Charles University in

Prague

Environment Center

E-learning Methodology

for Social Learning

Jana DlouháJiří DlouhýAndrew Barton

Thessaloniki, 2010-11-02

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

Social domain – social interactionESD Strategy (UN ECE, 2008)

Competence Expected outcomes

Learning to live and work togetherDoes 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)

New definition of the Higher Education (HE) role

Academic freedom versus role in societyTheory versus SD oriented praxisFormal 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

Regional centres of expertise: RCE concept

Milestones: United Nations University proposal 2004 10 RCEs in 2005, almost 80 RCEs in 2010Principles: leadership social network participation learning and research

European Learning Space(Virtual Campus forSustainable Europe)

Students: virtual mobility Teachers: communication &

transboundary competence Rectors: sustainable development &

internationalisation, Bologna ProcessDelivery of best practices in e-learningMission: empowerment for global challengesFinished January 2009 – > self-sustaining

activity

E-learning –supports conceptual 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

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

MPG&SD course 2009/2010case 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%)

Course design

Tailor-made for your goals and target group:1. selection of learning environment2. establishment of social connections3. clarification of personal values4. setting rules & academic procedures5. starting learning processes & continuous

reflection on them6. common theme for exploration…

Theme & method

Theme: interdisciplinaryMethod: 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).

Learning environment – social web

Web 2.0 toolsuser generated content

– communication, collaboration– sharing knowledge, experiences

in teaching/learning stressed:– social interaction– democratic principles

role of teacher shifted

Wiki environment (Wheeler, 2009)

Set of interconnected web pagescollaborative space

– simultaneous collaborationarchitecture of participation

– participative online learning interactivity & opennesscontribute towards community building

often thematic encyclopedia

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:

independent work on text assignments peer review in discussion part of the pageCommon product: Globalisation Risks and

Opportunities Handbook

Rules and requirements

Authority <– learning environment

Learning processes

Process, not outcome oriented:open ended, constructivistself regulated learningreflexive, transformative interactive – impact on teacher

and learnerrole of communicationdocumented in VLE

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 processrubrics, students´ perceptions …

Outcome: Globalisation Handbook written by students

“Communities of practice” model (Wenger, 2000) used for learning

=social containers of competences Belonging to the 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).

Thank youJana Dlouhá

Jana.Dlouha@czp.cuni.czCharles University in Prague

Environment Centerhttp://www.czp.cuni.cz/