Workshops Higher Education Summit
Sumsy workshop higher education sumit
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Jonas Van Lancker Jonas Van Lancker |
| Description | Sumsy workshop higher education sumit |
Challenges and chances of university lecturers’ heterogeneity regarding education for sustainable development
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Teresa Ruckelshauß Teresa Ruckelshauß Florian Kohler Alexander Siegmund |
| Description | University lecturers play a key role in the holistic implementation of education for sustainable development (ESD). In order to provide adequate professional development for them, their predispositions need to be taken into account. In this research lab, we will therefore look at a study among lecturers in Germany that examined the lecturers' prior knowledge and individual attitudes regarding ESD. We compare the results with the participants' experience. How can heterogeneity be addressed and how can we best profit from this heterogeneity? |
How to acquire Future Skills within student life cycles? The necessity of curricular adjustments – from mission statements for teaching to practical implementation on the basis of ‘ESD key competences’
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Alexandra Wolf Dr. Josefa Scalisi & Alexandra Wolf |
| Description | Based on a short introduction of our inter- and transdisciplinary module “Introduction to Sustainable Development” for all our first-semester students of the bachelor´s degrees, we would like to discuss with the participants what it means to train change agents as a university and how to enable to acquire Future Skills within the student life cycle (SLC). On the basis of the education for sustainable development and the Doughnut Economics, the aim is to work on a study model for an exemplary inter- and transdisciplinary approach. We will also address the challenges of implementing inter- and transdisciplinary teaching formats in higher education. By means of creative methods, solutions are jointly developed and discussed. With the help of the SLC model, the participants can develop and visualize (competency) models and future skills for the different study cohorts/semesters. The group should actively engage in action and exchange and learn from the examples of others. Therefore the Eberswalde study model, which is currently being developed, can serve as a first orientation. |
University-wide competency framework for sustainability
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Jolien Notermans Jolien Notermans Fréderique Vansweevelt |
| Description | During the action atelier we will focus on the implementation of a competency framework for sustainability in curricula and courses. This action atelier will inspire us and all participants on how to transform our students to become agents for sustainable development. |
Team Thomas, an urban living lab for co-creation.
| Topic | Co-creative, transformative learning environments |
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| Format | Project staircase |
| Authors | Filip Burgelman Filip Burgelman Sarah Van Eijnde |
| Description | Team Thomas is a living lab for co-creation where residents of a neighborhood and students collaborate to create solutions for that neighborhood. |
Institutionalizing transdisciplinary learning on different levels
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Lina Bürgener Lina Bürgener Marie Weiß Annika Weiser |
| Description | In the session, we would like to address the following questions as well as our approaches: i) How can we as a higher education institution embed the idea of transdisciplinary learning systematically into our curriculum? With the module “Science transforms” we follow an interdisciplinary, research-based learning approach, … ii) How can we address the different dimensions of learning in our research? In a cross-faculty research center, we research and support transdisciplinary learning processes for sustainable development in various research projects, putting the dimension of mutual learning between Global South and North at the core of the activities. iii) How can we build capacities on transdisciplinary learning and ensure mutual learning across institutions and countries? With the project tdAcademy, we develop a platform to share insights on transdisciplinary research, offer capacity building formats, as well as provide a space for exchange, reflection, collaboration, and new ideas. During and after the presentation, we would like to engage the audience in conversation about experiences, approaches, potential challenges and coping strategies regarding our questions and transdisciplinary learning in general. |
Developing a sustainability competences paradigm or a white elephant abstract
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Rodrigo Lozano |
| Description |
Design for Social Innovation - let's build a multi-disciplinary network of practitioners!
