This paper explores the design and implementation of an Education for Sustainable Development (ESD)-informed food science module, following the authors’ participation in the Learning Design and ESD Bootcamp. The module aims to challenge and transform students' beliefs, values, and assumptions about real-world issues in the agri-food industry through active learning in an outward-facing curriculum that makes use of place-based learning, problem-based learning and peer and collaborative learning. Assessment was designed to be as authentic as possible, mirroring real-world tasks and challenges. Preliminary feedback indicates that the module was well received by students and contributed to their understanding of the challenges and opportunities associated with sustainable food production, processing, and consumption, as well as their ability to critically evaluate and propose solutions to real-world problems in the agri-food industry. However, the authors also encountered challenges in student engagement, resistance from teaching staff and institutional barriers that made constrained design and made implementation difficult. Overall, this paper highlights the importance of ESD in curricula generally and food science in particular. The success of the module so far demonstrates the value of active and authentic learning experiences in developing students' understanding of sustainability in the agri-food industry as well as promoting critical thinking and problem-solving skills. The challenges faced during the development and implementation process offer insights into the importance of leadership as well as targeted support for staff involved in curriculum development and delivery.
{"title":"Sustainable food systems: Embedding Education for Sustainable Development (ESD) in a food science module","authors":"Kieran Higgins, Alison Calvert, Alysha Thompson, Tracy Galvin","doi":"10.56230/osotl.77","DOIUrl":"https://doi.org/10.56230/osotl.77","url":null,"abstract":"This paper explores the design and implementation of an Education for Sustainable Development (ESD)-informed food science module, following the authors’ participation in the Learning Design and ESD Bootcamp. The module aims to challenge and transform students' beliefs, values, and assumptions about real-world issues in the agri-food industry through active learning in an outward-facing curriculum that makes use of place-based learning, problem-based learning and peer and collaborative learning. Assessment was designed to be as authentic as possible, mirroring real-world tasks and challenges. Preliminary feedback indicates that the module was well received by students and contributed to their understanding of the challenges and opportunities associated with sustainable food production, processing, and consumption, as well as their ability to critically evaluate and propose solutions to real-world problems in the agri-food industry. However, the authors also encountered challenges in student engagement, resistance from teaching staff and institutional barriers that made constrained design and made implementation difficult. Overall, this paper highlights the importance of ESD in curricula generally and food science in particular. The success of the module so far demonstrates the value of active and authentic learning experiences in developing students' understanding of sustainability in the agri-food industry as well as promoting critical thinking and problem-solving skills. The challenges faced during the development and implementation process offer insights into the importance of leadership as well as targeted support for staff involved in curriculum development and delivery.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Desde la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) se trabaja en el fomento de una Educación para el Desarrollo Sostenible (EDS), siendo esta un propósito fundamental para alcanzar los Objetivos de Desarrollo Sostenible (ODS) que integran la Agenda 2030 aprobada por la Asamblea General de la Organización de Naciones Unidas (ONU) el 25 de septiembre de 2015. Una de las iniciativas recientes del Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe, IESALC (UNESCO-IESALC) y de la Asociación para el Diseño Pedagógico y Educación para el Desarrollo Sostenible (ALDESD) ha sido la organización en 2022 del Bootcamp de Diseño Pedagógico y EDS, contexto en el que se enmarca el presente trabajo. Se presenta el proyecto de diseño de un módulo específico de formación de 20 horas de duración distribuidas a lo largo de 5 semanas, e integrado como complemento formativo de 1 ECTS dentro de los estudios de Grado en Educación Infantil y Primaria, donde el alumnado va a poder desarrollar las competencias clave para la sostenibilidad de manera equitativa. El principal ODS trabajado es el ODS 4 “Educación de Calidad”, además del ODS 10 “Reducción de desigualdades”, el ODS 16 “Paz, justicia e instituciones sólidas”, y de manera transversal el ODS 17 “Alianzas para lograr los objetivos”. La principal fortaleza de este proyecto es el efecto replicador que tendrá en la sociedad, ayudando al cumplimiento de los ODS señalados en la Agenda 2030. Por tanto, este módulo pretende mostrar el camino para desarrollar proyectos sostenibles de impacto sembrando así la semilla del cambio en los estudiantes, pero también en sus futuras aulas formadas por la sociedad del hoy y del mañana.
