The lived experience of climate change´: creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level

2.50
Hdl Handle:
http://hdl.handle.net/10545/226451
Title:
The lived experience of climate change´: creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level
Authors:
Abbott, Dina; Wilson, Gordon; Pérez, P.; Willems, P.; de Kraker, J.; van Scheltinga, C. Terwisscha
Abstract:
This paper explores a new integrative approach to climate change education at Masters level. Drawing on the authors’ involvement in a European Union Erasmus project, it is argued that the diversity of knowledge(s) on climate change are a source of active/social learning. The wide variety of disciplinary, sectoral and lived experiential (both individual and collective) knowledge(s) are all considered legitimate in this exercise, the aim of which is to construct new interdisciplinary knowledge from their boundary interfaces. We further argue for a corresponding pedagogy based on developing transboundary competences – the ability to engage in social learning and action through communicative engagement across knowledge boundaries. We acknowledge that the challenges for enacting transboundary competence are considerable when it requires mobility across epistemological, even ontological, boundaries. The challenges are further compounded when the communicative engagement across space and time requires virtual mobility which is ICT-enabled. Nevertheless, meeting them is a normative goal, not only for this expanded, integrative approach to climate change education, but also for a global resolution of climate change itself.
Affiliation:
Academics from EU universities: see paper for full affiliations
Citation:
Wilson, G., Abbott, D., de Kraker, J., Salgado Pérez, P., van Scheltinga, C.T. and Willems, P. (2011) ‘‘The lived experience of climate change’: creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level’, Int. J. Technology Enhanced Learning, Vol. 3, No. 2, pp.111–123.
Publisher:
Inderscience Publishers
Journal:
International Journal of Technology Enhanced Learning
Issue Date:
29-May-2012
URI:
http://hdl.handle.net/10545/226451
Type:
Article
Language:
en
Description:
Paper first presented at The International Conference on Technology-Enhanced Learning "Tech-Education", Athens, Greece, 2010.
ISSN:
1753-5255
Appears in Collections:
Human & Physical Environments Research Group

Full metadata record

DC FieldValue Language
dc.contributor.authorAbbott, Dina-
dc.contributor.authorWilson, Gordon-
dc.contributor.authorPérez, P.-
dc.contributor.authorWillems, P.-
dc.contributor.authorde Kraker, J.-
dc.contributor.authorvan Scheltinga, C. Terwisscha-
dc.date.accessioned2012-05-29T14:01:20Z-
dc.date.available2012-05-29T14:01:20Z-
dc.date.issued2012-05-29-
dc.identifier.citationWilson, G., Abbott, D., de Kraker, J., Salgado Pérez, P., van Scheltinga, C.T. and Willems, P. (2011) ‘‘The lived experience of climate change’: creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level’, Int. J. Technology Enhanced Learning, Vol. 3, No. 2, pp.111–123.en
dc.identifier.issn1753-5255-
dc.identifier.urihttp://hdl.handle.net/10545/226451-
dc.descriptionPaper first presented at The International Conference on Technology-Enhanced Learning "Tech-Education", Athens, Greece, 2010.en
dc.description.abstractThis paper explores a new integrative approach to climate change education at Masters level. Drawing on the authors’ involvement in a European Union Erasmus project, it is argued that the diversity of knowledge(s) on climate change are a source of active/social learning. The wide variety of disciplinary, sectoral and lived experiential (both individual and collective) knowledge(s) are all considered legitimate in this exercise, the aim of which is to construct new interdisciplinary knowledge from their boundary interfaces. We further argue for a corresponding pedagogy based on developing transboundary competences – the ability to engage in social learning and action through communicative engagement across knowledge boundaries. We acknowledge that the challenges for enacting transboundary competence are considerable when it requires mobility across epistemological, even ontological, boundaries. The challenges are further compounded when the communicative engagement across space and time requires virtual mobility which is ICT-enabled. Nevertheless, meeting them is a normative goal, not only for this expanded, integrative approach to climate change education, but also for a global resolution of climate change itself.en
dc.language.isoenen
dc.publisherInderscience Publishersen
dc.subjectClimate changeen
dc.subjectInterdisciplinary-
dc.titleThe lived experience of climate change´: creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters levelen
dc.typeArticleen
dc.contributor.departmentAcademics from EU universities: see paper for full affiliationsen
dc.identifier.journalInternational Journal of Technology Enhanced Learningen
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