Video diaries: a tool to investigate sustainability-related learning in threshold spaces

Roberts, Jane

doi:10.1080/13504622.2011.572160

Cited by 15 publications

(6 citation statements)

References 10 publications

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“…Video diaries, for instance, were found to be successful in fostering transformative, integrative, and irreversible knowledge of sustainability among participants in a British travel course to rural Uganda (Roberts, 2011). The teaching Published by Scholarship@Western, 2015 modality that the instructor employs to introduce students to sustainability involves role-playing simulation, one of the most popular offerings in the active learning repertoire.…”

Section: Relevant Pedagogical Literaturementioning

confidence: 99%

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Levintova

Mueller

2015

cjsotl-rcacea

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One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students struggle, teaching sustainability lends itself to pedagogical examination within the scholarship of threshold concepts. This article investigates students' understanding of sustainability in the seven semesters when the concept of sustainability was introduced via role-playing simulation and compares it with the similar data from a more recent semester when simulation was supplemented with traditional lecture and classroom exercises. Ultimately, our research question is twofold: (1) How do students define a multifaceted concept like global sustainability and (2) what is the better way to teach it -active learning only or active learning in combination with traditional instruction?Certaines des difficultés rencontrées quand on enseigne la durabilité mondiale dans des cours de base de sciences politiques sont les divers accents mis sur ces concepts et l'absence de consensus sur la question de savoir où devrait se situer l'équilibre général entre la protection de l'environnement, le développement économique et la justice sociale. Tout comme c'est le cas avec de nombreux concepts flous qui donnent des difficultés aux étudiants, l'enseignement de la durabilité se prête à un examen pédagogique au sein de la recherche sur les concepts de seuil. Cet article se penche sur la manière dont les étudiants ont compris la durabilité pendant les sept semestres au cours desquels le concept de durabilité a été présenté par le biais de simulation de jeux de rôles et il la compare aux données semblables recueillies lors d'un semestre plus récent au cours duquel la simulation a été supplémentée par des cours magistraux traditionnels et des exercices de classe. En fin de compte, notre question de recherche est double : 1) Comment les étudiants définissent-ils un concept qui présente de nombreuses facettes tel que la durabilité mondiale, et 2) Quelle est la meilleure manière de l'enseigner -exclusivement par un apprentissage actif ou par le biais d'un apprentissage actif combiné à une instruction traditionnelle? Keywords active learning, mixed pedagogy, global sustainability, general education, threshold concepts, academic bottlenecks Cover Page FootnoteThe research for this article was funded in part by Wisconsin Teaching Fellows and Scholars Program (WTFS). The authors are grateful for the insightful comments on the earlier drafts of this manuscript provided by several participants in the 2012-2013 WTFS program, especially Cyndi Kernahan. We would also like to acknowledge Mark Davis for his helpful literature suggestions for this article.This research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:https://ir.lib.uwo.ca/c...

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Section: Relevant Pedagogical Literaturementioning

confidence: 99%

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Levintova

Mueller

2015

cjsotl-rcacea

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“…As the students were able to watch video podcasts as often and whenever they wanted, they preferred to watch podcasts at home and make notes at the same time (Hill & Nelson, 2011). In the undergraduate field course, Roberts (2011) found that the video diary technique was more successful in capturing the development of studentsí sustainability-related learning than written reflective accounts.…”

Section: Media In Education For Sustainabilitymentioning

confidence: 99%

Environmental Issues in the Media – Studentsí Perceptions in the Three Nordic-Baltic Countries

Keinonen

Yli-Panula

Svens

et al. 2014

Journal of Teacher Education for Sustainability

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The media, as a source of information, is supposed to have a significant role in effecting peopleís environmental knowledge and attitudes. The purpose of this study was to find studentsí perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.

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“…A thematic approach to video diary analysis (Roberts, 2011) was used to identify socio-cultural factors that were considered during the design process. This was primarily conducted by Mbayi-Kwelagobe.…”

Section: Discussionmentioning

confidence: 99%

Socio-cultural factors and capacity building in Interaction Design: Results of a video diary study in Botswana

Sharp

Lotz

Mbayi-Kwelagobe

et al. 2020

International Journal of Human-Computer Studies

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Video diaries: a tool to investigate sustainability-related learning in threshold spaces

Cited by 15 publications

References 10 publications

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Environmental Issues in the Media – Studentsí Perceptions in the Three Nordic-Baltic Countries

Socio-cultural factors and capacity building in Interaction Design: Results of a video diary study in Botswana

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