| 43503 |
Creator |
d36d93ab469865231e52b7d4432b5240 |
| 43503 |
Creator |
ext-5b9d398876fa67904ecbc1b15c801213 |
| 43503 |
Creator |
ext-aed78a6fdad512f0efdf5ce814b53f63 |
| 43503 |
Date |
2014 |
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Is Part Of |
repository |
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abstract |
Within sustainability issues climate change is recognised as one of the most challenging
and defining for our future. However, the learning and teaching in this field is perceived
by students as complex and contradictory, and it leaves them with uncertainties with
respect to their professional practice. This paper describes a solution to flaws observed
in university programmes.
The concept of the Lived Experience explains the existence of several perspectives
at the same time. It connects abstract and distant scientific knowledge with personal,
local and cultural diversity. It treats epistemological diversity as a resource for
social learning and holistic knowledge. The authors consider this concept to be important
and perhaps even crucial for the domain of sustainability, where it can be used to
expand knowledge and linking academia with professionals and citizens.
In an open access Masters track called the ‘Lived Experience of Climate Change’, the
learning goals and outcomes are operationalised using the concept of ‘competence’.
Complementing Transboundary Competence, this paper focuses on Intervention Competence.
Intervention Competence combines strategic-political thinking with personal goal-directedness,
formulating solutions and actions for climate change issues, in awareness of societal
aspects. Thus the student’s ability to transform academic knowledge to sustainable
solutions is developed.
By adding Intervention Competence to university programmes, students are encouraged
to engage with each other and their teachers to propose realistic and sustainable
solutions to sustainability challenges. They use their diversity as a resource, a
process that may be enhanced by virtual mobility arrangements between several universities. |
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authorList |
authors |
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editorList |
editors |
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issue |
35 |
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status |
peerReviewed |
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uri |
http://data.open.ac.uk/oro/document/321196 |
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uri |
http://data.open.ac.uk/oro/document/323071 |
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uri |
http://data.open.ac.uk/oro/document/323148 |
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uri |
http://data.open.ac.uk/oro/document/323149 |
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uri |
http://data.open.ac.uk/oro/document/323150 |
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uri |
http://data.open.ac.uk/oro/document/323151 |
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uri |
http://data.open.ac.uk/oro/document/323152 |
| 43503 |
uri |
http://data.open.ac.uk/oro/document/323360 |
| 43503 |
uri |
http://data.open.ac.uk/oro/document/651851 |
| 43503 |
type |
Article |
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type |
BookSection |
| 43503 |
label |
Pérez Salgado, Francisca; Wilson, Gordon and van der Klink, Marcel (2014). Transforming
academic knowledge and the concept of Lived Experience: Intervention Competence in
an international e-learning programme. In: Azeiteiro, Ulisses Miranda; Leal Filho,
Walter and Caeiro, Sandra eds. E-Learning and Education for Sustainability.
Environmental Education, Communication and Sustainability (35). Frankfurt am Main:
Springer, pp. 59–70. |
| 43503 |
label |
Pérez Salgado, Francisca; Wilson, Gordon and van der Klink, Marcel (2014). Transforming
academic knowledge and the concept of Lived Experience: Intervention Competence in
an international e-learning programme. In: Azeiteiro, Ulisses Miranda; Leal Filho,
Walter and Caeiro, Sandra eds. E-Learning and Education for Sustainability.
Environmental Education, Communication and Sustainability (35). Frankfurt am Main:
Springer, pp. 59–70. |
| 43503 |
Publisher |
ext-1c5ddec173ca8cdfba8b274309638579 |
| 43503 |
Title |
Transforming academic knowledge and the concept of Lived Experience: Intervention
Competence in an international e-learning programme. |
| 43503 |
in dataset |
oro |