between competing goods – requires inquiry into and engagement of diverse perpsectives of the affected community
Culture of learning emerges form the leanring environemt and co-eovles with it. To reflect is to look back and extract net meaning for intelligent dealing with further experiences. Heart of intellectual orgnisation and of the disciplines mind A method of understanding signifiance of every day epxeriences in the world we live.
RELATE INQUIRY TO CREATIVITY
Define open inquiry and why creative --- back to thomas & Seely BRown
Wikipedia allows observing the kknowledge construction process as well as to particiapte in it.
1. ideas as basis for hyporthesis 2. Testing of hypothesis by acting upon them and careful observation of consequences 3. Scinetific method requires to keep track of ideas, activities and observed conseuqences as a basis for reflction The union of observation and memory is the heart of reflection
To reflect is to look back and extract net meaning for intelligent dealing wiht further experiences. Heart of intellectual orgnisation and of the disciplines mind A method of understnading signifiance of every day epxeriences in the world we live.
Teaching about the world vs. Learning from engagement within the world.
Learning environments are contituted from students, teachers, infomration including rich digital resources on the web, and defined boundaries co-exist ina mutually reinforcing way. Boundaries serve not only as constraint but as catalysts for innovation. Environemnts as substrates for evolution. Are not stnadardised tested ormeasured,
We would view them as a nested hierarchywith envt bounding society boudnting economy, complex syystems reaseach interested in DRIVERS of change and interdependencies. E.g. looking at humans as drivers of change - we consider…
Ict and social media : new opportunities for and resquisites to science education in schools: Equip for competent citzienship ecological and digital citizenship – parents seemingly do ever less of this. Big data requires new skills From credibility to judging quality of infomration Brigding formal informal non formal learning Migration and heterogenity in class – more fundamental changes in school system required? What science? Co-.production of science and social norms Building emotional certaintiy to face uncertainty and ignorance (PISA 2013 results!) Dealing with complexity and praciting systems thinking from an early age Build on and further develop target at science teaching in primary schools first approach in Certificate also for BScE and Formation Continue PISA 2013: success in science and lanugages and socioeconomic status; science and uncertainty Changing job market: ctd investment ICT-security, n trurst; life sciences; transport and logistics Preempt the digital divide Sustainbility: Systems thinking and complexity Language teaching?
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research, learning, operations and civic engagement
Integration of research, learning, operations
and civic engagement
Setting the scene
Ariane König, Ph.D.
Head of Sustainable Development
University of Luxembourg
• 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.
-innovation; collaboration; metrics; scalability
• 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
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
14.30 Integrated Sustainability Academia – University of Siena (Angelo Riccaboni,
University of Siena)
14.40 Q&A and discussion
Part II: Co-creation of learning tools
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? What aspects of such tools might be scalable or
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
« 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
On complexity and education
Frederic Vester (2007). The Art of Interconnected Thinking. MCB publishing house.
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”.
Keep track of
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
Understand defined cause-
Learning environments matter most
Action oriented development
Is constructed and negotiated
Self-evaluation + critical support
Emergence of new knowledge
from interaction with learning
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…
as a Social Process
1. Gaining expertise: beyond learning facts: practice
based approaches involve studying how students move from
novice to expert knowledge
through 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
• The net as a bounded environment
What role might shared MOOCS play?
One possibly approach (suggested by Constanza et al.)
• focused on solving real world
• Critical thinking
• Apply tools
• Communicate to diverse audiences
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.’
‘What are priority topics that transformative
learning tools should be developed for?
What aspects of such tools might be scalable or
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, and
c. learning approaches/tools
d. 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
If all goes well we may have emergence of volunteer teams to
develop some tools over the academic year 2014/2015.
A complex nested system ……consists of a number of distinct parts that co-ex
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’
Within accepted boundaries
consequences of actions
Ventures outside boundaries
Question underlying values
Learning about alterantive
ways of doing/ challenges
values and norms that underpin
Radical change potential
Adapted from Stephen Sterling (2001). Sustainable education. Schumacher papers.