iEarth’s current journal club paper deals with collaborative exams as learning opportunities, and this fits perfectly with Anja Møgelvang’s recent article on cooperative learning, where we can find inspiration for how to make this work in practice. So here are my thoughts!
Another guest post by Kirsty Dunnett about the difficulty of applying skills from a maths course in the context of geoscience courses, and what can be done to make it easier. Thanks for writing, Kirsty :-)
Came across this model, had to share! You know I love me a good visualization of a model, and I think this one is brilliant to help support thinking about sustainability teaching in a holistic way!
If we want to do a valid assessment of what a specific student can do, we need to know what information they had available when producing the artifact we are evaluating, who they could communicate with, and what tools they had access to. And we might want to restrict access to some or all of those, to some degree or completely. Dawson et al. (2023) develop a taxonomy of restrictions that I find really useful as an overview!
Who are you travelling with? A guest post by Kirsty Dunnett.
A summary and some thoughts on:
Supporting students in higher education: proposal for a theoretical framework
By J.-M. De Ketele (Université de Louvain, Belgium)
I read the book “Relationship-rich education. How human connections drive success in college” by Felten & Lambert (2020) almost a year ago and found it super inspiring, but also very hard to summarize. You should check it out yourself, of course, but here are my key take-aways.
One reoccurring topic in all discussions around how to teach sustainability is how we can turn frustration into constructive action. I haven’t found a comprehensive answer, but I’ve been reading!
One part of co-creation — letting students create learning content for each other — has always been fascinating to me. The idea is that in order to create meaningful materials for others, they have to develop a good grasp of the material themselves, figure out a sequence, fill any gaps in prior knowledge, etc.. Also the materials that are being produced might feel more relevant to peers because they come from their own peer group, might be more current in the way they are presented, … But how well does content co-creation actually work to support learning?
The impact of content co-creation on academic achievement (Doyle et al., 2021)
As we are continuing working on our “sense of belonging” project at UiB (read more about my thoughts on students’ sense of belonging and what we can do about it here; and the general idea behind this project is to first get a baseline of student experiences, and then figure out how to make all students feel welcome and that they are in the right place), I’ve started reading up on “mattering”. Belonging makes the assumption that students want to belong in the first place, and that’s not necessarily the case. Mattering, on the other hand, is only about how students perceive others’ reactions to themselves.
Over the last couple of weeks, I’ve talked to many people that are in one way or other involved in teaching about sustainability at high school or university level. One thing that has struck me is how many seem to be teaching about sustainability without actually believing that we can and will “fix” the big issues like climate, biodiversity, hunger, wars. And while I don’t have a solution to them either, I found it so disheartening to see all these teachers that talk to so many young people and that seem to have no hope for the future. Surely this cannot be the way to do things. If they don’t see the point of changing things because we are all doomed anyway, how will they support their students to develop skills and strategies to deal with all the big challenges they will be faced with?
This is where the article I’m summing up below comes in: