| 1. |
- Anderberg, Elsie, 1948-, et al.
(författare)
-
Global learning for sustainable development in higher education : Recent trends and a critique
- 2009
-
Ingår i: International Journal of Sustainability in Higher Education. - : Emerald. - 1467-6370 .- 1758-6739. ; 10:4, s. 368-378
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities.Design/methodology/approachThe authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education.FindingsThe overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence‐based curriculum for GLSD.Originality/valueUniversities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability.
|
|
| 2. |
|
|
| 3. |
- Anderberg, Elsie, et al.
(författare)
-
Micro processes of learning : Exploring the interplay between conceptions, meanings and expressions
- 2009
-
Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 58:5, s. 653-668
-
Tidskriftsartikel (refereegranskat)abstract
- The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students' ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students' learning.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Anderberg, Elsie, et al.
(författare)
-
The epistemological role of language use in learning : A phenomenographic intentional-expressive approach
- 2008
-
Ingår i: Educational Research Review. - 1747-938X .- 1878-0385. ; 3:1, s. 14-29
-
Tidskriftsartikel (refereegranskat)abstract
- In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners' language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Karlsson, Jan, 1959-, et al.
(författare)
-
Reaching beyond disciplines through collaboration : Academics' learning in a national multidisciplinary research programme
- 2008
-
Ingår i: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 20:2, s. 98-113
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners.Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers.Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes.Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia.Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.
|
|
