| 1. |
|
|
| 2. |
- Algers, Anne, 1961, et al.
(author)
-
A New Format for Learning about Farm Animal Welfare
- 2011
-
In: Journal of Agricultural and Environmental Ethics. - : Springer Science and Business Media LLC. - 1187-7863 .- 1573-322X. ; 24:4, s. 367-379
-
Journal article (peer-reviewed)abstract
- Farm animal welfare is a knowledge domain that can be regarded as a model for new ways of organizing learning and making higher education more responsive to the needs of society. Global concern for animal welfare has resulted in a great demand for knowledge. As a complement to traditional education in farm animal welfare, higher education can be more demand driven and look at a broad range of methods to make knowledge available. The result of an inventory on “farm animal welfare,” “e-learning,” “learning resources,” and “open educational resources” in three different search engines is presented. A huge amount of information on animal welfare is available on the Internet but many of the providers lock in the knowledge in a traditional course context. Only a few universities develop and disseminate open learning resources within the subject. Higher education institutions are encouraged to develop open educational resources in animal welfare for the benefit of teachers, students, society, and, indirectly, animal welfare.
|
|
| 3. |
- Algers, Anne, 1961, et al.
(author)
-
Animal welfare at slaughter – A social learning process
- 2015
-
In: Hubrecht, R. & Ostovic, M. (Eds.) Proceedings of HSA International Symposium – Recent Advances II, Zagreb, Croatia, 16-17 July, 2015.. ; , s. 22-22
-
Conference paper (other academic/artistic)
|
|
| 4. |
- Algers, Anne, et al.
(author)
-
Animal welfare at slaughter – A social learning process
- 2015
-
Conference paper (other academic/artistic)abstract
- Animal welfare is of high interest to citizens and consumers. Furthermore, animal welfare at slaughter is an area covered by extensive legislation at the EU level, mainly through EC Regulation 1099/2009 which requires training and certificate of competence for slaughterhouse staff. Dealing with complex issues with ethical concerns, such as animal welfare, requires a process of learning by every member of society. Such learning must also continue throughout life, as an ongoing adaptation to emerging challenges and new scientific findings. This can best be achieved when the learning is based on curiosity, collaboration, and grounded in real-life experience and situations. Such social interactions constitute the basis for social learning. Thus, animal welfare is in need of a social learning process. The use of Open Educational Resources (OER) is a way to meet the challenge of this new learning approach. The term (OER), meaning digital material released with an intellectual property license that allows for free use, adaptation, and distribution, was adopted at a UNESCO meeting in 2002. OER can be used for both formal and informal learning. The Swedish University of Agricultural Sciences (SLU) has, with financial support from the national authorities and in collaboration with slaughterhouses and NGO’s, developed an OER on Animal Welfare at Slaughter and Killing. It includes 650 webpages, 800 illustrations, 150 video clips, learning objectives, interactivities and take-home messages. Publishing photos and video footage showing slaughter is not uncontroversial as such pictures can be perceived as aversive by some, and the umbrella organisations for slaughter houses feared that such pictures would be used by animal rights groups to discredit abattoirs. Hence, placing the material behind a password barrier was suggested. However, the aim is to provide free access to everybody to the knowledge we have today about animal welfare in relation to handling of animals at slaughter and killing and to support local efforts in improving animal welfare. The material is now available at disa.slu.se and can be accessed and used by anyone, including various course organizers. A translation into English is underway. With reference to the wisdom of the crowd it can be argued that collectively developed resources are of higher quality than those the individual can develop on their own. OER practices, in its more radical form, can be seen as an integrated, open and formative peer review, conducted in real time in front of the eyes of anybody interested.
|
|
| 5. |
|
|
| 6. |
- Algers, Anne
(author)
-
Food ethics dilemma: An open learning resource for teaching ethics
- 2010
-
Conference paper (peer-reviewed)abstract
- Ethical issues arise in any food chain and the depth and range of ethical aspects of the 'history' of foods are often hidden, but the potential for opening up this information is considerable. Climate change, animal welfare, fair trade, health and safety, novel foods and GM foods, sustainability and use of natural resources are all important dimensions within the complex concept of food ethics. It is also important to note the various levels of actor perspectives involved in food ethics. Stakeholders in the food chain prioritise and interpret ethical concerns differently. Consumers (micro-level) are increasingly worried about unethical aspects of the food chain. Restaurants, food chains and distributors (meso-level) will strongly influence market availability, and national and international policy (macro-level) can influence through agricultural production incentives/subsidies. For all these levels, ethical questions of good and bad decision-making can be asked. The different stakeholder perspectives will be the point of departure when developing an open learning resource on food ethics dilemmas. The web-based learning resource will be free of charge enabling open access to all members of society and with a multi-player function making it possible to choose an avatar (e.g. a farmer, a manager at a food industry, or a consumer) and play the game in real time against another player with a different stakeholder perspective. The avatar is placed in a situation with a dilemma and the player has to make choices between alternative actions, which bring the avatar to new and more intricate dilemmas. Having played the game from one avatar of stakeholders' view the user can choose to look at the same dilemma from another stakeholder's point of view. Through the learning resource on food ethics players will obtain a better understanding both of their own ethical views and those of others. © Wageningen Academic Publishers, The Netherlands, 2010.
|
|
| 7. |
- Algers, Anne, 1961, et al.
