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- Anderberg, Elsie, 1948-, et al.
(author)
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Global learning for sustainable development in higher education : Recent trends and a critique
- 2009
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In: International Journal of Sustainability in Higher Education. - : Emerald. - 1467-6370 .- 1758-6739. ; 10:4, s. 368-378
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Journal article (peer-reviewed)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.
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| 3. |
- Anderberg, Elsie, et al.
(author)
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Micro processes of learning : Exploring the interplay between conceptions, meanings and expressions
- 2009
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In: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 58:5, s. 653-668
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Journal article (peer-reviewed)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.
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| 5. |
- Svensson, Lennart, et al.
(author)
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The use of language in understanding subject matter
- 2009
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In: Instructional science. - : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 37:3, s. 205-225
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Journal article (peer-reviewed)abstract
- Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students' use of the same expression from one use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings and concepts within the field of learning and teaching.
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