{"title":"Metodologías activas emergentes y Concienciación Social","authors":"Maria-Jose Igual-Perez, Aránzazu Duque Moreno, Carolina Calvo García, Paula Martínez López","doi":"10.56230/osotl.87","DOIUrl":"https://doi.org/10.56230/osotl.87","url":null,"abstract":"Desde la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) se trabaja en el fomento de una Educación para el Desarrollo Sostenible (EDS), siendo esta un propósito fundamental para alcanzar los Objetivos de Desarrollo Sostenible (ODS) que integran la Agenda 2030 aprobada por la Asamblea General de la Organización de Naciones Unidas (ONU) el 25 de septiembre de 2015. Una de las iniciativas recientes del Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe, IESALC (UNESCO-IESALC) y de la Asociación para el Diseño Pedagógico y Educación para el Desarrollo Sostenible (ALDESD) ha sido la organización en 2022 del Bootcamp de Diseño Pedagógico y EDS, contexto en el que se enmarca el presente trabajo. Se presenta el proyecto de diseño de un módulo específico de formación de 20 horas de duración distribuidas a lo largo de 5 semanas, e integrado como complemento formativo de 1 ECTS dentro de los estudios de Grado en Educación Infantil y Primaria, donde el alumnado va a poder desarrollar las competencias clave para la sostenibilidad de manera equitativa. El principal ODS trabajado es el ODS 4 “Educación de Calidad”, además del ODS 10 “Reducción de desigualdades”, el ODS 16 “Paz, justicia e instituciones sólidas”, y de manera transversal el ODS 17 “Alianzas para lograr los objetivos”. La principal fortaleza de este proyecto es el efecto replicador que tendrá en la sociedad, ayudando al cumplimiento de los ODS señalados en la Agenda 2030. Por tanto, este módulo pretende mostrar el camino para desarrollar proyectos sostenibles de impacto sembrando así la semilla del cambio en los estudiantes, pero también en sus futuras aulas formadas por la sociedad del hoy y del mañana.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141371429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel Hall Buck, Jenifah Abu-Hassan, Saif AlDarwish
The American University of Sharjah (AUS) presents an innovative case study in English language instruction that embeds the UN’s Sustainable Development Goals (SDGs) in a pre-sessional English course, known as the Bridge program. The interdisciplinary initiative of implementing the SDGs was to equip students with linguistic competencies whilst also fostering global citizenship, irrespective of their future chosen career. The design includes active learning strategies, such as gamification and social media and engages students in problem solving tasks. The four-member design team comprised faculty with English as a second language and academic writing experience, an instructional designer, and a student representative who used their respective areas of expertise to develop the course. Assessment strategies cover both summative and formative evaluations to measure linguistic and sustainability competencies, aiming for transformative outcomes that extend beyond linguistic skills to include social responsibility and global awareness.
