以技能为基础的模块中可持续发展教育的改革性学习设计

Theresa Nicholson, Valeria Ruiz Vargas, Elizabeth A. C. Price, Khushi Himatlal, Leo Campen, Max Hartley, Thomas Hewitt
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摘要

本案例研究中介绍的 CoDesignS 可持续发展教育学习设计是由英国曼彻斯特城市大学(MMU)的三位学者与四位本科一年级学生合作完成的。该案例研究涉及专业地理学家,这是一个现有的本科模块,侧重于学术、个人和专业技能的发展。对新的学习设计的分析表明,所采用的学习活动类型已经发生了重大变化,现在已经非常接近理想化的细分。此外,通过利用变革教学法整合一些新的学习活动,新的学习设计中的具体学习领域更加均衡。新的学习设计在 2022-23 学年应用于《专业地理学家》课程,并对其影响进行了评估。Bootcamp 团队的学术成员认为,CoDesignS 可持续发展教育工具包提供了一种久经考验的稳健方法,可将可持续发展教育嵌入 MMU 的课程设计中。因此,他们创建了一套持续专业发展(CPD)资源,以支持同事们嵌入可持续发展教育。目前正在确定学院和系部倡导者,以帮助测试这些资源,然后将其整合到学术人员发展中,与大学新的(2023 年)转型和积极学习教育战略保持一致。这些计划推进了 MMU 的可持续发展战略(2022-26 年)目标,其中可持续发展教育是一个关键主题。团队成员通过参加 Bootcamp 在个人和专业方面都受益匪浅。例如,学术团队目前正在开展研究,以评估工具包在全校范围内的大规模应用;团队学术带头人正在机构层面指导实施变革性的主动学习教学法;团队的一名学生成员已在一家大型全国性零售商担任道德、可持续发展和政策协调员。
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Transformative learning design for ESD in a skills-based module
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.
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