Changing Climates Digitally: More-Than-Real Environments

Anthropause environmentalisms: Noticing natures with the Self‐Isolating Bird Club

“…We found that digital technologies do not necessarily sever human–nature connections as implied by previously identified metanarratives. Rather, our empirical findings contribute to an emerging body of work that critiques this limited understanding of how digital technologies affect human‐nature relations (e.g., Arts et al, 2021; McLean, 2020; Sandbrook et al, 2015). Digital technologies allowed our participants to glimpse the intimate lives of wild animals, to learn more about the nature in their gardens, and to connect with other nature enthusiasts, which amounted to a digitised mode of ‘biophilia’ (Wilson, 1984): the notion that humans instinctively seek connection with nature and other forms of life.…”

“…We are not suggesting that digital experiences should replace in‐person nature activities. Instead, we resist the binary between real and digital (Leszczynski, 2015; McLean, 2020) to show that online nature experiences are not disconnected from so‐called ‘real world’ nature experiences. Indeed, for many participants, engaging with nature communities online frequently led to engagements with local natures and experiments with cultivation practices.…”

“…And third, a burgeoning literature on digital and media geographies has revealed the fundamental role of modern technological assemblages in configuring virtual connections that shape environmental sensibilities and governance, be this via social media or through novel technological devices for sensing the nonhuman world (e.g., Büscher, 2016; Gabrys, 2019; McLean, 2020; Nost & Goldstein, 2021). Work in digital ecologies offers a counter reading to the dystopian narrative of disconnection and nature deficit disorder associated with digitisation (cf., Balmford & Cowling, 2006; Kareiva, 2008; Louv, 2005).…”

Online learning and teaching for the SDGs – exploring emerging university strategies

“…This can lead to an improved reach and quality of education delivery for online, blended and face-to-face environments, while making SDG learning more interesting, engaging and rewarding. New “more-than-real” spaces (McLean, 2020) are being constantly (co-)created through the internet, potentially making education more available and accessible. Flexibility in learning modes can also enable greater interdisciplinary and transdisciplinary approaches to L&T and boost lifelong learning – both of which are critical for transformational SDG outcomes (Bell et al , 2017; Gallagher, 2018).…”

“…A shift away from current perceptions of online learning as an afterthought or nice “add-on” to HEIs’ face-to-face education offerings, towards online learning as a worthwhile and meaningful stand-alone form of education, could also assist in reframing current dominant, top-down and limited approaches to online L&T on the SDGs. Viewing digital/online spaces as “more-than-real” (McLean, 2020) rather than “virtual” or “intangible” would further help to give legitimacy and value to this mode of SDG L&T. The competencies sought in students through SDG L&T (as above) need to be applied to such online L&T itself. Before designing or implementing initiatives, universities must consider how they want students to be affected and what students need to do themselves to help enable this.…”