Student´s learning processes for sustainable knowledge
DOI:
https://doi.org/10.29352/mill0204.03.00153Keywords:
Individual and collective (collaborative) learning, Sustainability, Processes, University courseAbstract
Introduction: The concept of sustainability has become one of today's most widely used and controversial concepts. It is therefore important to develop activities within all educational contexts in order to increase understanding of the goals for more
sustainable practice. This also means that professors themselves must take more responsibility for their assignments, interpret and understand the content of the concept of sustainability and demands for new courses. They need, doubtlessly and naturally, new methods and tools. Traditionally professors plan their lessons, different tasks and how they are to be assessed, entirely themselves. This is now slowly changing not least due sustainability approaches. Today there is demand for more collective learning practices, not only among students, but also among university professors themselves.
Objective: This paper aims to study how some students are using the course design to create knowledge on Sustainable Business Development, within the division of Quality Technology of the Department of Engineering Sciences at Uppsala University.
Methods: This paper studies Sustainable Business Development a course at Uppsala University in spring 2017, included both theoretical and practical exercises. In this study it was used qualitative and quantitative approaches, inquires, observations,
focus group discussions interviews with students as well as documentation over the course design were used as empirical sources.
Results: Students learned through both individual and collective learning processes. Literature studies, scalable learning sequences, organized individually, gave them pre-under- standing and the tools for further knowledge. The discussions in groups
clarified and deepened they understanding of sustainability. They experienced that the whole process of learning got easier to manage by collective learning. Research shows that there is a need for balancing these two learning processes to maximize
students’ learning. The processes of collective learning seem to even support low performing students.
Conclusions: The results show that educational organizations are in great need of creating tools and arrange structures and give
space and time for this combined type of learning for all students. This to create understanding for the issues students are
learning in general and not at least on issues of sustainability.
Downloads
References
Ally, M., & Samaka, M. (2013). Open education resources and mobile technology to narrow the learning divide. The International Review of Research in Open and Distributed Learning, 14(2), 14–27.
https://doi.org/10.19173/irrodl.v14i2.1530
Argyris, C., & Schon, D. A. (1978). Organizational Learning: A Theory of Action Perspective. Reading, Mass: Addison-Wesley.
Barth, M. (2013). Many Roads Lead to Sustainability: A Process Oriented Analysis of Change in Higher Education. International Journal of Sustainability in Higher Education, 14, 160–175. https://doi.org/10.1108/14676371311312879
Beard, R. M. (1970). Piagets utvecklingspsykologi: en översikt. Stockholm: Wahlström & Widstrand.
Bruffee, K. A. (1993). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, Md.: Johns Hopkins University Press.
Brundiers, K., & Wiek, A. (2011). Educating Students in Real-world Sustainability Research: Vision and Implementation. Innovative Higher Education, 36(2), 107–124. https://doi.org/10.1007/s10755-010-9161-9
Dillenbourg, P., Dillenbourg, & Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches (2nd edition). Amsterdam: Emerald Group Publishing Limited.
Dixon, N. (1994). The Organizational Learning Cycle: How We Can Learn Collectively (1 edition). London: McGraw-Hill.
Döös, M., & Wilhelmson, L. (2011). Collective learning: interaction and a shared action arena. Journal of Workplace Learning, 23(8), 487–500. https://doi.org/10.1108/13665621111174852
Döös, M., & Wilhelmsson, L. (2005). Kollektivt lärande: Om betydelsen av interaktion i handling och gemensam handlingsarena. Pedagogisk Forskning i Sverige, 10(3–4), 209–226.
Granberg, O. (1997). Lärande i organisationer : professionella yrkesutövares strategier vid organisatorisk förändring. Stockholm: Pedagogiska institutionen, Stockholms universitet.
Granberg, O., & Ohlsson, J. (2005). Kollektivt lärande i team: Om utveckling av kollektiv handlingsrationalitet. Pedagogisk Forskning i Sverige, 10(3–4), 227–243.
Granberg, O., & Ohlsson, J. (Eds.). (2016). Kollektivt lärande i arbetslivet. Lund: Studentlitteratur.
Haan, G. de, Bormann, I., & Leicht, A. (2010). Introduction: The midway point of the UN Decade of Education for Sustainable Development: current research and practice in ESD. International Review of Education, 56(2–3), 199–206.
https://doi.org/10.1007/s11159-010-9162-z
Hacking, T., & Guthrie, P. (2008). A framework for clarifying the meaning of Triple Bottom-Line, Integrated, and Sustainability Assessment. Environmental Impact Assessment Review, 28(2), 73–89. https://doi.org/10.1016/j.eiar.2007.03.002
Higher Education Act (1992:1434). Svensk Högskolelag. Utbildningsdepartementet Utfärdad 1993-02-04 Ändring införd t.o.m. SFS 2017:284. Källa: Regeringskansliet. Retrieved from http://www.notisum.se/rnp/sls/lag/19921434.htm
Högskolelag (1992:1434). (1992). Retrieved from http://www.notisum.se/rnp/sls/lag/19921434.htm
Illeris, K., & Andersson, S. (2007). Lärande. Lund: Studentlitteratur.
Jickling, B. (2006). The Decade of Education for Sustainable Development: A Useful Platform? Or an Annoying Distraction? A Canadian Perspective. Australian Journal of Environmental Education, 22(1), 99–104.
https://doi.org/10.1017/S0814062600001725
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2008). Cooperation in the Classroom Revised edition (Eighth edition). Edina, Minn: Interaction Book Co.
Kasimov, N. S., Malkhazova, S. M., & Romanova, E. P. (2005). Environmental Education for Sustainable Development in Russia. Journal of Geography in Higher Education, 29(1), 49–59. https://doi.org/10.1080/03098260500030363
Kolb, D. A. (1983). Experiential Learning: Experience as the Source of Learning and Development (1 edition). Upper Saddle River, NJ: Prentice Hall.