| Topic | Co-creative, transformative learning environments |
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| Format | Network studio |
| Authors | Pierre Echard Pierre Echard Natasha Daix Joy Sfeir |
| Description | Join us to build the foundations for an action-learning network which could monitor opportunities, broker relations, connect expertise, learn, and showcase social and environmental innovation. A network where creatives from visual arts, design and spatial arts, could connect with all other disciplines, to co-create learning journeys and field-based action research projects. As an artistic institution we have many of the required the creative skills, but we are interested connecting with social and hard scientists, engineers, policy makers, experts in education, in mobility, nutrition, migration etc. to fully address systemic challenges. |
Change is just around the Corner: Transformative space for multistakeholder engagement in the circular economy
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Sarah De Coninck Sarah De Coninck Alexandra Anderluh Pamela Nolz Maira Leščevica |
| Description | During this action atelier we will work together to uncover barriers and good practices related to circular economy, and envision and ideal circular future. |
Critical service learning in the context of education for sustainable development
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Action atelier |
| Authors | Manuel Fischer Manuel Fischer Simon Zysset Marie-Claire Graf |
| Description | Critical Service Learning is a promising format in the context of Education for Sustainable Development. But how can it be introduced at universities? What institutional change might be needed for this? What role can it play within the framework of a whole institution approach as well as for universities contribution to a ”futur-proof economy”? How can the university as a whole benefit from such teaching and learning approaches? How can we create an exchange at eye level between lecturers, students and practice partners? We will discuss these and other questions in this Action Atelier. The workshop will be jointly led by a lecturer, a student and a practice partner. |
Thesis labs: a transformative learning environment?
| Topic | Co-creative, transformative learning environments |
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| Format | Research lab |
| Authors | Saskia Ruijsink Saskia Ruijsink Ilse Markensteijn Elise Blondel |
| Description | Are you interested in transformative learning experiences and do you want to contribute to making transformative learning environments even more transformative? We present the thesis lab, a place where students from different disciplines and universities work on a transformative learning experience in practice. And we will assess with you on how we can best evaluate and improve this transformative learning approach. |
What students learn in 'Econ101': Time for Change
| Topic | Rethink the (economics) curriculum |
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| Format | Research lab |
| Authors | Michael Mietz Michael Mietz |
| Description | First impressions are everything. Most students who take up an introductory economics course are taught a basic, and standardized story. Econ101 students are expected to learn to 'think like an economist' but this intuition can prove treacherous. There is a growing chasm between Econ101 and the research frontier. This has led to a global movement of students seeking change. In this keynote we present a technique that uses natural language processing to track the changing face of introductory textbooks. The evidence shows that the time has come for a critical and pluralist revolution. |
Are the sdgs transforming universities
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Andrea Cuesta Claros |
| Description |
Let's talk rethinking economics
| Topic | Rethink the (economics) curriculum |
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| Format | Cosy conversation corner |
| Authors | Michael Mietz Michael Mietz Sam de Muijnck |
| Description | Do economics students receive a diverse set of 'mental equipment' to critically tackle pressing issues such as climate change, inequality or power imbalances? How can we rethink our economics education? What practical, workable steps could we take right now? Join us in a conversation where we aim to share experiences, think about pluralism and talk change. |
Black on white: a poetry workshop
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Chiara Lanza Chiara Lanza Ilenia Casmiri |
| Description | How can poetry impact society and inspire change? Is it possible to write a poem in around 60 minutes? This action atelier will answer both questions by proposing a hands-on and creative experience. Through the technique of erasure poetry, each participant will be able to create their own transformative poem and to engage in a collective reflection on the value of art in our age of precariousness. By erasing words with black we will be able to start a novel process of building awareness on white paper. |