(author)
-
Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines
- 2020
-
In: Journal of Praxis in Higher Education. - : University of Boras, Faculty of Librarianship, Information, Education and IT. - 2003-3605. ; 2:2, s. 11-34
-
Journal article (peer-reviewed)abstract
- Since academic teachers belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent societal challenges call for thinking beyond boundaries and re-visiting academic practices. The purpose of this study is to investigate how academic teachers view sharing of knowledge and teaching. The study is based on survey data from eight faculties and interviews of teachers from each of these faculties at the University of Gothenburg. The results show that professional development courses in higher education teaching and learning, as well as open practices, and collaboration between academic disciplines and society are practices, which Galison (1997) termed trading zones. These trading zones are sources of learning to theorize and to facilitate exchange among peers with the potential to develop knowledge, identity and moral commitments necessary to address societal challenges. Further, the results suggest that universities need to scaffold these sharing practices. The findings inform how academic teachers’ practices can be transformed into sharing between and beyond academic disciplines.
|
|
| 8. |
- Algers, Anne, 1961
(author)
-
Involving the general public in creation and sharing of knowledge about food
- 2017
-
In: CAB Reviews: Perspectives in Agriculture, Veterinary Science, Nutrition and Natural Resources. - 1749-8848. ; 12
-
Journal article (peer-reviewed)abstract
- Research suggests that since the whole society is dependent on the quality of food, food science and education need a dialogue with the citizens. Trust in food is decreasing, the concerns are increasing and the societal needs of knowledge about food are more extensive than what can be accomplished by traditional learning. However, very few approaches have been applied in food science allowing scientists and citizens to inform each other. This paper begins by introducing the concepts of open educational resources (OERs) and citizen science (CS). Secondly, a review of the literature on the use of these approaches in the field of food science is presented. Finally, a rationale is introduced to apply these approaches in contested and complex food issues. A literature review resulted in 14 articles that outline the potential or practical involvement of citizens in production or sharing of knowledge about food. OER can be used to facilitate interaction between different stakeholders within and beyond academia and to collaboratively create more robust knowledge that is shared openly and builds on reuse of prior knowledge. CS can be used to collect and analyse data by members of the general public, typically as part of a collaborative project with scientists. In seven out of eight intervention studies the citizens were heavily involved. The studies focused on: food security, food labelling, food aesthetics, food quality, food & biodiversity and general food science. The arguments presented by the authors extend beyond established reasoning for these approaches (usually limited to access and monitoring of large data sets). This literature review suggests that the involvement of the citizens in knowledge about food through CS and OER is beneficial for information symmetry, empowerment, trust and relevance. When research has led to contradictory results and ethical concerns, it is argued that the involvement of citizens has great potential, because a plurality of opinions can lead to sustainable solutions. © CAB International 2017.
|
|
| 9. |
- Algers, Anne
(author)
-
New version of animal ethics dilemma allows students to make use of science, drama and images in ethics learning
- 2010
-
Conference paper (peer-reviewed)abstract
- This paper presents and discusses a new feature in the use of the learning tool Animal Ethics Dilemma, which allows students to construct their own cases. The learning tool www.aedilemma.net aims to teach students to view animal issues from different perspectives of animal ethics by confronting them with ethical dilemmas where they have to choose between different options. They will be put into the role of a veterinarian or another animal science professional responsible for making choices, which typically involve potential harms to animals and potential benefits to humans. Through their choices the students will display and be confronted with utilitarian, animal rights or three other views on animal ethics. The tool also allows the students to reflect on their choices and the underlying ethical viewpoints. A new option in the use of the tool is to let the students construct their own cases. This option is made possible by a content management system. Thus teachers may set students the task to create their own case. This could serve as an exam task through which the students document their ability to understand and actively make use of different points of view in animal ethics and their ability to recognize and develop ethical dilemmas. This new feature gives students the opportunity to develop case studies on a topic relevant to their circumstances and from a pedagogic perspective may help to support deeper learning and understanding of animal ethics by requiring a kinesthetic or an active approach. It also gives the opportunity to work with animal ethics in a way, which involves competences in collecting relevant scientific information, and it enables students to be creative through the use of drama, images and graphical design. Thereby teaching of animal ethics may integrate scientific and philosophical disciplines and be focused on more than just abstract reasoning. © Wageningen Academic Publishers, The Netherlands, 2010.
|
|
| 10. |
- Algers, Anne, 1961, et al.
(author)
-
Open Educational Resources in Animal Ethics and Food Ethics.
- 2011
-
In: Proceedings of the EADTU Annual Conference: Universities and regional development in an open knowledge society; sharing innovation and knowledge in European universities, Eskisehir, Turkey, 3-4 November, 2011.. - Eskisehir, Turkey, 3-4 November, 2011 : EADTU, Heerlen. - 9789079730094 ; , s. 9-19
-
Conference paper (peer-reviewed)
|
|
