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Adding the “e-” to Learning for Sustainable Development: Challenges and Innovation

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  • Matthias Barth

    ()
    (Institute for Competence Development, University of Applied Science Ostwestfalen-Lippe, An der Wilhelmshöhe 44, 37671 Höxter, Germany)

  • Simon Burandt

    ()
    (Institute for Environmental and Sustainability Communication, Leuphana Universität Lüneburg, Scharnhorststraße 1, 21335 Lüneburg, Germany)

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    Abstract

    Education for sustainability (EfS) poses new challenges to higher education as it necessitates various shifts: from teacher- to learner-centered pedagogies, from input- to output-orientation and from a focus on content to problem-solving and process orientation. E-learning, which follows the principles of situated, constructivist learning, addresses some of these challenges and offers opportunities to design powerful learning environments for EfS. In this conceptual paper, we elaborate characteristics of such e-learning environments that support competence development and education for sustainability. To illustrate and support our line of reasoning we use three mini case studies of our own educational praxis and critically discuss opportunities and threats of such e-learning settings.

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    Bibliographic Info

    Article provided by MDPI, Open Access Journal in its journal Sustainability.

    Volume (Year): 5 (2013)
    Issue (Month): 6 (June)
    Pages: 2609-2622

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    Handle: RePEc:gam:jsusta:v:5:y:2013:i:6:p:2609-2622:d:26412

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    Related research

    Keywords: education for sustainable development; e-learning; higher education; intercultural communication; interdisciplinarity; self-directed learning; problem-oriented learning; collaborative learning;

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