Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

Oonk, C.

doi:10.18174/391709

Cited by 10 publications

(13 citation statements)

References 97 publications

(349 reference statements)

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“…Second we will focus on the role of change agents in social learning. In education for sustainability, understanding these dynamics is relevant in the current development of living labs and other hybrid learning contexts ( Malthouse et al 2014, Cremers et al 2016Oonk 2016).…”

Section: Aim Of Research and Research Questionmentioning

confidence: 99%

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Sol

Wal

Beers

et al. 2017

Environmental Education Research

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Regional sustainability networks in the Netherlands are rooted in regional culture and have an emphasis on social learning and effective collaboration between multiple actors. The national 'Duurzaam Door' (Moving Forward Sustainably) Policy Programme regards these networks as generative governance arrangements where new knowledge, actions and relations can co-evolve together with new insights in governance and learning within sustainability transitions. In order to understand the dynamics of the learning in these networks we have monitored emergent properties of social learning between 2014 and 2016. Our focus is particularly on the interrelated role of trust, commitment, reframing and reflexivity. Our aim is to better understand the role and the dynamics of these emergent properties and to see which actors and roles can foster the effectiveness of social learning in regional transitions towards more sustainable ways of living. We used a retrospective analysis with Reflexive Monitoring in Action (RMA), which we combined with the Most Significant Change approach. We found that reflexivity in particular is a critical property at moments that can make or break the process.

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Section: Aim Of Research and Research Questionmentioning

confidence: 99%

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Sol

Wal

Beers

et al. 2017

Environmental Education Research

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“…Akkerman and Bakker subdivided the learning mechanisms further into various sub-processes (see [15]) (p. 151). Initial attempts have been made to operationalise the learning mechanisms, using the sub-processes, in coding schemes for research [23,42]. In this study, we aim to operationalise the four learning mechanics in terms of student behaviour when learning and working on sustainability problems in multi-stakeholder, transdisciplinary settings.…”

Section: Theoretical Framework: Boundary Crossingmentioning

confidence: 99%

Towards a Rubric for Stimulating and Evaluating Sustainable Learning

Gulikers

Oonk

2019

Sustainability

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Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don't know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable. Dealing with these issues requires crossing boundaries between people coming from different 'practices', e.g., disciplines, cultures, academia versus society, thereby making the learning and working process a challenging but critical learning experience in itself. We argue that education for sustainability should not primarily focus on student content knowledge or development of certain products or answers. It should focus on stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. This allows students to learn to work with 'others' around the boundaries, and thereby to develop the ability to co-create new knowledge and work towards innovation or transformation for sustainable practice. Building on the boundary crossing theory and using mixed methods and interventions, this design-based study iteratively develops a boundary crossing rubric as an instrument to operationalise student learning in transdisciplinary projects into concrete student behaviour. This rubric in turn can explicate, stimulate and assess student learning and development in transdisciplinary sustainability projects.Sustainability 2019, 11, 969 2 of 20 integration of sustainable development into higher education curricula, at least in Flanders, is still scarce. Svanström et al. [10] showed in their analysis of various educational programs for sustainable development that the learning objectives varied in number and kind, but that "the integration of different perspectives" was one commonality found in all programs. Filho and colleagues [4] moreover stress that higher education should encourage more multi-stakeholder dialogue between students and (non-academic) organisations, confronting students with various aspects (e.g., economic, social, cultural or environmental) relevant for sustainable development.This requires transdisciplinary education [11] in which students work on real world wicked problems, as well as collaborate across disciplinary and institutional boundaries to work towards knowledge co-creation [12], innovation and transformation [1]. Though transdisciplinary education is sparsely emerging in higher education [3,11], most educational practices address well-structured problems that do not require multi-stakeholder interaction, probably because developing, implementing and assessing education that fosters sustainability competencies is a challenge for teachers and students [5,7]. Teachers are not educated in an inter-or transdisciplinary manner, or might not feel able to integrate sustainable development issues into their education [4,9]. Various reviews on assessment tools have also aimed to compare, evaluate or audit sustainability programs [13,14], and have shown that the actual design and activiti...

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“…A related series of studies is conducted by Oonk (2016) and Oonk et al (2016), which is on regional learning. The essence of this boundary crossing education practice is that student groups participate in regional planning processes, which are multiple stakeholder processes.…”

Section: Learning Arrangementsmentioning

confidence: 99%

“…She generated and analysed design principles for hybrid learning, which is a kind of learning in which two worlds are combined: the world of formal education and the world of work. Different hybrid learning solutions were investigated, and their design principles were elaborated.A related series of studies is conducted by Oonk (2016) and Oonk et al (2016), which is on regional learning. The essence of this boundary crossing education practice is that student groups participate in regional planning processes, which are multiple stakeholder processes.…”

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confidence: 99%

Competence for life: a review of developments and perspective for the future : Farewell address upon retiring as Professor of Education and Competence Studies at Wageningen University & Research on 20 October 2016

Mulder¹

2016

Preprint

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Esteemed Rector Magnificus, distinguished colleagues, respected students, family and friends.It is a great pleasure for me to see you all here and to give this farewell address after 42 years of active service in education and science. First of all I would like to apologize for those amongst you who do not understand English very well. Wageningen University is an international university, there are many international colleagues present here, and most of our academic meetings are held in English. What I would like to do in this farewell address is to present a review of competence theory, research and practice and share a perspective on future research on competence for life. I will begin with the short version of the turbulent history of the chair group I have been leading during the past 18 years. Then I will go into the alignment of the mission of ECS with the mission of Wageningen University. Next I will address the competence construct which has been the core focus of ECS, and give a short overview of the competence research we have conducted so far. Next I will point at overviews and syntheses which have been published during the last decades, and then I will go into the issue of competence for life and the future. Finally of course I like to conclude with a series of words of thanks. Short turbulent history of ECSSo, first of all in short hand the turbulent history of ECS. Or should I say the remarkable history of the chair group within this university. I will keep this short, although you may find this the most exciting part of my talk. When I came to Wageningen University from the University of Twente in 1998, I was not aware of the difficult situation in which Wageningen University was finding itself. Actually, it went through an existential crisis. Draconic measures were taken to discontinue many chair groups and several education programs. What nobody expected was that soon after my start in October 1998 it was decided to also strike the chair of Agricultural Education from the list of chairs of the University. This happened in November 1998, within six weeks after I assumed my position. It felt like being in the 4 | Prof.dr. Martin Mulder Competence for Life -A Review of Developments and Perspective for the Future famous Brussels bar 'A la Mort Subite'. I have spoken about this sudden and unexpected move of the university already in my inaugural address of 2004. I shared that I convinced the university that educational research and teacher education were contractual and legal commitments of Wageningen University, which resulted in postponing the decision to dissolve the chair group, and as we say in Dutch: 'van uitstel kwam afstel'. Postponing resulted in withdrawal of the decision. The chair was reinstalled as chair of 'Education Science' and a bit later as 'Education and Competence Studies'.Some may also remember the picture I showed from the regional newspaper, which commented on the strategic plan of the university at that time, saying that certain professors had luck, such as now emeritus profes...

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Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

Cited by 10 publications

References 97 publications

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Towards a Rubric for Stimulating and Evaluating Sustainable Learning

Competence for life: a review of developments and perspective for the future : Farewell address upon retiring as Professor of Education and Competence Studies at Wageningen University & Research on 20 October 2016

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