Transforming Approaches
Innovative Educational Programs Focused on the Energy Transition for a Sustainable Future: Green Hydrogen View Digital Media
Paper Presentation in a Themed Session Stewart Bauserman, Jose Ramos Saravia
In today's rapidly evolving plan to address the energy transition and the corresponding global economy, there is an immediate need for a different kind of worker, one who is adaptable, versatile, and well-rounded. Employers seek college graduates who possess not only technical expertise but also effective communication, collaboration, innovation, and critical thinking skills. To transform the learning experience and better prepare graduates at Purdue University, the Purdue Polytechnic Institute developed a transformative education initiative to embed new ways of teaching and learning into the curriculum. The foundation for this innovation is based on 10 Elements of Transformation with a focus on active learning, experiential learning, and engagement with industry. Using the 10 Elements of Transformation, as inspiration for innovative learning about the energy transition, a game-based learning (GBL) approach is being utilized to develop leadership skills, such as decision making, communication, and team building. The authors are using GBL with Artificial Intelligence (AI) in a faculty-led, study abroad program for engineering students to Arequipa, Peru in collaboration with a hybrid Study Away for energy engineering students from the University of Technology and Engineering (UTEC) in Lima, Peru. This Vertically Integrated Projects (VIP) for Integrated Business and Engineering educational program is focused on Anglo American’s FutureSmart MiningTM at the new Quellaveco mine in highlands of the Andes in southern Peru, which is 100% powered by renewable energy, 100% digital mining and automation ready, demonstrating technology, digitalization and sustainability working hand in hand.
Featured The Use of a Flipped Classroom Model for Inquiry-based Learning in Senior Phase Natural Sciences View Digital Media
Paper Presentation in a Themed Session Lamprecht Lotter
This study explores the experiences and perceptions of three senior phase natural science teachers using the flipped classroom approach (FCA) to enable them to implement inquiry-based learning (IBL) activities in their classrooms. The research data consists of semi-structured interviews and classroom observations. The data was analyzed using the electronic quality of inquiry protocol (EQUIP) classroom observation tool, focusing on the teachers’ effectiveness in creating and implementing inquiry-based activities. The findings suggest that the FCA supports implementing ibl activities by changing the role of the teacher to facilitator and allowing the learner to engage with the inquiry activity. The perceptions of the participating teachers suggest a positive experience using the FCA for IBL. Based on this finding, teachers looking to implement this approach should consider the recommendations for the successful implementation of FCA for IBL to enhance learners’ experiences. Successful implementation of IBL activities depends on well-structured lessons planned in advance and well-functioning technologies and learning management systems to facilitate the implementation. Implementing the FCA for IBL activities did have challenges, including accessing resources, group dynamics, learner motivation, and time constraints. However, the potential affordances of the FCA for IBL were recognized and invite investigation into future research.
Value-Creating Approaches In/Through Online Learning and Instruction View Digital Media
Paper Presentation in a Themed Session Jason Goulah, Nozomi Inukai
This self-study presents innovative pedagogies in and through asynchronous online learning and instruction in DePaul University’s Value-Creating Education for Global Citizenship program. First, we present the Eastern pedagogies that undergird this program’s content and interactional approaches and outcomes. Advanced by Japanese educators Makiguchi Tsunesaburō, Toda Jōsei, Ikeda Daisaku, these include sōka kyōikugaku/hō (value-creating pedagogy/approaches), global citizenship, and dialogue. For these pedagogues, knowledge/truth does not have inherent value; those who acquire/cognize it (i.e. students) discern and determine its value dialogically and at individual and social, local and global levels. They argue that an authentically happy life is forged by applying knowledge/truth to create value or meaning in terms of beauty (perceived through the five senses), gain (benefitting the entirety of the individual), and good (benefitting the larger community or society). Second, using these pedagogies as theoretical frames, we examine our own value-creating online teaching practices that helped our students in turn create value in their learning and applied practice. Leveraging multiple platforms, technologies, and methods, we make our courses dialogic even in an asynchronous setting. We not only emphasize dialogue in our courses, but, afforded by unique digital capacities, we as faculty also practice dialogic, collaborative planning and teaching by being in each other’s courses and participating in regular program meetings of distributed cognition and collective intelligence. These approaches facilitate mixed models of sociability within and between faculty and students across diverse international geographies and cultures, offer innovative contributions to online education, and contribute to theories of dialogue and value-creating pedagogy.
Ubiquitous Professionals: Towards Sustainable Professional Development through Life-wide, Life-long and Life-deep Learning
Paper Presentation in a Themed Session Mandia Mentis
Professional education programmes require re-imagining in order to ensure ongoing relevance in a constantly changing world, where learning is ubiquitous - occurring anywhere, anytime, anyhow. There is a need to prepare practitioners who are nimble, and committed to shaping and being shaped by an evolving society. This paper outlines the shift towards a pedagogy of life-wide, life-long and life-deep learning in a professional educational programme for Specialist Teachers at Massey University, New Zealand. Life-wide learning blurs boundaries of space, place and context and the programme provides opportunities to evidence learning anywhere - through formal, informal, and work-based contexts. For instance, students draw on experiences across their personal and professional lives. Life-long learning blurs boundaries of time, and the programme sets up structures to create networked communities of practice for anytime and ongoing learning through practice. Students have lifelong access to course materials, and ongoing opportunities to contribute at various levels of experience within the community. Life-deep learning relates to enacted values and philosophies that inform practice and the programme facilitates a strengthening of professional and cultural identities. This study highlights the pedagogical approaches of life-long, life-wide and life-deep learning and the resulting shift in the professional identities and agency of Specialist Teachers. Professional development that is not limited by time or context and is driven by cultural values enables practitioners to become ubiquitous professionals - more agentic, connected, and responsive to an ever-changing landscape of practice.