{"title":"Implementing SDGs in the English language classroom","authors":"Rachel Hall Buck, Jenifah Abu-Hassan, Saif AlDarwish","doi":"10.56230/osotl.78","DOIUrl":"https://doi.org/10.56230/osotl.78","url":null,"abstract":"The American University of Sharjah (AUS) presents an innovative case study in English language instruction that embeds the UN’s Sustainable Development Goals (SDGs) in a pre-sessional English course, known as the Bridge program. The interdisciplinary initiative of implementing the SDGs was to equip students with linguistic competencies whilst also fostering global citizenship, irrespective of their future chosen career. The design includes active learning strategies, such as gamification and social media and engages students in problem solving tasks. The four-member design team comprised faculty with English as a second language and academic writing experience, an instructional designer, and a student representative who used their respective areas of expertise to develop the course. Assessment strategies cover both summative and formative evaluations to measure linguistic and sustainability competencies, aiming for transformative outcomes that extend beyond linguistic skills to include social responsibility and global awareness.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tünde Varga-Atkins, Maria Toro-Troconis, Norita Ahmad
In this special issue, we are proud to present a curated collection of innovative learning designs, manifested as case studies from diverse academic disciplines. These case studies have been developed by the collaborative efforts of participants in the inaugural Learning Design and ESD Bootcamp of 2022 (ALDESD, 2022). The purpose of this compilation is to extend the reach of these exemplary models, promoting their broader application and facilitating their dissemination across educational landscapes. In this editorial, we provide a comprehensive overview of the special issue, setting the stage for the insightful explorations and discussions that these case studies invite. Through this special issue, we aim not only to showcase the creative and practical outcomes of the Learning Design and ESD Bootcamp and CoDesignS ESD Framework (CoDesignS ESD, 2021; Toro-Troconis et al, 2023; Ahmad et al, 2023) but also to inspire educators and institutions to integrate these practices into their own curricula, thereby advancing the pedagogy of sustainability in learning environments worldwide. We aspire that the foundational article delineating the Bootcamp's methodology, along with the ten illustrative case studies, will catalyse a proliferation of innovative ideas for broad-scale adoption and application, fostering a robust network within the educational community. Recognising the diverse linguistic backgrounds of the Bootcamp's participants, we have ensured that each abstract and its pertinent keywords are available in both Spanish and English, thereby extending the accessibility and impact of these learning designs across various regions.
在这期特刊中，我们很荣幸地介绍一批经过精心策划的创新学习设计，这些设计体现为来自不同学科的案例研究。这些案例研究是 2022 年首届学习设计和可持续发展教育训练营（ALDESD，2022 年）的参与者共同努力的成果。本汇编旨在扩大这些典范的影响范围，促进其更广泛的应用，并推动其在教育领域的传播。在这篇社论中，我们将对特刊进行全面概述，为这些案例研究带来的深刻探索和讨论做好铺垫。通过本特刊，我们不仅要展示学习设计与可持续发展教育训练营和 CoDesignS 可持续发展教育框架（CoDesignS ESD, 2021; Toro-Troconis et al, 2023; Ahmad et al, 2023）的创造性和实用性成果，还要激励教育工作者和教育机构将这些实践融入自己的课程，从而在全球范围内推进学习环境中的可持续发展教学法。我们希望，这篇阐述 Bootcamp 方法的基础性文章以及十个说明性案例研究，将促进创新理念的扩散，使其得到广泛采纳和应用，并在教育界形成一个强大的网络。考虑到 Bootcamp 的参与者具有不同的语言背景，我们确保每篇摘要及其相关关键词都有西班牙语和英语版本，从而扩大这些学习设计在不同地区的可及性和影响力。
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Maria Toro-Troconis, Norita Ahmad, Tünde Varga-Atkins
This paper introduces the 2022 Learning Design and Education for Sustainable Development (ESD) Bootcamp, a collaborative initiative led by ALDESD and UNESCO IESALC. This eight-week programme targeted academics, teachers, learning designers, educational developers, and students, aiming to integrate ESD principles into their curricula. The Bootcamp used the CoDesignS ESD Framework and Toolkit to provide comprehensive guidance embedding ESD in curriculum design. The paper elaborately presents the elements of the CoDesignS Framework and Toolkit and describes the Bootcamp experience of the twenty-one participating teams, detailing how the Bootcamp was conducted in both English and Spanish.
