Interdisciplinary experiential learning during COVID-19: lessons learned and reflections for the future

Butler, Megan

doi:10.1007/s13412-021-00734-w

Cited by 16 publications

(7 citation statements)

References 25 publications

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“…Education for Sustainable Development (ESD) is an approach to teaching and learning that promotes the values, knowledge, and skills needed to create a more sustainable and equitable world [5], [6]. ESD can take many forms, including formal and informal education, experiential learning, community engagement, and interdisciplinary research [7][8][9][10][11]. ESD is a key instrument for achieving the SDGs [12].…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Creating Sustainable Competencies in Engineering Through Biomimetics Courses

Vázquez-Villegas,

Molina-Solis,

Mejía-Manzano

et al. 2024

Int. J. Eng. Ped.

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The United Nations 2030 plan establishes the incorporation of the Sustainable Development Goals (SDGs) as a multidisciplinary focus for training new specialized human resources. In engineering, the SDGs have been integrated into the curriculum as optional subjects. In this report, we present an investigation into implementing the SDGs in a Biomimicry and Sustainability course offered during the spring and fall semesters of 2022, with 194 students divided into six groups. Using challenge-based learning, students proposed utilizing wind or solar resources to generate electricity in a selected region. They were asked to conduct extensive research and precise engineering calculations to ensure the viability of their alternative energy sources. Additionally, each group had to select three or more SDGs that best aligned with their proposal, justifying their choices. The evaluation of the reports was based on rubrics and checklists that assessed the integrity of their argumentation and the adequacy of the report components. Most students chose SDGs 7, 11, and 13. In an anonymous survey, students expressed that incorporating the SDGs into the assignment significantly enhanced the importance of their learning experience. We recommend that other educators follow suit and incorporate the SDGs into their students’ projects or proposals, irrespective of whether their institution has a sustainability plan, aiming to transform sustainability into a competency rather than a fixed concept.

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Section: Education For Sustainable Developmentmentioning

confidence: 99%

Creating Sustainable Competencies in Engineering Through Biomimetics Courses

Vázquez-Villegas,

Molina-Solis,

Mejía-Manzano

et al. 2024

Int. J. Eng. Ped.

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show abstract

“…Through analyzing the complex network of relationships between these disruptions, the research will contribute to a better comprehension of the pandemic's far-reaching effects (Sentell et al, 2020). In order to identify possibilities and difficulties for creating a society that is more robust and adaptable to future crises and problems, the study should also examine the capacity for resilience and adaptation techniques that have arisen within and across these domains (Butler, 2022;Filippaki & Palli, 2023). Communication Strategies Analysis Research on communication tactics during the pandemic should be done using the situational crisis communication theory (Ham & Kim, 2019).…”

Section: Policy and Practice Recommendations Interdisciplinary Collab...mentioning

confidence: 99%

An Analysis of the Great Disruption of COVID-19 Pandemic

Richardson

2024

SEC

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The emergence of the COVID-19 pandemic in late 2019 led to a global crisis of unprecedented scale and complexity that disrupted almost every aspect of human life. The pandemic has taken people, institutions and governments by surprise, so the impact of the virus has been profound and far-reaching. The rapid and relentless spread of the pandemic has challenged global health systems, strained economies, altered daily routines in educational settings and at work, and tested the resilience of communities worldwide. Different studies have identified vulnerabilities in the world’s ability to respond to health emergencies at the individual and societal levels. This study presents a systematic literature review and theoretical analysis of the disruptions caused by COVID-19 to help formulate strategies that encourage flexibility and resilience in the face of such complex and interconnected disruptions. The article analyzes the consequences of the COVID-19 pandemic through the prism of two main theories: the theory of situational crisis communications (type of crisis, its history, responsibility, perceived seriousness, predictable probability, crisis communications strategies, post-crisis reputation), as well as the theory of social learning (learning through observation, modeling and imitation, positive and negative reinforcement in the formation of behavior). In addition, the nature of society’s adaptation to the challenges of the COVID-19 pandemic is also considered through the prism of the theory of subversive innovations (progress in communication technologies, new methods of remote work and education, the entry of social networks into the business world, the introduction of asynchronous communication). The article summarizes the scientific progress on the following main consequences of the COVID-19 pandemic in the workplace, healthcare system, and education. The study provides recommendations on the steps that individuals, institutions and governments can take to increase readiness and ability to adapt to the next crisis (interdisciplinary cooperation, analysis of communication strategies, system analysis). The analysis conducted in the article also made it possible to outline the most promising directions for further qualitative intervention studies (in-depth case studies taking into account the specific context of regions, organizations or communities to identify effective and ineffective policies and practices; qualitative interviews with key stakeholders to understand the intricacies of decision-making in the context of the pandemic crisis); qualitative action studies (building community resilience, collaborative research efforts involving policymakers, health experts and community representatives to develop crisis response policies jointly) and quantitative studies (analysis of pandemic spread, impact of vaccination on disease control, analysis of the economic effects of the pandemic, etc.).

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“…Course offerings have been shifted abruptly from face-to-face classroom teaching to multimodal formats across the spectrum on digital platforms and this trend is expected to continue in the post-pandemic new normal [1,2]. To continue quality education with practical field work in a sustainable manner while students are in social isolation, educators have quickly explored new pedagogies, technologies and tools to sustain the practical elements of the curricular content [3][4][5]. Among the popular digital interventions in recent e-learning platforms [6], higher education has increased the adoption of immersive technology as the new paradigm in virtual experiential learning [7].…”

Section: Introductionmentioning

confidence: 99%

Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education

Kee

Zhang

2022

Sustainability

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During the COVID-19 pandemic, horticulture and landscape management programmes in higher education experienced a huge drawback because of the impossibility of organising field studies and conducting site research. To pursue a more sustainable method of teaching, immersive technology such as augmented reality (AR) and virtual reality (VR) has been increasingly adopted as an effective approach for multimodal experiential learning. This study examines student perceptions on the use of digital technology in team-based hybrid learning to achieve sustainability in tree management using data collected from students of horticulture and landscape management in a higher education institute in Hong Kong. Key theoretical principles on Kolb’s experiential learning cycle as an interactive process are discussed, followed by an empirical analysis of student survey results. This research deepens the understanding of how immersive technology enhances both environmental sustainability and learning innovation. The results demonstrate that innovative ideas in instructional methods such as ARVR simulation can enhance the environmental sustainability of how tree management can be conducted, promoting a more environmentally conscious, experiential, collaborative and digital learning experience in higher education.

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Interdisciplinary experiential learning during COVID-19: lessons learned and reflections for the future

Cited by 16 publications

References 25 publications

Creating Sustainable Competencies in Engineering Through Biomimetics Courses

Creating Sustainable Competencies in Engineering Through Biomimetics Courses

An Analysis of the Great Disruption of COVID-19 Pandemic

Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education

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