Cosy conversation with inspiring Mariama Williams
| Topic | Rethink the (economics) curriculum |
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| Format | Cosy conversation corner |
| Authors | Elisabeth Hofmann Elisabeth Hofmann |
| Description | Come and meet Mariama!!! She is a feminist economist and popular economics trainer, working on economic development, trade, and climate change, with a focus on gender equality and women’s empowerment, social equity and just transitions... and a radiant woman, with a charisma triggering insight, hope and energy! |
Wise Choice – A community of practice for people skills for the SDGs
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Network studio |
| Authors | Anne Zimmermann Anne Zimmermann (Legacy17 & COPERNICUS Alliance) Marilyn Mehlmann (Legacy17) Boris Goldammer (Visionautik) Jutta Goldammer (Visionautik) Mario Diethart (COPERNICUS Alliance) |
| Description | Are you interested in how to foster decision-making for sustainable development at your higher education institution? Do you want to join our unique Community of Practice? We invite faculty staff, students, ESD researchers, adult education experts, and other stakeholders to join us in this network event, try out some experience-based techniques, and discuss these as well as the possibility of joining our CoP and launching further projects. |
Living labs: a boost for the young talents and sustainability skills at your HE institution
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Sara Gilissen Sara Gilissen Ann Reulens |
| Description | Can Living labs change the world? Can students become change agents? Will design thinking enhance transformative education? In 22-23 we have cocreated 30 Living labs with students and stakeholders in our European consortium. The Living labs focused on 3 themes: Circular economy, Well being/active aging, the human contribution to AI. Students are challenged to enhance their future skills and discover their own talents, as well as to develop regional sustainable solutions for a circular economy. In this workshop we will share our experiences, lessons learned and impact on the students, as well as practice design thinking, cocreation and evaluation methods in order to implement and transfer it to other institutions. We will reflect on the challenges, outcomes and scenarios how to integrate this in Higher education curriculum. In the workshop participants will discuss on further developments and opportunities to develop students’ transformative learning. Inspire each other on future trends and opportunities. |
Which sustainable university are we actually talking about? Exploring different discourses on the university in relation to sustainable development.
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Maarten Deleye Maarten Deleye |
| Description | Using the results of a discourse analysis of 4585 academic publications as a starting point, in this session we will explore and discuss the implications of different understandings of "the sustainable university" regarding the framing of sustainable development, the understanding of what a university is or should be, and what happens in practice. To finalize the session, we would explore alternative understandings of the sustainable university, in addition to the ones the discourse analysis brought to the fore. |
Curriculum design for a sustainable future: the case of the new master in materiomics
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Sarah Doumen Sarah Doumen Jolien Notermans Katleen Denolf An Hardy Dries Vandamme |
| Description | In the new Master of Materiomics, students are trained in conceptualizing and developing alternative, sustainable materials that may contribute to solutions for societal grand challenges and which may help the world to remain within planetary boundaries and not to overshoot. To obtain these goals, interdisciplinary competences are required: while taking the larger societal context into account, students need to cross boundaries between chemistry and physics, as well as between experimental and theoretical/computational methods. During our action atelier, we will further elaborate on how we hope our curriculum design will lead to transformative learning by our students and we will also go deeper into some specific courses and their teaching and assessment approaches. Participants are invited to a) reflect on advantages and obstacles of interdisciplinary competence development for sustainability education and for their own education and b) to design interdisciplinary learning activities for their own courses/educational program according to the four learning mechanisms of boundary crossing theory (i.e. identification, coordination, reflection and transformation; Akkerman & Bakker, 2011). |
Higher Education Reloaded - Change from the Inside Out!