{"title":"Learning design and Education for Sustainable Development Bootcamp: Background, framework and toolkit","authors":"Maria Toro-Troconis, Norita Ahmad, Tünde Varga-Atkins","doi":"10.56230/osotl.112","DOIUrl":"https://doi.org/10.56230/osotl.112","url":null,"abstract":"This paper introduces the 2022 Learning Design and Education for Sustainable Development (ESD) Bootcamp, a collaborative initiative led by ALDESD and UNESCO IESALC. This eight-week programme targeted academics, teachers, learning designers, educational developers, and students, aiming to integrate ESD principles into their curricula. The Bootcamp used the CoDesignS ESD Framework and Toolkit to provide comprehensive guidance embedding ESD in curriculum design. The paper elaborately presents the elements of the CoDesignS Framework and Toolkit and describes the Bootcamp experience of the twenty-one participating teams, detailing how the Bootcamp was conducted in both English and Spanish.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Glasgow Caledonian University London is a postgraduate satellite campus delivering a range of Masters Programmes covering fashion, luxury, marketing, finance, business and management. Glasgow Caledonian University’s mission, as the University for the Common Good, is to deliver social benefit and impact. Being the first university to adopt the United Nations Sustainable Development Goals (UN SDGs) as the framework for research, the SDGs are central to both teaching and learning strategies. This paper introduces the context, aspirations and practices of a small team working to integrate sustainability into a post-graduate research module. The Introduction to Research Methods Module is delivered to all GCU London post-graduate students, necessitating a broad approach that takes account of the wide range of disciplines our students’ study. Our aspiration in joining the Learning Design and ESD Bootcamp was to frame learning within the context of the SDGs and by so doing create authentic and impactful ways of exploring predominant research philosophies and practices. Our desire for our students to get head, hands and hearts-on with research meant a re-design to include more active learning opportunities. The resulting curriculum development applied the CoDesignS ESD Toolkit to disrupt the standard delivery of a postgraduate research methods module and created opportunities for students from diverse disciplines to explore local and global sustainability challenges and work together taking trans-disciplinary approaches in a series of SDG-focused Research Hackathons. The learning design described in this case study was created by Professor Natascha Radclyffe-Thomas EdD, Professor Antony Morgan PhD, Habeeb Mustafa MA and Laia Cargol MSc. Based at the London post-graduate campus of Glasgow Caledonian University.
格拉斯哥卡利多尼亚大学伦敦分校是一所研究生卫星校区，提供一系列硕士课程，涵盖时尚、奢侈品、市场营销、金融、商业和管理。格拉斯哥卡利多尼亚大学的使命是 "公益大学"（University for the Common Good），即提供社会效益和影响。作为第一所采用联合国可持续发展目标（UN SDGs）作为研究框架的大学，SDGs 是教学和学习策略的核心。本文介绍了一个致力于将可持续发展融入研究生研究模块的小团队的背景、愿望和做法。"研究方法导论 "模块面向伦敦 GCU 的所有研究生，因此有必要采用一种广泛的方法，以考虑到我们学生所学的广泛学科。我们参加学习设计和可持续发展教育训练营的愿望是在可持续发展目标的背景下开展学习，从而创造出真实而有影响力的方法来探索主要的研究理念和实践。我们希望学生能够动手、动脑、动心地进行研究，这意味着我们需要重新设计课程，增加主动学习的机会。由此产生的课程开发应用了协同设计可持续发展教育工具包，打破了研究生研究方法模块的标准授课方式，为来自不同学科的学生创造了探索本地和全球可持续发展挑战的机会，并在一系列以可持续发展目标为重点的研究黑客马拉松活动中采用跨学科方法开展合作。本案例研究中描述的学习设计是由 Natascha Radclyffe-Thomas 教授（教育学博士）、Antony Morgan 教授（博士）、Habeeb Mustafa 硕士和 Laia Cargol 硕士共同完成的。总部设在格拉斯哥卡利多尼亚大学伦敦研究生校区。
