This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.

1. ISCN WG3
Integration of research, learning, operations
and civic engagement
Setting the scene
Ariane König, Ph.D.
Head of Sustainable Development
Senior Researcher
University of Luxembourg
Nancy Budwig
Clark University

2. WG3 Remit
Overarching objective:
• 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.
Cross-cutting topis:
-innovation; collaboration; metrics; scalability
Deliverables?
• 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
2014/2015).

3. Agenda
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
Scharf, Rootability)
14.30 Integrated Sustainability Academia – University of Siena (Angelo Riccaboni,
University of Siena)
14.40 Q&A and discussion

4. Agenda
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
transferable?’
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

5. Some challenges to higher
education in the face of complex
sustainability problems

6. « 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
systems. »
On complexity and education
Frederic Vester (2007). The Art of Interconnected Thinking. MCB publishing house.
Frederic Vester

7. http://www.foodinfo.org.nz/blind-men-and-an-elephant/
Trying to address complex problems with disciplined
science: Diverse disciplinary tribes lack a shared
language or world views.

8. 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”.
Testing
hypothesis by
acting
Developing
ideas for
(shared)
hypothesis
Careful
observation of
consequences
Keep track of
ideas,
activities and
observed
consequences
for reflection
John Dewey
Scientific inquiry is a planned, systematic, structured,
self-critical process to create new knowledge

9. Comparing two cultures of learning
Teaching matters most
Transfer of information
Efficiency (much and fast)
Is given by teacher
Standardised testing
Understand defined cause-
effect relationships
Learning environments matter most
Action oriented development
process
Personal transformation
Is constructed and negotiated
Self-evaluation + critical support
Emergence of new knowledge
from interaction with learning
environments
Process:
Endpoint:
Meaning:
Assessment:
View of learning:
Transmissive learning: Transformative learning:

10. 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…

11. Learning:
Tools and environments

12. Human Development
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)

13. 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.

14. 4. Learning environments matter
• Nancy – on bounded environments and how learning can happen at
boundaries
• The net as a bounded environment

15. What role might shared MOOCS play?
One possibly approach (suggested by Constanza et al.)
Online courses
• analytical
• tool-based
Synthesis courses
• face-to-face,
• on-the-ground
• focused on solving real world
problems
Practice:
• Critical thinking
• Apply tools
• Communicate to diverse audiences

16. 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.’

17. II.2.
‘What are priority topics that transformative
learning tools should be developed for?
What aspects of such tools might be scalable or
transferable?

18. 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

19. III. Synthesis, conclusion, and next steps for 2014/2015
 Each group presents in five minutes
 Synthesis and conclusions
 Next steps:
If all goes well we may have emergence of volunteer teams to
develop some tools over the academic year 2014/2015.

20. Back up slides

21. Humans as
originators
or
recipients
Industrial
society
Primary
waste
products
Areas of
affected
environme
nt
Society
Economy
Environment
Solar system
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.

22. 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

23. Sustainable education aims for ‘3rd order’
learning
1st order
Transmissive learning
Within accepted boundaries
Information-based
Learning about
consequences of actions
No change
3rd order
Transformational learning
Ventures outside boundaries
Question underlying values
Learning about alterantive
ways of doing/ challenges
values and norms that underpin
our assumptions
Radical change potential
6/17/2014
Adapted from Stephen Sterling (2001). Sustainable education. Schumacher papers.
2nd order
Transitional learning
Questions boundaries
Critical reflection
Learning about
assumptions underlying
actions
Incremental change