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1

Reflections of Design-Oriented Pedagogy for Sustainable Learning: an International Perspective

100%
Vartiainen H., Enkenberg J.
Journal of Teacher Education for Sustainability
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2013
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vol. 15
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issue 1
57-72
EN
This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had participated in the project ìCase Forest ñ pedagogy towards sustainable developmentî experienced the pedagogical model and evaluated its usability from the perspectives of their own educational cultures. The main sources of both theory and data-driven qualitative content analysis are the reports obtained from each country and transcripts of the oral presentations and collaborative discussions. The results indicate that the teachers find current school practices, belief systems and traditional teaching models problematic and see the model as one way to change their schoolsí practices towards sustainable learning.
2

Ethical-Values Pedagogical Model

100%
Holland C., Mulcahy C., Besong F., Judge M.
Journal of Teacher Education for Sustainability
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2012
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vol. 14
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issue 2
41-53
EN
This paper presents a pedagogical model that emerged during the design of an online Masters programme developed with the support of funding from the Erasmus multilateral programme. The authors are experienced in both the development and implementation of online learning, particularly values-based learning approaches in higher education, and are deeply committed to building alternate theoretical models that stimulate thinking about values-based learning within an online context. This pedagogical model thus represents an alternative theoretical resource for thinking about the role of ethical-values in learning. Garrison, Anderson and Archer’s (2000) Community of Inquiry Framework has been re-conceptualised and a new pedagogical model, titled the “Ethical-values Pedagogical Model”, has emerged. This model posits that a positive ethical-values presence is critical to sustaining teaching, social and cognitive presences and thus the lynchpin for the enablement of appropriate and meaningful cognitive experiences. The ethical-values bases of learners and educators effectively filter the way in which the cognitive experience is created and the manner in which the individual learner makes sense and/or constructs meaning within the learning environment. As such, the ethical-values bases of participants impact significantly on the teaching, social and cognitive presences within the learning environment. The presence of ethical-values that foster authentic, democratic and transformative learning experiences for the individual learner, communities of learners and educators is critical to the success of this Ethical-values Pedagogical Model.
3

ПЕДАГОГІЧНА МОДЕЛЬ ПРОЦЕСУ ФОРМУВАННЯ ІНФОРМАЦІЙНОЇ КУЛЬТУРИ УЧНІВ У МЕРЕЖЕВОМУ СПІЛКУВАННІ

88%
Оранюк Б.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 10(54)
291-301
EN
The purpose of the article is to develop a pedagogical model of the process of formation of information culture of students in the network communication. In this paper, the work is presented as a specific form of human activity and interaction with the environment, it is considered as the main phenomenon that determines theoretical and methodological basis of formation of information culture of students in the network communication. It is shown that the formation of information culture of students in the network communication should be based on the totality of methodological approaches (comparative-activity, problem-solving, personal-activity, integrative, etc.). The model of formation of information culture of students in the network communication on the basis of joint activities of teachers, parents and students are presented. The developed model consists of partial models, reveals a static pattern forming, includes structural-functional model of process of formation, defines the properties and the factors that reveals the dynamic structure of formation of information culture of students in the network communication. Practical testing has confirmed the effectiveness of the developed model. However, the development of the practice of formation of the information security of students in the communication network does not provide transformation of the internal components of the process of formation of information culture of students in the network communication (purpose, contents, and resources) and does not guarantee its systematic integrity. Therefore, the prospects for further research should be aimed at: ensuring of the main characteristics of a systemic, holistic, intensive process of formation of information culture; research coordinated activities of the participants in the process of formation of information culture of students. The recommendations for a coherent relationship between the content, tools and diagnostic criteria of information culture should be developed. There should be the unity of the cognitive, communicative and evaluative activities of the participants in the process of formation of information culture.
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