{"title":"SDGs & the City: Co-designing a model for postgraduate research hackathons","authors":"Natascha Radclyffe-Thomas","doi":"10.56230/osotl.93","DOIUrl":"https://doi.org/10.56230/osotl.93","url":null,"abstract":"Glasgow Caledonian University London is a postgraduate satellite campus delivering a range of Masters Programmes covering fashion, luxury, marketing, finance, business and management. Glasgow Caledonian University’s mission, as the University for the Common Good, is to deliver social benefit and impact. Being the first university to adopt the United Nations Sustainable Development Goals (UN SDGs) as the framework for research, the SDGs are central to both teaching and learning strategies. This paper introduces the context, aspirations and practices of a small team working to integrate sustainability into a post-graduate research module.\u0000The Introduction to Research Methods Module is delivered to all GCU London post-graduate students, necessitating a broad approach that takes account of the wide range of disciplines our students’ study. Our aspiration in joining the Learning Design and ESD Bootcamp was to frame learning within the context of the SDGs and by so doing create authentic and impactful ways of exploring predominant research philosophies and practices. Our desire for our students to get head, hands and hearts-on with research meant a re-design to include more active learning opportunities. The resulting curriculum development applied the CoDesignS ESD Toolkit to disrupt the standard delivery of a postgraduate research methods module and created opportunities for students from diverse disciplines to explore local and global sustainability challenges and work together taking trans-disciplinary approaches in a series of SDG-focused Research Hackathons.\u0000The learning design described in this case study was created by Professor Natascha Radclyffe-Thomas EdD, Professor Antony Morgan PhD, Habeeb Mustafa MA and Laia Cargol MSc. Based at the London post-graduate campus of Glasgow Caledonian University.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The United Nations’ Education 2030 Framework (2015) clearly stated that initial teacher-training should be enhanced to support education for sustainable development (ESD) practice. Instrumental to the acquisition of ESD learning objectives and key competencies is the advancement of trainee-teachers as agents of change (Mundy et al, 2008). Holding knowledge of the sustainable development goals (SDGs) and transformative pedagogies for ESD enables educators to positively contribute to their communities. Trainee-teachers of English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL) are preparing to teach in a diversity of countries yet the inclusion of ESD in their training is not visible. This case study reports on the utilisation of the CoDesignS ESD Toolkit Planner (‘Toolkit’) for the learning design of a 15-credit module titled Introduction to embedding sustainability in TEFL and TESOL. The module aims to enable trainee-teachers to develop an understanding of the implications of local, national, regional, and global learning contexts upon their teaching practice. Micro-teaching was developed as part of the module to provide trainee-teachers with opportunities to tailor their pedagogical practice to the needs of their learners. The intended outcome of the learning design was to enable the trainee-teachers to feel better equipped to incorporate localised sustainability issues into their classes without detracting from delivering authentic English language learning. This case study report reflects upon the effectiveness of the design in achieving its goals at the completion of a first term of delivery to final year TEFL undergraduates and first term TESOL and Applied Linguistics postgraduates at the University of Essex, UK.
