Enhancing online climate change education: distance and conventional university collaboration for a Master's curriculum

2.50
Hdl Handle:
http://hdl.handle.net/10545/226431
Title:
Enhancing online climate change education: distance and conventional university collaboration for a Master's curriculum
Authors:
Abbott, Dina
Abstract:
This paper analyses the different ways in which both distance and conventional universities engage with learning and teaching. It argues that rather than seeing their roles as institutionally compartmentalised, there is much benefit in delivering online education through an institutional collaboration which develops synergies with a potential to contribute to citizen and professional practitioner empowerment, in this case, for debates about climate change. The example the paper draws on is that of a European Region Action Scheme for the Mobility of University Students (Erasmus) project ‘The Lived experience of climate change (LECH-e): interdisciplinary e-module development and virtual mobility’. The project brings together five distance and three conventional universities across six EU countries, plus the European Association of Distance Teaching Universities (EADTU), to create a Master’s curriculum in the area of climate change. It argues that universities across Europe have complementary strengths, both in terms of their disciplinary expertise and the ways in which they engage with students. Understanding the complex, real-world challenge of climate change requires a holistic approach which draws on these complementary strengths through collaborative work. Keywords: conventional universities; distance-learning universities; Master’s curriculum in climate change; collaboration.
Affiliation:
University of Derby
Citation:
Enhancing online climate change education: distance and conventional university collaboration for a Master's curriculum 2012, 6 (1):78 International Journal of Innovation and Sustainable Development
Journal:
International Journal of Innovation and Sustainable Development
Issue Date:
29-May-2012
URI:
http://hdl.handle.net/10545/226431
DOI:
10.1504/IJISD.2012.046055
Additional Links:
http://www.inderscience.com/link.php?id=46055
Type:
Article
Language:
en
Description:
See also a longer version: ‘Expanding Citizen and Practitioner Engagement with the Climate Change Challenge Through Collaborative Masters Curriculum, Open Educational Resources, E-learning Communities and Virtual Mobility’, presented at a conference of European Association of Distance Teaching Universities (EDTU), Zermatt, Switzerland, September 2010 (www.eadtu.nl/.../Accepted%20Presentations%20for%20Newsletter.pd).
ISSN:
1740-8822; 1740-8830
Appears in Collections:
Human & Physical Environments Research Group

Full metadata record

DC FieldValue Language
dc.contributor.authorAbbott, Dinaen_GB
dc.date.accessioned2012-05-29T13:35:59Z-
dc.date.available2012-05-29T13:35:59Z-
dc.date.issued2012-05-29-
dc.identifier.citationEnhancing online climate change education: distance and conventional university collaboration for a Master's curriculum 2012, 6 (1):78 International Journal of Innovation and Sustainable Developmenten_GB
dc.identifier.issn1740-8822-
dc.identifier.issn1740-8830-
dc.identifier.doi10.1504/IJISD.2012.046055-
dc.identifier.urihttp://hdl.handle.net/10545/226431-
dc.descriptionSee also a longer version: ‘Expanding Citizen and Practitioner Engagement with the Climate Change Challenge Through Collaborative Masters Curriculum, Open Educational Resources, E-learning Communities and Virtual Mobility’, presented at a conference of European Association of Distance Teaching Universities (EDTU), Zermatt, Switzerland, September 2010 (www.eadtu.nl/.../Accepted%20Presentations%20for%20Newsletter.pd).en_GB
dc.description.abstractThis paper analyses the different ways in which both distance and conventional universities engage with learning and teaching. It argues that rather than seeing their roles as institutionally compartmentalised, there is much benefit in delivering online education through an institutional collaboration which develops synergies with a potential to contribute to citizen and professional practitioner empowerment, in this case, for debates about climate change. The example the paper draws on is that of a European Region Action Scheme for the Mobility of University Students (Erasmus) project ‘The Lived experience of climate change (LECH-e): interdisciplinary e-module development and virtual mobility’. The project brings together five distance and three conventional universities across six EU countries, plus the European Association of Distance Teaching Universities (EADTU), to create a Master’s curriculum in the area of climate change. It argues that universities across Europe have complementary strengths, both in terms of their disciplinary expertise and the ways in which they engage with students. Understanding the complex, real-world challenge of climate change requires a holistic approach which draws on these complementary strengths through collaborative work. Keywords: conventional universities; distance-learning universities; Master’s curriculum in climate change; collaboration.en_GB
dc.language.isoenen
dc.relation.urlhttp://www.inderscience.com/link.php?id=46055en_GB
dc.rightsArchived with thanks to International Journal of Innovation and Sustainable Developmenten_GB
dc.subjectConventional universitiesen_GB
dc.subjectDistance-learning universities-
dc.subjectMaster's curriculum in climate change-
dc.subjectCollaboration-
dc.titleEnhancing online climate change education: distance and conventional university collaboration for a Master's curriculumen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen_GB
dc.identifier.journalInternational Journal of Innovation and Sustainable Developmenten_GB
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