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ERIC Number: EJ1100845
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1467-6370
Interactive and Situated Learning in Education for Sustainability
Altomonte, Sergio; Logan, Brian; Feisst, Markus; Rutherford, Peter; Wilson, Robin
International Journal of Sustainability in Higher Education, v17 n3 p417-443 2016
Purpose: This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/Methodology/Approach: The paper illustrates the development of an online portal and a mobile app aimed at promoting students' motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users' acceptance, comparing academic results and analysing feedback. Findings: The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning. Research Limitations/Implications: The study solely focused on the development and testing of e-learning and m-learning tools to foster students' competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts. Originality/Value: Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A