{"title":"Embedding sustainability into English language teacher-training","authors":"Michel Mason, Stamatia Savvani, Kathryn Taylor","doi":"10.56230/osotl.83","DOIUrl":"https://doi.org/10.56230/osotl.83","url":null,"abstract":"The United Nations’ Education 2030 Framework (2015) clearly stated that initial teacher-training should be enhanced to support education for sustainable development (ESD) practice. Instrumental to the acquisition of ESD learning objectives and key competencies is the advancement of trainee-teachers as agents of change (Mundy et al, 2008). Holding knowledge of the sustainable development goals (SDGs) and transformative pedagogies for ESD enables educators to positively contribute to their communities. Trainee-teachers of English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL) are preparing to teach in a diversity of countries yet the inclusion of ESD in their training is not visible. This case study reports on the utilisation of the CoDesignS ESD Toolkit Planner (‘Toolkit’) for the learning design of a 15-credit module titled Introduction to embedding sustainability in TEFL and TESOL. The module aims to enable trainee-teachers to develop an understanding of the implications of local, national, regional, and global learning contexts upon their teaching practice. Micro-teaching was developed as part of the module to provide trainee-teachers with opportunities to tailor their pedagogical practice to the needs of their learners. The intended outcome of the learning design was to enable the trainee-teachers to feel better equipped to incorporate localised sustainability issues into their classes without detracting from delivering authentic English language learning. This case study report reflects upon the effectiveness of the design in achieving its goals at the completion of a first term of delivery to final year TEFL undergraduates and first term TESOL and Applied Linguistics postgraduates at the University of Essex, UK.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The new luxury hospitality paradigm has evolved with the integration of sustainable development goals (SDGs) in managing the business. In line with this current trend, the course on Luxury Management for undergraduate students is designed to equip them with the necessary knowledge, skills, and attitude in managing the luxury hospitality experience by embedding the Education for Sustainable Development (ESD) paradigm in the curriculum. This paper describes the process of creating a learning design using the CoDesignS ESD Toolkit by incorporating its three pillars of key competencies for sustainability, specific learning objectives for the SDGs, and transformative pedagogies and teaching methods. The key competencies for sustainability are aligned with the specific learning objectives targeting four SDGs (2, 11, 12, and 13) deemed relevant to the luxury hospitality experience. These address the three learning domains in a well-balanced distribution between the cognitive, socio-emotional, and behavioural domains. The learning activities and teaching methods are designed to address the specific learning domains cutting across different learning design activity types, including group discussions, role plays, industry guest speakers, storytelling, and hotel site visits. To supplement the discussion, this case study presents visual graphics from the Toolkit for a better understanding of the process. Plans of implementation and evaluation of the learning design are presented as well as plans for improvement and adoption to a wider institutional community. Reflections on lessons learnt and perspectives of the authors are also shared.
{"title":"Integrating sustainability in luxury hospitality experience through Education for Sustainable Development learning design","authors":"Catherine Cheung, J. Goopio, Mag Xu","doi":"10.56230/osotl.79","DOIUrl":"https://doi.org/10.56230/osotl.79","url":null,"abstract":"The new luxury hospitality paradigm has evolved with the integration of sustainable development goals (SDGs) in managing the business. In line with this current trend, the course on Luxury Management for undergraduate students is designed to equip them with the necessary knowledge, skills, and attitude in managing the luxury hospitality experience by embedding the Education for Sustainable Development (ESD) paradigm in the curriculum. This paper describes the process of creating a learning design using the CoDesignS ESD Toolkit by incorporating its three pillars of key competencies for sustainability, specific learning objectives for the SDGs, and transformative pedagogies and teaching methods. The key competencies for sustainability are aligned with the specific learning objectives targeting four SDGs (2, 11, 12, and 13) deemed relevant to the luxury hospitality experience. These address the three learning domains in a well-balanced distribution between the cognitive, socio-emotional, and behavioural domains. The learning activities and teaching methods are designed to address the specific learning domains cutting across different learning design activity types, including group discussions, role plays, industry guest speakers, storytelling, and hotel site visits. To supplement the discussion, this case study presents visual graphics from the Toolkit for a better understanding of the process. Plans of implementation and evaluation of the learning design are presented as well as plans for improvement and adoption to a wider institutional community. Reflections on lessons learnt and perspectives of the authors are also shared.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Theresa Nicholson, Valeria Ruiz Vargas, Elizabeth A. C. Price, Khushi Himatlal, Leo Campen, Max Hartley, Thomas Hewitt
The CoDesignS ESD learning design presented in this case study was created by a team of three academics working in collaboration with a team of four, first year undergraduate students at Manchester Metropolitan University (MMU) in the UK. The case study concerns Professional Geographer, an existing undergraduate module focused on academic, personal, and professional skills development. Analysis of the new learning design shows that significant changes have been made to the learning activity types employed, and this is now very close to the idealised breakdown. Also, by integrating a number of new learning activities drawing on transformative pedagogies, the specific learning domains are much more evenly balanced in the new learning design. The new learning design was applied to Professional Geographer in 2022-23 and its impact evaluated. Academic members of the Bootcamp team concluded that the CoDesignS ESD Toolkit provides a tried and tested, robust approach for embedding Education for Sustainable Development (ESD) in curriculum design at MMU. This has resulted in the creation of a suite of Continuing Professional Development (CPD) resources for supporting colleagues to embed ESD. Faculty and Department champions are being identified to help test these resources before integrating them in academic staff development aligned to the University’s new (2023) transformational and active learning Education Strategy. These plans advance MMU’s Sustainability Strategy (2022-26) targets, in which ESD is a key theme. Team members have benefitted personally and professionally from their participation in the Bootcamp. For example, the academic team are now undertaking research to evaluate large scale application of the Toolkit across the institution; the team academic lead is steering the implementation of transformative, active learning pedagogies at institutional level; and a student team member has secured an industrial placement as an Ethics, Sustainability and Policy Coordinator for a large national retailer.