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Theres Konrad Theres Konrad |
| Description | This ACTION ATELIER allows to connect and reflect as a basis for joint action. ART as a transformation companion. Higher education institutions are not only investigating and supporting transformations towards sustainability. They are subject and location of transformation themselves - as each one of us is. |
Workshop - money and sustainable behavior
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Bruno Delepierre Stef Kuypers Bruno Delepierre |
| Description | Experience the impact of money and sustainable behavior! During an interactive game, you'll discover how money impacts your perspective and choices. Afterwards we present the theoretical framework, rooted in behavioral economics to discuss what happened. |
Hes2022 abstract shibakawa
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Hiroko SHIBAKAWA |
| Description |
Ljtrechsel proposal reserach lab students as bridge builders between science and society def
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Lilian Julia Trechsel Lilian Julia Trechsel |
| Description | How can higher education institutions foster and learn from students’ engagement in the science-society dialogue? I would like to share with you our research results focussing on how to address the boundary between science and society to support the transformation of higher education towards sustainable development in the sense of the whole institution approach. Let us explore together the potential of students’ learning experiences in self-led sustainability projects outside formal curricula. |
How to implement education for sustainability at the core of an higher education institution
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Research lab |
| Authors | Marie Weiss Dr. Marie Weiss Dr. Ingrid Mulà Dr. Anne Zimmermann Mario Diethardt |
| Description | The aim of the research lab is to collaboratively design actions to transform higher education institutions. The research question is: How can individual leadership be supported to “transform and redesign” (Sterling & Thomas 2006) higher education institutions (HEIs) and provide education (and research) “as sustainability”? As a basis for such a discussion, we will briefly present results from two studies. First, results of a meta-study (case-survey analysis) of 131 HEIs around the world showing six distinct implementation patterns: (1) collaborative paradigm change, (2) bottom-up, evolving institutional change, (3) top-down, mandated institutional change, (4) externally driven initiatives, (5) isolated initiatives, and (6) limited institutional change. We will also show what drivers and barriers can be derived from these implementation patterns. Second, to illustrate some drivers, especially individuals taking leadership to transform their HEIs, we will present results from a qualitative study based on interviews with sustainability champions from six different European HEIs. These insights illuminate how individuals help transform their HEIs and how they cope with barriers. Participants will be invited during the presentation of the results to contribute through interactive reflection tasks. |
Back to the (Sustainable) Futures!
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Marina Schmitz Marina Schmitz |
| Description | Do you believe management education needs an overhaul? If so, join our journey during which you will expand the boundaries of management education by enjoying a funky cocktail of futures literacy laboratories methodology, sustainability/solarpunk storytelling, and improv theater, exploring different pathways and scenarios to realize more sustainable futures. |
New Perspectives on Impact Learning
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Anne Snick Anne Snick, Club of Rome Michael Winter, oikos International Kobe Demaeyer, Green Office for KU Leuven Naina Goel, Learning Planet Institute & KU Leuven |
| Description | Forty years of efforts to shift towards sustainable higher education have had disappointingly little impact. This atelier builds on systems thinking to explore a different perspective on learning. Join us to explore a surprising new pathway preparing students for a complex and uncertain future! |
Uhasselt proposal rethinking economics ulb
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Valérie Coolen |
| Description |
Abstract conference hes walter benjamin and the ecoflaneur 1
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Ingrid Molderez Ingrid Molderez Wim Lambrechts Carina Branzila |
| Description | The aim of the workshop is to experience the role of an eco-flâneur in the city. The relevance of Walter Benjamin and the flâneur for a critical reflection on sustainability for higher education in management will be highlighted. Strolling is suggested as an alternative pedagogy. Participants will act as an eco-flâneur, detecting the sustainable innovative initiatives in the city. Participants will learn from the bottom-up; instead of looking for illustrations of the theory, the city is an open field ready to discover and to detect what is new. |
Higher education submit research lab proposal sustainable management programs
| Topic | Rethink the (economics) curriculum |
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| Format | Research lab |
| Authors | Talia Stough |
| Description |
Higher education summit
| Topic | Rethink the (economics) curriculum |
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| Format | Research lab |
