Responsive sustainable education futures.pptx
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Short talk on responsive and sustainable education futures given by Rebecca Ferguson of The Open University in the UK at ECTEL 2023 on 8 September 2023 as part of a keynote panel.
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Responsive sustainable education futures.pptx
- 1. Responsive and sustainable education futures Rebecca Ferguson The Open University ECTEL, September 2023
- 2. 2 Wellbeing Anxiety and learning activities Wellbeing and assessment Mental health awareness Impact of educational technologies Affirming and positive experiences Challenges of learning online Finding the right language Representing learner identities Creating a sense of community https://c4ww.co.uk/2019/03/05/university-student-mental-health-survey-2018-results-publi A 2018 poll of over 37,500 students from 140 UK universities found that more than one-fifth of students have a current mental health diagnosis and over one-third reported psychological distress for which they felt they needed professional help. This was pre-Covid.
- 3. 3 Generative AI Table adapted from 2023 UNESCO report on ChatGPT and AI in HE; Quote from Bonny Ibhawoh Possibility Students write queries in ChatGPT and use the Co-designer Teachers ask ChatGPT for ideas about designing or Study buddy Students explain their current level of Motivator Teachers or students ask ChatGPT for ideas about Dynamic Students interact with ChatGPT in a tutorial-type “ All stakeholders must have a voice ”
- 4. 4 Degrowth Degrowth envisages an end to an era in which production of goods and services is continually increased. It aims for an equitable downscaling of both production and consumption. Overall, the degrowth movement values simplicity, slowing down, and local approaches to sharing and production. Selwyn, Digital Degrowth (2023) https://doi.org/10.1080/17439884.2022.2159978
- 5. 5 Sustainability Valuing sustainability Supporting fairness Promoting nature Systems thinking Critical thinking Problem framing European sustainability competence framework Futures literacy Adaptability Exploratory thinking Political agency Collective action Individual initiative
- 6. Click to edit Master title style @R3beccaf Rebecca.ferguson@open.ac.uk Slideshare.net/R3beccaF
Editor's Notes
- Responsive and sustainable education futures. Short talk given by Rebecca Ferguson of The Open University at ECTEL in September 2023 Together with decorative patterns and the OU logo (which appears on every slide), the slide includes a photograph of signpost in a rural setting that points to the future and to the past
- Wellbeing Anxiety and learning activities Wellbeing and assessment Mental health awareness Impact of educational technologies Affirming and positive experiences Challenges of learning online Finding the right language Representing learner identities Creating a sense of community A pullout quote says: “A 2018 poll of over 37,500 students from 140 UK universities found that more than one-fifth of students have a current mental health diagnosis and over one-third reported psychological distress for which they felt they needed professional help. This was pre-Covid. The survey referred to can be accessed at the following URL https://c4ww.co.uk/2019/03/05/university-student-mental-health-survey-2018-results-published/
- Generative AI A short quote from Bonny Ibhawah says ‘All stakeholders must have a voice’ The original of the quote can be accessed at this URL https://global.mcmaster.ca/an-overview-of-dr-simon-buckingham-shums-keynote-at-the-u21-educational-innovation-symposium-proudly-hosted-by-mcmaster-university-and-the-office-of-international-affairs/ A two-column table lists pedagogic ways of using Chat GPT or similar AI in the left-hand column and gives examples of each in the right-hand column. Text in the table reads: Possibility engine Students write queries in ChatGPT and use the Regenerate response function to examine alternative responses. Co-designer Teachers ask ChatGPT for ideas about designing or updating a curriculum and/or focus on specific goals such as how to make the curriculum more accessible. Study buddy Students explain their current level of understanding to ChatGPT and ask for ways to help them study the material. Motivator Teachers or students ask ChatGPT for ideas about how to extend students’ learning after providing a summary of the current level of knowledge Dynamic assessor Students interact with ChatGPT in a tutorial-type dialogue and then ask ChatGPT to produce a summary of their current state of knowledge to share with their teacher/ The table is adapted, and massively shortened, from one that appears in a UNESCO report that can be accessed at the following URL https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
- Degrowth Degrowth envisages an end to an era in which production of goods and services is continually increased. It aims for an equitable downscaling of both production and consumption. Overall, the degrowth movement values simplicity, slowing down, and local approaches to sharing and production. A box on the right summarises four ways in which Neil Selwyn proposes this could be done. Remove current manipulative forms of education tech Support current convivial forms of education tech Develop new convivial ed tech Developing tech to de-school society These ideas are taken by a paper on degrowth published by Neil Selwyn in 2023. It can be accessed at the following URL https://doi.org/10.1080/17439884.2022.2159978
- Sustainability This lists the 12 elements of the European sustainability competence framework, which can be accessed at this URL https://hei-prometheus.eu/greencomp-the-european-sustainability-competence-framework/ These are illustrated by decorative images. The slide only has room for the 12 headings, but the list below gives more detail: Embodying sustainability values, including the competences Valuing sustainability: To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values. Supporting fairness: To support equity and justice for current and future generations and learn from previous generations for sustainability. Promoting nature: To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystems. Embracing complexity in sustainability, including the competences Systems thinking: To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems. Critical thinking: To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions. Problem framing: To formulate current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems. Envisioning sustainable futures, including the competences Futures literacy: To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future Adaptability: To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk Exploratory thinking: To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods Acting for sustainability, including the competences Political agency: To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability Collective action: To act for change in collaboration with others Individual initiative: To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet
- Contact details for Rebecca, alongside an illustration of her @R3beccaf Rebecca.ferguson@open.ac.uk Slideshare.net/R3beccaF