{"title":"Transformative learning design for ESD in a skills-based module","authors":"Theresa Nicholson, Valeria Ruiz Vargas, Elizabeth A. C. Price, Khushi Himatlal, Leo Campen, Max Hartley, Thomas Hewitt","doi":"10.56230/osotl.76","DOIUrl":"https://doi.org/10.56230/osotl.76","url":null,"abstract":"The CoDesignS ESD learning design presented in this case study was created by a team of three academics working in collaboration with a team of four, first year undergraduate students at Manchester Metropolitan University (MMU) in the UK. The case study concerns Professional Geographer, an existing undergraduate module focused on academic, personal, and professional skills development. Analysis of the new learning design shows that significant changes have been made to the learning activity types employed, and this is now very close to the idealised breakdown. Also, by integrating a number of new learning activities drawing on transformative pedagogies, the specific learning domains are much more evenly balanced in the new learning design. The new learning design was applied to Professional Geographer in 2022-23 and its impact evaluated. Academic members of the Bootcamp team concluded that the CoDesignS ESD Toolkit provides a tried and tested, robust approach for embedding Education for Sustainable Development (ESD) in curriculum design at MMU. This has resulted in the creation of a suite of Continuing Professional Development (CPD) resources for supporting colleagues to embed ESD. Faculty and Department champions are being identified to help test these resources before integrating them in academic staff development aligned to the University’s new (2023) transformational and active learning Education Strategy. These plans advance MMU’s Sustainability Strategy (2022-26) targets, in which ESD is a key theme. Team members have benefitted personally and professionally from their participation in the Bootcamp. For example, the academic team are now undertaking research to evaluate large scale application of the Toolkit across the institution; the team academic lead is steering the implementation of transformative, active learning pedagogies at institutional level; and a student team member has secured an industrial placement as an Ethics, Sustainability and Policy Coordinator for a large national retailer.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Colombia ocupó el puesto 52 (de 113 países) respecto a la asequibilidad, disponibilidad, calidad y seguridad de los alimentos y recursos naturales, según el GFSI. Esa realidad motivó a la Facultad de Ciencias de la Nutrición y los Alimentos de la Universidad CES (Medellín, Colombia), a participar en el Bootcamp de Diseño Pedagógico y Educación para el Desarrollo Sostenible diseñado por la Association for Learning Design and Education for Sustainable Development (ALDEDS) en colaboración con UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC), Manchester Metropolitan University, la American University of Sharjah y la Open University en el Reino Unido. La participación en el Bootcamp permitió desarrollar estrategias institucionales y contar con una capacidad instalada en la universidad (personal cualificado replicador de experiencias, instrumentos de implementación y seguimiento diseñados); para la implementación del Proyecto Desarrollo ConSentido, el cual tiene como objetivo mejorar la calidad de vida de las comunidades rurales del Municipio de Jericó (Antioquia, Colombia), mediante la implementación de prácticas sostenibles en el uso de los recursos naturales y el fortalecimiento de las capacidades de las poblaciones locales. Los estudiantes de la Facultad de Ciencias de la Nutrición y los Alimentos participan activamente en este proyecto, colaborando en la ejecución de las acciones y promoviendo el desarrollo sostenible en la región. El logro del objetivo de aprendizaje se estructura en un avance progresivo de cuatro resultados de aprendizaje, que parten de la capacidad de analizar una situación real, priorizar y diseñar una intervención educativa, hasta llegar a su implementación y evaluación. Durante el Bootcamp de Diseño Pedagógico y EDS, pudimos analizar y comprender la importancia de los Objetivos de Desarrollo Sostenibles (ODSs) como una guía para abordar los desafíos sociales, económicos y medioambientales pensando en el impacto institucional. Esta reflexión nos permitió darnos cuenta de que la articulación de los ODS no debe limitarse a un área del conocimiento, sino que debe tener un enfoque integrador que permita proporcionar a nuestros estudiantes una educación más holística y significativa. Esta integración transversal de los ODS en el currículo no solo enriquece el aprendizaje de nuestros estudiantes, sino que también fomenta una mentalidad global y sostenible, lo cual es esencial para abordar los desafíos complejos que enfrentamos en la actualidad.
