In this post, I am bringing together a bunch of thoughts and literature, and try to provide an idea of how to assess key competencies in sustainability. Wish me luck! And I welcome feedback! :-)
A couple of days ago, I attended the workshop “Rethinking student belonging and well-being at universities” (recording available here) organised by the Erasmus+ project BELONG. Here are some thoughts!
This afternoon, we had the second seminar in the “Inclusive Classroom” course, this time on “learning support for students with disabilities at LU”. Emma Carlsson and Philip Johansson visited us and told us about their work at the Disability Support Services (which are a unit at the Study Support and Learning group within Lund University admin). Here is my summary!
“Motivation is left, right and centre in learning. Self Determination Theory’s (SDT) is one of the main theories of motivation, and its two founders, Ryan and Deci, are number 6 and 16, respectively, on the list of the most cited researchers in the world. (They have a staggering 1 148 467 citations between them as of today.) Can SDT give us ideas for how to support students’ motivation to perform academically?” This is the start of Mattias Lundmark‘s guest post about an iEarth Journal Club article, and of course he will answer that question!
“Sustainable assessment” is about making assessment useful to learning beyond the frame of the course it is related to, not just in terms of retaining the learnt information and skills for longer, but to support future learning. Resource-intensive courses or practices might become more sustainable if they have far-reaching consequences beyond just the course, and really sustainable if they educate self-managing, learning stake-holders who will act responsibly and competently in society in a challenging future. Teachers are likely intending that long-term impact with their teaching already, but how can it also be supported through assessment design? My summary of Boud & Soler (2016) below.
I recently rediscovered the article by Land (2001) on how different orientations to academic development can be put into relation to each other. And I find it so helpful to think in those terms to understand better why some colleagues do what they do!
Yesterday I was one of those annoying people on their laptop during a seminar, taking notes during Maria Weurlander’s presentation on “When learning becomes difficult: Emotional challenges in education”, and then our discussions on the topic. But it was just too interesting and relevant not to!
Time for some wave watching!
We’ve been given quite a substantial reading/watching list for the “Climate Activism 101” course, so let’s start with two things that aren’t actually on it, but maybe should be, before actually digging into the list. My summary of all of it here!
I am taking the open “Climate Activism 101” course, organised by Robert Kordts for Scientist Rebellion Bergen. Here, I am summarising my impressions and take-aways from the first meeting today!