| Authors | Pauline Le boulaire |
| Description |
Experience of Risk & Race, a business game on circular economy
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Action atelier |
| Authors | Sven Leën Saskia Manshoven (VITO) Sven Leën (ngage) |
| Description | During the action workshop we will: - Give a short overview of the development process of the educational game Risk&RACE - Demonstrate the Risk & Race game; - Share the results of a study analysing the learning effects of the game - Illustrate how the game can be used in a business context in sustainability strategy - Explain the difference between the game and the real world; - embed educational games in business strategy; - reflect on how this game can be used in higher education. |
Driving transformation in higher education with Appreciative Inquiry
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Mirjam Minderman Mirjam Minderman |
| Description | This Action Atelier enables you to make more effective contributions to higher education for sustainable development. By the end of the workshop you understand the use of Appreciative Inquiry in support of transforming the curriculum and the learning environment, and have explored concrete actions for applying this in your own context. |
Researching and teaching heterodox and pluralist economics
| Topic | Rethink the (economics) curriculum |
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| Format | Network studio |
| Authors | Pernilla Andersson Pernilla Andersson Lina Isacs |
| Description | Rethinking teacher education - researching and teaching heterodox and pluralist economics - Network studio We are researchers in educational sciences and ecological economics in Sweden with an interest in establishing a research environment that could be the home of courses on different levels, a research school and research projects in strands of economics that do not yet exist. We have a particular interest in the teaching aspect of researching and developing heterodox and pluralist economics. We would like to meet at the Higher Education Summit to find allies with the same interests of researching both heterodox and pluralist economics and new ways of teaching economics, i.e. teaching that enable students to grasp the complex and dynamic relationships between economic, social and ecological dimensions of sustainability. More specifically, in this network studio, we would like to use the time to discuss four different themes. Sharing of experiences for successful building of new research environments? Is there a need for a network? Scanning of other similar networks? Is there a need for a network focusing on the teaching aspect of heterodox and pluralist economics, or are current networks sufficient? Courses for teachers (secondary, upper secondary) Research-school (postgraduate) The agenda for the network studio Go-around: who is here and why? (15 min) Presentation of our suggested topics for discussion (see above) - Presentation of an example of a current course we developed at Stockholm University for upper secondary school teachers (15 min) Choice of topics that are of most interest to be discussed - Discussion/work (30 min each) Summary of outcomes (potential outcomes): - Network-theme: Application for funding, or a start for an application. - Online-course-theme: Outline for an online course for teachers. - Research-school-theme: Identification of funding opportunities, formulation of purpose and content. Anyone with an interest in discussing these themes are welcome. Although we are working in Sweden, we are also interested in getting into contact with people who are or want to do similar things in their contexts. |
Do-nut miss the 90-minute journey into Global Challenges
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Marie Gildemyn Marie Gildemyn Elena Lievens |
| Description | Are you passionate about global challenges, critical & inquisitive thinking, and interactive, collaborative learning? Are you dreaming of becoming a student again for 90 minutes? Are you curious about the way we prepare international business and management (IBM) students to think about and act upon Global Challenges? Step into the shoes of a 3rd year IBM student and experience first-hand the different stages of the interactive course Global Challenges. |
Abstract sustainability certificates
| Topic | Co-creative, transformative learning environments |
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| Format | Network studio |
| Authors | André Baier |
| Description |
Sustainable education design office
| Topic | Rethink the (economics) curriculum |
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| Format | Project staircase |
| Authors | Yolan Gielen Yolan Gielen Leen Audenaert |
| Description | How can we upscale the change towards a more sustainable higher education curriculum? Our answer had proved itself on a local scale. We facilitate change trajectories for Higher Education Institutions. After several successes, we want to share these experiences and make a bigger impact by gather the experiences and methods in a ‘sustainable education design office’. This 'design office' could help all HEI's in Flanders, Europe, the world to adapt their curriculum to learn students face the current challenges of our society. Would you like to partner up for this project and want to discover how? Subscribe for this Project staircase and find out. |
VRIJPLAATS learning by designing the world into a better place