{"title":"Proyecto Desarrollo ConSentido","authors":"Piedad Roldán-Jaramillo, Liliana Páez-Cruz, Catalina Calle, Salomé Gallego-Posada","doi":"10.56230/osotl.86","DOIUrl":"https://doi.org/10.56230/osotl.86","url":null,"abstract":"Colombia ocupó el puesto 52 (de 113 países) respecto a la asequibilidad, disponibilidad, calidad y seguridad de los alimentos y recursos naturales, según el GFSI. Esa realidad motivó a la Facultad de Ciencias de la Nutrición y los Alimentos de la Universidad CES (Medellín, Colombia), a participar en el Bootcamp de Diseño Pedagógico y Educación para el Desarrollo Sostenible diseñado por la Association for Learning Design and Education for Sustainable Development (ALDEDS) en colaboración con UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC), Manchester Metropolitan University, la American University of Sharjah y la Open University en el Reino Unido.\u0000La participación en el Bootcamp permitió desarrollar estrategias institucionales y contar con una capacidad instalada en la universidad (personal cualificado replicador de experiencias, instrumentos de implementación y seguimiento diseñados); para la implementación del Proyecto Desarrollo ConSentido, el cual tiene como objetivo mejorar la calidad de vida de las comunidades rurales del Municipio de Jericó (Antioquia, Colombia), mediante la implementación de prácticas sostenibles en el uso de los recursos naturales y el fortalecimiento de las capacidades de las poblaciones locales. Los estudiantes de la Facultad de Ciencias de la Nutrición y los Alimentos participan activamente en este proyecto, colaborando en la ejecución de las acciones y promoviendo el desarrollo sostenible en la región.\u0000El logro del objetivo de aprendizaje se estructura en un avance progresivo de cuatro resultados de aprendizaje, que parten de la capacidad de analizar una situación real, priorizar y diseñar una intervención educativa, hasta llegar a su implementación y evaluación.\u0000Durante el Bootcamp de Diseño Pedagógico y EDS, pudimos analizar y comprender la importancia de los Objetivos de Desarrollo Sostenibles (ODSs) como una guía para abordar los desafíos sociales, económicos y medioambientales pensando en el impacto institucional. Esta reflexión nos permitió darnos cuenta de que la articulación de los ODS no debe limitarse a un área del conocimiento, sino que debe tener un enfoque integrador que permita proporcionar a nuestros estudiantes una educación más holística y significativa.\u0000Esta integración transversal de los ODS en el currículo no solo enriquece el aprendizaje de nuestros estudiantes, sino que también fomenta una mentalidad global y sostenible, lo cual es esencial para abordar los desafíos complejos que enfrentamos en la actualidad.","PeriodicalId":497827,"journal":{"name":"Open Scholarship of Teaching and Learning","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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