Engaging Minds

Davis, Brent; Sumara, Dennis; Luce‐Kapler, Rebecca

doi:10.4324/9781410605467

Cited by 38 publications

(78 citation statements)

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“…Davis, Sumara, and Luce-Kapler (2015) use Systemic Sustainability Education (SSE) to denote the very recent shift informing education discourse about the interrelationships between all ‘levels of the subpersonal through the supercultural’ and reminding humans that they are embodied beings (pp. 172–173).…”

Section: Assessment and Learning Design For Environmentally Responsivmentioning

confidence: 99%

“…This article illustrates how four areas — context, collaboration, complexity, and reflexivity — are pedagogically congruent with the broad characteristics of EE programs. Context must be accounted for in learning and teaching; collaboration (e.g., interaction, collegiality) is the dynamic of ‘learning is becoming’ (Davis et al, 2015, p. 207); complexity and transdisciplinarity are essential for dealing with uncertainty and change (Morin, 1999); and reflexivity is more about the learning process than content — all strongly applicable to successful EE programs as well as learning design in our units.…”

Section: Assessment and Learning Design For Environmentally Responsivmentioning

confidence: 99%

“…Language used in assignment tasks is deliberately open to interpretation in order to cater to the wide variety of contexts of our students. In addition, language ‘frames current possibilities’ and gives ‘insights into why certain practices and beliefs are so resistant to change’ (Davis et al, 2015, p. 5). Language use is foregrounded to our students by foregrounding the language use of their students.…”

Section: Making Context Central In Learningmentioning

confidence: 99%

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Telling Reflections: Teaching Sustainably in a Complex Learning Environment

Prescott

2016

Aust. J. environ. educ.

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This article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300-800 students) in a 1-year course. The author examines how assessment tasks in literacy-and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.The purpose of this article is to argue that effective learning design -in any context -attends integrally to four key guidelines: contextual development, purposeful collaboration, foregrounding complexity, and reflexive practice. These guidelines should underpin all learning and teaching in order that environmental sustainability messages are conveyed through the learning processes and experiences of students as well as the content.Community-based, 'grass-roots' environmental education (EE) programs exhibit these four characteristics, but I argue in this self-study that EE should not be the only programs where contextualisation, collaboration, complexity, and reflexivity are applied.If teacher educators widely account for these four characteristics of effective learning design, there is a greater likelihood that deep learning -even in areas not traditionally associated with EE -will be underpinned by messages of environmental stewardship. Further, if preservice teachers apply these four guidelines to learning design for their

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Section: Assessment and Learning Design For Environmentally Responsivmentioning

confidence: 99%

Section: Assessment and Learning Design For Environmentally Responsivmentioning

confidence: 99%

Section: Making Context Central In Learningmentioning

confidence: 99%

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Telling Reflections: Teaching Sustainably in a Complex Learning Environment

Prescott

2016

Aust. J. environ. educ.

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“…It would be impossible to list all the authors who have helped us to forge a path of complexity in practice and education, but several must be cited [10–15]. We are in agreement with other nurse scholars such as Smith [16] and Gambino [17] that fundamental beliefs of complexity thinking fit conceptually with extant works of nurse theorists such as Rogers [18, 19], Newman [20, 21], and Parse [22, 23].…”

Section: Complexity Thinkingmentioning

confidence: 99%

Complexity and Health Coaching: Synergies in Nursing

Mitchell

Cross

Wilson

et al. 2013

Nursing Research and Practice

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Health care professionals are increasingly aware that persons are complex and live in relation with other complex human communities and broader systems. Complex beings and systems are living and evolving in nonlinear ways through a process of mutual influence. Traditional standardized approaches in chronic disease management do not address these non-linear linkages and the meaning and changes that impact day-to-day life and caring for self and family. The RN health coach role described in this paper addresses the complexities and ambiguities for persons living with chronic illness in order to provide person-centered care and support that are unique and responsive to the context of persons' lives. Informed by complexity thinking and relational inquiry, the RN health coach is an emergent innovation of creative action with community and groups that support persons as they shape their health and patterns of living.

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“…McKenzie and Lounsbery’s (2013) article contributes another dimension, not connected to student learning, that holds different challenges for physical educators. Although some constructivists (e.g., Davis, Sumara, & Luce-Kapler, 2008) argue that our gaze should not be on what the teacher does, but on how students respond, Rink and Ward remind us, yet again, that teaching and learning are an inextricably linked process.…”

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confidence: 99%

The Role of Students and Content in Teacher Effectiveness

Ennis

2014

Research Quarterly for Exercise and Sport

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The process of effective teaching—teaching that directly leads to student learning of standards-based content—is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.S. physical education programs. They expect lessons with minimal skill and tactical instruction and with maximum opportunities to play ball. I also comment on Ward’s emphasis on the value of content-rich definitions of teaching effectiveness and argue for additional disciplinary-based, concept-rich cognitive outcomes for physical education to complement and enrich skill, sport, and physical activity performance. I lend my voice to Rink’s call for comprehensive measures of teacher accountability as the most critical next step in physical education reform. I conclude by contesting McKenzie and Lounsbery’s accusation of “muddled goals” in physical education. Although physical education advocates may present diverse content perspectives, student learning is the primary goal of physical education.

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Engaging Minds

Cited by 38 publications

References 0 publications

Telling Reflections: Teaching Sustainably in a Complex Learning Environment

Telling Reflections: Teaching Sustainably in a Complex Learning Environment

Complexity and Health Coaching: Synergies in Nursing

The Role of Students and Content in Teacher Effectiveness

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