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Leen Audenaert Eef Thoen Leen Audenaert Thomas Remerie |
| Description | VRIJPLAATS is a learning hub, a working space where students design and create educational tools together with researchers and stakeholders. These tools are not always specific products but are more possible answers to complex questions or challenges, with a link to sustainability. VRIJPLAATS is inspired by methods like design thinking, integrative learning, design based research, practitioner inquiry and service learning. Interdisciplinary teams are formed to tackle authentic questions that are present in practice. Most examples can be organized in 4 main topics: Education for Sustainable Development, cultural education, STEM and outdoor learning. |
Hes hasselt abstract
| Topic | Moving from learning about to learning for and as sustainability |
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| Format | Action atelier |
| Authors | Jean Hugé |
| Description |
The CareLab for People and Planet: caring about inner and outer sustainability
| Topic | Co-creative, transformative learning environments |
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| Format | Research lab |
| Authors | Antje Disterheft Disterheft, Antje |
| Description | “What do I do to take care of myself? And what helps me to take of the planet?” These two questions were asked in Summer 2021 within a photovoice project to diverse academic and non-academic members of a Portuguese faculty to start the dialogue about inner and outer sustainability under the lens of ethics of care (Ives et al. 2020, Moriggi et al. 2020). The initiative was embedded in the creation of a new space of collaboration, co-creation and transformative learning: the CareLab for People and Planet at NOVA School of Science and Technology, NOVA University Lisbon (https://the-care-lab.org/). In this session, the accompanying research and its findings will be presented using a storytelling approach, eventually with audiovisual material, including also reflective moments for the audience to pause and engage in (guided) self-reflection and also moments of exchange in pairs. |
PLANNING EDUCATION AND PRACTICE IN SUB-SAHARAN AFRICA: THE NEED FOR RE: THINKING AND RE: TOOLING THE LEARNING PROCESS FOR THE ATTAINMENT OF THE 2030 AGENDA AND BEYOND
| Topic | Co-creative, transformative learning environments |
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| Format | Network studio |
| Authors | Abdul Husaini Abdul Husaini Adamu Ahmed Kayom Wilson Musa Dalil Muhammad Mustapha Gambo |
| Description | The workshop is proposed to highlight the urbanization challenges in some selected cities of Sub-Saharan African cities, place of adequate planning in mitigating the negative impact of the problem and how effective and responsive planning education can address them. This would involve presentations, discussions and sharing of ideas by participants. The session would end with a summary, recommendations and concrete next steps towards changing the narratives. |
A critical systems approach to learning about the economy in the 21st century
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Lina Isacs Lina Isacs and Jennifer Hinton |
| Description | How could a curriculum be structured in a way that does not reproduce the problem of training students to think in a singular, reductionist way about the economy? In this interactive workshop, we will try out a series of four fun classroom exercises with participants. We look forward to receiving constructive and critical feedback, and we want participants to come away with a basic understanding of - why underlying assumptions of economic theories matter for the real world; - how the economic system’s rules drive its dynamics; and - how different approaches to value and profit lead to different outcomes. |
Learning leads the way to new narratives
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Elke De Neve Magali Minet Elke De Neve Yolan Gielen |
| Description | What if there would be a learning environment where everyone feels safe to develop, where intrinsic motivation is called upon, where the questions are lived and the narrative is starting to change, a starting point for transformation and regeneration. During the workshop, we will go in dialogue and co-create steps towards our mutual dream of this regenerative academy. The workshop will be a fun and interactive journey of feeling, seeing and thinking. |
Circular mindset and capabilities for circular design solutions
| Topic | Co-creative, transformative learning environments |
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| Format | Research lab |
| Authors | Eglė Staniškienė prof. dr. Eglė Staniškienė, Kaunas University of Technology prof. dr. Lina Dagilienė, Kaunas University of Technology assoc. prof. Rūta Valušytė, Kaunas University of Technology |
| Description | Our study is related to the ongoing project „Circular Design TOOLS for product integrity“ (ŽIEDIS). Most companies are currently profoundly rooted in a linear approach to growth - make, use, dispose, researchers and entrepreneurs, individual innovators – the generators of new knowledge and innovative product ideas, lack the design and circular capabilities. As a result, they meet serious challenges while developing them into products in line with circular economy principles. The project proposes to empower the CE supportive environment by developing CIRCULAR DESIGN TOOLS – CD TOOLS tailored for today's innovators from different industry sectors to create products with higher integrity. If you have ideas how to engage participants of the pre-acceleration program pilot or you have experience how to evaluate the impact of the digital learning tools, maybe you will want to share your thoughts with us? We would like to get your feedback on our action research design. |
