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Changing Learning

Changing Learning. Learning as Change Helen E. Dobson, C. Bland Tomkinson The University of Manchester Practical Education for Sustainable Development through Interdisciplinary Problem Based Learning. Inhibiting p rogress towards sustainability, is lack of:.

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Changing Learning

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  1. Changing Learning Learning as Change Helen E. Dobson, C. Bland Tomkinson The University of Manchester Practical Education for Sustainable Development through Interdisciplinary Problem Based Learning

  2. Inhibiting progress towards sustainability, is lack of: • Co-operation and understanding between different disciplines • Transferable professional skills (e.g. communication, influencing skills, information literacy) – enabling competencies • Awareness about the impacts of global diversity (ethno-centrism) • Understanding of mechanisms for change • Knowledge about what makes the world unsustainable, and how to break from the status quo and take a more “sustainable” approach to tackling problems: • engaging with and incentivising stakeholders • balancing risks • considering social, economic, ethical and environmental aspects • Applying evidence based decision making

  3. Yes to...

  4. Creativity Yes to...

  5. Creativity Yes to... Professional Skills

  6. Creativity Yes to... Making a Difference Professional Skills

  7. Creativity Yes to... Research Skills Making a Difference Professional Skills

  8. Creativity Yes to... Research Skills Making a Difference Tackling Problems Professional Skills

  9. Creativity Yes to... Research Skills Collaborative Making a Difference Tackling Problems Professional Skills

  10. Creativity Yes to... Research Skills Learning how to learn Collaborative Making a Difference Tackling Problems Professional Skills

  11. Creativity Yes to... Research Skills Learning how to learn Collaborative Making a Difference Real World Challenges Tackling Problems Professional Skills

  12. Creativity Yes to... Research Skills Learning how to learn Collaborative Making a Difference Real World Challenges Change Agents Tackling Problems Professional Skills

  13. Creativity Yes to... Research Skills Learning how to learn Collaborative Interdisciplinary Making a Difference Real World Challenges Change Agents Tackling Problems Professional Skills

  14. Creativity Yes to... Transformational Education Research Skills Learning how to learn Collaborative Interdisciplinary Making a Difference Real World Challenges Change Agents Tackling Problems Professional Skills

  15. Creativity Yes to... Transformational Education Research Skills Learning how to learn Collaborative Coping with Complexity Interdisciplinary Making a Difference Real World Challenges Change Agents Tackling Problems Professional Skills

  16. No to... • Passive, teacher centred learning • Lectures, rote learning and closed book exams • Assessment by testing of superficial knowledge • Death by Powerpoint • Mono-disciplinary, mono-cultural perspective • Looking backwards rather than forwards • Learning certainty rather than exploring uncertainties Instead we need... • Live, “wicked”, authentic real-world challenges • Inherent conflicts of interest to explore • The opportunity to develop creative strategies/solutions • First hand experience of collaboration issues in a diverse team

  17. Analysing the scenario • What are the potential consequences in the short and long term as regards inter-related economic, environmental and social impacts? • Which actors and stakeholders would be affected or involved? What are their positions, priorities and perspectives? • What are the conflicts of interest and ethical issues? • What are the potential benefits (incentives)? • What are the potential risks/costs (barriers to change)?

  18. Developing a proposal or strategy (applying multi-criteria decision making): • What is the team’s chosen remit for the project - what is to be achieved from the initiative? • How can this be delivered – what is your actionable implementation plan (in the short and the longer term)? • Who should be involved or consulted? What collaborations are needed to expedite implementation? • How can different stakeholders be incentivised to co-operate? • How can any change-barriers be overcome and risks be mitigated?

  19. Plan - Do - Review - Reflect - Record - Justifying the proposal or strategy: • Overall, how would global sustainability be impacted, if the scheme was successful? • How does this compare with alternative initiatives that aim to tackle the same issue? • Then – reflect on your learning from the project • Develop action points for tackling your next challenge • Proactive skills development and learning process

  20. Key Learning Points... • Taking a holistic “problem based learning” (PBL) approach avoids delivering a single-dimensional and fragmented perspective of sustainable development. • Seeking practical solutions rather than focusing purely on the causes of sustainability problems provides a more positive context for learning. • Integrating research activities with teaching, and employing research staff and students as facilitators, enhances both education and research activities.

  21. Changing Learning Learning as Change Helen E. Dobson, C. Bland Tomkinson The University of Manchester E: helen.dobson@manchester.ac.uk Thank you

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