Kopnina, H. (2012). Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? Environmental Education Research, 18(5), 699–717. https://doi.org/10.1080/13504622.2012.658028
Larsson, P. (2004). Förändringens villkor : en studie av organisatoriskt lärande och förändring inom skolan. Stockholm: Ekonomiska forskningsinstitutet vid Handelshögsk. (EFI).
Leal Filho, W.(2000). Dealing with misconceptions on the concept of sustainability. International Journal of Sustainability in Higher Education, 1(1), 9–19. https://doi.org/10.1108/1467630010307066
Lewin, K. (1997). Conflicts, resolving social. "Field Theory in Social Science." Washington, D.C: American Psychological Association.
Lozano, R. (2008). Envisioning sustainability three-dimensionally. Journal of Cleaner Production, 16(17), 1838–1846. https://doi.org/10.1016/j.jclepro.2008.02.008
Lundgren, U., Säljö, R., & Liberg, C. (2014). Lärande, skola, bildning: grundbok för lärare. Stockholm: Natur & kultur.
Markaki, V. (2014). Environmental Education through Inquiry and Technology. Science Education International, 25(1), 86–92.
Meek, V., Teichler, U., Louise Kearney, M., & UNESCO. (2009). Higher Education, Research and Innovation: Changing Dynamics: Report on the UNESCO Forum on Higher Education, Research and Knowledge, 2001-2009. Kassel: Kassel INCHER.
Minsky, M. (1988). The Society of Mind (Pages Bent edition). New York, NY: Simon & Schuster.
Müllern, T., & Östergren, K. (1995). Lärandekulturer: en studie av organisatoriskt lärande under olika institutionella betingelser. Umea: Umeå universitets tryckeri.
Ohlsson, J. (1996). Kollektivt lärande : lärande i arbetsgrupper inom barnomsorgen = [Collective learning] : [learning within workgroups at daycare and leisure centres for children]. Stockholm: Stockholms universitet.
Ohlsson, J. (2004). Arbetslag och lärande. Lärares organiserande av samarbetei organisationspedagogisk belysning. Lund: Studentlitteratur.
Ohlsson, J. (2008). Föreläsning: Arbetslag och lärande? Stockholm: Södertörns högskola.
Piaget, J., (1970). Piaget's developmental psychology: An overview. Stockholm: Wahlström & Widstrand. (In Swedish)
Pigozzi, M. J. (2010). Implementing the UN Decade of Education for Sustainable Development (DESD): achievements, open questions and strategies for the way forward. International Review of Education / Internationale Zeitschrift Für
Erziehungswissenschaft / Revue Internationale de l’Education, 56(2/3), 255–269.
Schein, E. H. (1993). On dialogue, culture, and organizational learning. Organizational Dynamics, 22(2), 40–51. https://doi.org/10.1016/0090-2616(93)90052-3
Schon, D. A. (1984). The Reflective Practitioner: How Professionals Think In Action (1 edition). New York: Basic Books.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68–86. https://doi.org/10.1108/14676370810842193
Taylor, S. (1999). Better Learning through Better Thinking: Developing Students’ Metacognitive Abilities. Journal of College Reading and Learning, 30(1), 34–45. https://doi.org/10.1080/10790195.1999.10850084
Thomas, I., & Sterling, S. (2006). Education for sustainability: the role of capabilities in guiding university curricula. International Journal of Innovation and Sustainable Development, 1(4), 349–370.
UNESCO. (1998). World Declaration on Higher Education for the Twenty-first Century: Vision and Action. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0014/001419/141952e.pdf
UNESCO. (2004). Higher Education in a Globalized Society: UNESCO Education Position Paper. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0013/001362/136247e.pdf
UNESCO. (2007). The UN Decade of Education for Sustainable Development (DESD 2005-2014): The First Two Years. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0015/001540/154093e.pdf
UFV (2016). 2016/933 Universitetskanslersämbetets tematiska utvärdering av hållbar utveckling. Uppsala: Uppsala Universitet. Retrieved from http://www.uka.se/download/18.6e146e73159a75da6c44427/1487841880034/sjalvvarderingsmalltemautvardering-hallbar-utveckling.pdf
Velazquez, L., Munguia, N., Platt, A., & Taddei, J. (2006). Sustainable university: what can be the matter? Journal of Cleaner Production, 14(9), 810–819. https://doi.org/10.1016/j.jclepro.2005.12.008
Wals, A. E. J. (2014). Sustainability in higher education in the context of the UN DESD: a review of learning and institutionalization processes. Journal of Cleaner Production, 62(Supplement C), 8–15.https://doi.org/10.1016/j.jclepro.2013.06.007
Wilhelmson, L. (1998). Learning dialogue: Discourse patterns, perspective change and learning in small group conversation (Doctoral thesis no. 88). Department of Education, Stockholm University, Solna, Sweden.
Downloads
Published
How to Cite
Issue
Section
License
Authors who submit proposals for this journal agree to the following terms:
a) Articles are published under the Licença Creative Commons (CC BY 4.0), in full open-access, without any cost or fees of any kind to the author or the reader;
b) The authors retain copyright and grant the journal right of first publication, allowing the free sharing of work, provided it is correctly attributed the authorship and initial publication in this journal;
c) The authors are permitted to take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, post it to an institutional repository or as a book), with an acknowledgment of its initial publication in this journal;
d) Authors are permitted and encouraged to publish and distribute their work online (eg, in institutional repositories or on their website) as it can lead to productive exchanges, as well as increase the impact and citation of published work
Documents required for submission
Article template (Editable format)