STEAM+: Innovating STEM in Higher Education with Transdisciplinary Talent Programs
| Topic | Co-creative, transformative learning environments |
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| Format | Network studio |
| Authors | Jan-Peter Sandler Jan-Peter Sandler |
| Description | What is transdisciplinary education? What is sustainability? What are talent programs? How can these different concepts come together? In this network session core concepts in the ERASMUS+ subsidised STE(A)M+ (Science, Technology, Engineering, All others, Mathematics) project (steamtalent.eu) will be discussed. We invite educational policy makers, teachers, students and other stakeholders to join our networking studio to co-construct a deeper understanding of its ideas and learn about the STE(A)M+ project. A follow-up STE(A)M+ event is taking place during the morning of September 8 in Leuven that aims at spreading further awareness of STE(A)M+ education amongst stakeholders. |
Higher education summit
| Topic | Co-creative, transformative learning environments |
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| Format | Cosy conversation corner |
| Authors | Carolina Silva |
| Description |
Hes2022 proposal
| Topic | Co-creative, transformative learning environments |
|---|---|
| Format | Action atelier |
| Authors | KATRIEN VAN POECK |
| Description |
Duurzaam educatiepunt action atelier WIA
| Topic | Moving from learning about to learning for and as sustainability |
|---|---|
| Format | Action atelier |
| Authors | katrien monden Katrien Monden Nadia Reynders |
| Description | During this workshop we aim to exchange ideas about and experiences with the Whole Institution Approach, or shortened ‘WIA’. Participants will get inspired to start or develop applying ‘WIA-thinking’ in their own practice. |
Research lab maristela do nascimento rocha higher education summit
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Research lab |
| Authors | Maristela do Nascimento Rocha Maristela do Nascimento Rocha Ivã Gurgel Katrien Struyven |
| Description | In this research lab we are going to explore a possible way of decolonizing the curriculum by studying the history of disciplines and comparing them to the knowledge as it is presented in textbooks inside higher education courses. The idea is to try to see that the formal knowledge from today is a selection of meanings that were before connected to actual practices and subjectivities, and in this way, to search for the world-pictures sustaining the language that created this knowledge. The current selection of knowledge favours the values and interests of powerful groups and in order to escape this, we argue that there should be a focus on the teaching of world-pictures instead of knowledge. This would allow for the insertion of the student’s subjectivity – as for creativity and critical thinking, in the Wittgensteinian sense. We defend our argument through an analysis of the Newtonian mechanics as understood by Isaac Newton and what we call “marginal scientists”: Julio Garavito Armero (Colombian, 1865-1920), André Koch Torres Assis (Brazilian, 1962 - ), and Ernst Mach (Austrian, 1838 – 1916). We will invite the public to explore and problematize the presented ideas by trying to apply them to sustainability- or other types of knowledge. |
Higher education summit contribution service learning
| Topic | Co-creative, transformative learning environments |
|---|---|
| Format | Action atelier |
| Authors | Kathia Reynders Kathia Reynders |
| Description | Service-learning is an innovative pedagogical proposal that sets the stage for a transformative learning environment. Join us as we explore how to design this learning environment so that both the student on an individual level, as well as a benefitted group on a societal level, is able to fully tap into the transformative potential of this pedagogy. |
Rethink the economics curriculum
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Action atelier |
| Authors | Marilyn Mehlmann Marilyn Mehlmann |
| Description | In 1973 Schumacher pondered an 'economics as if people mattered'. Most of us are still not teaching it. But maybe we could? Follow-on to HES2021. |
Network studio: Going beyond growth paradigm. How to realise paradigm transition through transformational leadership in Higher Education
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Network studio |
| Authors | Franceina van Zalk Franceina van Zalk |
| Description | How does one develop change agent competencies in higher economic education, in which a new paradigm needs to be cultivated? Our experiences so far motivate us to share our insights and research the Transformational Leadership Program of the master Circular Economy (HAN, the Netherlands) on the topic of ‘paradigm shift through self-awareness’ with aims to define the principles for effective educational design. In this network studio I would like to invite participants to discuss ways I can best go about my research, after a demonstration of used techniques. |
Higher education summit abstractdocx
| Topic | Co-creative, transformative learning environments |
|---|---|
| Format | Action atelier |
