1. Charles University in Prague Environment Center E-learning Methodology for Social Learning Jana Dlouhá Jiří Dlouhý Andrew Barton Thessaloniki, 2010-11-02

2. Social learning concept (Wals, 2007; UNECE glossary, 2008) Four elements of learning process: Action: actively take situation in hands (learning participants = competent actors) Cooperation: participative approach,tension of consensus or dissensus Reflection: learn and translate into the changed behavior Communication: transfer of experience

3. Social domain – social interaction ESD Strategy (UN ECE, 2008) CompetenceExpected outcomes Learning to live and work together Does education at each level enhance learners’ capacity for: acting with responsibility (locally and globally) acting with respect for others identifying stakeholders and their interests collaboration/team working participation in democratic decision making negotiation and consensus building distributing responsibilities (subsidiarity)

4. New definition of the Higher Education (HE) role Academic freedom versus role in society Theory versus SD oriented praxis Formal status versus practical impact bridge the gap between the knowledge, pro-SD values and real unsustainable actions, practices and policies. SD oriented regional partnerships – respond to local challenges

5. Regional centres of expertise: RCE concept Milestones: United Nations University proposal 2004 10 RCEs in 2005, almost 80 RCEs in 2010 Principles: leadership social network participation learning and research

6. European Learning Space ( Virtual Campus for Sustainable Europe ) Virtual Campus for Sustainable Europe Students: virtual mobility Teachers: communication & transboundary competence Rectors: sustainable development & internationalisation, Bologna Process Delivery of best practices in e-learning Mission: empowerment for global challenges Finished January 2009 – > self-sustaining activity

7. E-learning – supports conceptual changeconceptual change interdisciplinary co-operation – in a shared (virtual) environment broad and deep communication – diverse techniques virtual space reflects complexity – critical thinking needed exploration of new ways of learning – autonomous aspect & collaboration

8. E-learning in HE –>academic skills university level educational objectives: – develop knowledge independently by research – process of reflecting and re-formulating ideas – build on reflection, personal contribution constructivism and active learning – participatory, creative approach decentralised learning arrangements – accross disciplinary & institutional boundaries

9. MPG&SD courseMPG&SD course 2009/2010 case study General learning goals: communication skills (including peer review process, discussions in fora and use of ICT options – 30%) active work & collaboration within writing process (product assessed – 30%) knowledge of globalisation and SD (in students´portfolio: all assignments and fora etc. contributions – 40%)

10. Course design Tailor-made for your goals and target group: 1. selection of learning environment 2. establishment of social connections 3. clarification of personal values 4. setting rules & academic procedures 5. starting learning processes & continuous reflection on them 6. common theme for exploration… common theme

11. Theme & method Theme: interdisciplinary Method: social learning concept applied on HE level:“Academic literacy practice approach is concerned with the learning process where student is directly involved in reading and writing within his discipline THROUGH which he learns and develops knowledge about new areas of study relatively independently.” (Lea & Street, 1998).Academic literacy practice

12. Learning environment – social web Web 2.0 tools user generated content – communication, collaboration – sharing knowledge, experiences in teaching/learning stressed: – social interaction – democratic principles role of teacher shifted role of teacher

13. Wiki environment ( Wheeler, 2009 ) Wheeler, 2009 Set of interconnected web pages collaborative space – simultaneous collaboration architecture of participation – participative online learning interactivity & openness interactivity contribute towards community building often thematic encyclopedia

14. Common Wiki space Within the MPG&SD course used as social web: creation, editing, publishing by the users themselves in mutual cooperation and on a democratic basis – in NETWORK:publishing independent work on text assignments peer review in discussion part of the page Common product: Globalisation Risks and Opportunities Handbook

15. Rules and requirements Authority <– learning environmentlearning environment

16. Learning processes ProcessProcess, not outcome oriented: open ended, constructivist self regulated learning reflexive, transformative interactive – impact on teacher and learner role of communication documented in VLE

17. Assesment Best practices focus on: critical thinking, problem solving, creativity, curiosity, concern for ethical issues, breadth and depth of specific knowledge Mutual assesment, reflection – tools: peer review process rubrics, students´ perceptions …

18. Outcome: Globalisation Handbook written by studentsGlobalisation Handbook

19. “Communities of practice” model (Wenger, 2000) used for learning =social containers of competences Belonging to the social learning systems:social learning systems engagement (doing things together); imagination (constructing image of ourselves, our communities and the world); alignment (our activities should be aligned with other processes, standards or requirements).

20. Thank you Jana Dlouhá Jana.Dlouha@czp.cuni.cz Charles University in Prague Environment Center http://www.czp.cuni.cz/