| Authors | Asta Daunoriene Asta Daunorienė Eglė Staniškienė Živilė Stankevičiūtė Jurgita Barynienė |
| Description | The challenge-based learning process allows students to experiment, make mistakes, and create new and innovative solutions. The methodology enables students not only to find the best solution through trials and errors, but also at the same time, to integrate different stakeholders’ experiences, to act in an uncertain environment, and to take responsibility for the impact of the decision on sustainable development. If you are interested in Challenge - based learning, this is the right place to start experiencing it. |
The 6e model for getting sustainability into the economics curriculum
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Action atelier |
| Authors | Sam de Pape Sam de Pape Cathy Macharis |
| Description | Do you want to implement more sustainability into the curriculum but you don't know where to start? Or have you encountered some obstacles or resistance? Or did you already, successfully implement sustainability into the curriculum and want to voice your process? Feel free to join the workshop! |
Co-creating and Transforming Learning Environments for Sustainable Change
| Topic | Moving from learning about to learning for and as sustainability |
|---|---|
| Format | Action atelier |
| Authors | Krista Finstad-Milion Krista Finstad-Milion Angie Celaya |
| Description | Do join us in experiencing an undergraduate workshop that has given way to several international publications on leading-edge arts-based experential learning. |
Higher Education Summit PRME network studio_final 439c384e797e894029f37389dfd850ca.
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| Format | |
| Authors | Kim Ceulemans |
| Description |
Desideratra - Design thinking to engage for action regaring climate change
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| Format | Action atelier |
| Authors | Jelle Van Herreweghe Mariedo Bekaert |
| Description | DESIDERATRA is a collaboration between the Koning Boudewijnstichting and the VUB. Our aim is to increase climate commitment among young people in Brussels. First, we provide our students with a global view on the causes and consequences of climate change, We focus on 3 particular topics: air pollution, urban farming and circular economy. We start from the dreams, wishes en needs of our students. In order to be able to achieve real transformation regarding sustainable development, we use the methodology of design thinking. By doing so, we give our students a voice in the climate issue, which will also have an impact on their well-being in general. Fed with this knowledge our students get to work with artists from audiovisual and performing arts. Sitting in an imaginary whale belly, our students and artists philosophize together. Their dreams, wishes and needs form the basis of a collage of voices and thoughts. |
Transformative learning in the economics course
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Research lab |
| Authors | Lise Janssens Tom Kuppens |
| Description | The topic sustainability has gained increasing importance in recent years, among companies, the government and citizens. Initiatives such as the Sustainable Development Goals (SDGs) and the European Green Deal should stimulate the transition to a sustainable society. Also education plays a crucial role in making society more sustainable. The modernisation of secondary education in Flanders shows that sustainability is given an more important role. Attention to sustainability is important within various disciplines and should not be limited to science courses. The theme is also important in economics education for example, as it are often students who study economics that later have job positions by the government or in companies that allow them to make policy decisions. At the 'Unesco World Conference on Education for Sustainable Development in 2021', transformative learning was cited as one of the approaches to ‘teach’ about and for sustainability if we want to ensure our survival and that of future generations. But how to teach in a transformative way in secondary education? What is the impact of teaching in a transformative way? And how to measure transformative learning? In our project ‘Transformatie in de klas’ we try to figure it out together with seconday school teachers. Do you want to join this research workshop to investigate it together with me? |
Economy Studies: (re)designing economics courses and programs
| Topic | Rethink the (economics) curriculum |
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| Format | Action atelier |
| Authors | Sam De Muijnck |
| Description | Economy Studies is a practical guide for (re-)designing economics courses and programs (www.economystudies.com). The book offers a road map for effectively connecting core academic material to real world events and the great questions of our time, helping professors to engage students and prepare them for the world of today. It emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. This workshop is for anyone who is involved in economics education, whether it is as an academic economist, high school economics teacher or student. During the workshop, participants will become familiar with the core ideas and tools of Economy Studies. Furthermore, they will learn in an interactive way how to apply this to their own courses and how they can help change the way economics is taught. |
Curriculum Change not Climate Change
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Action atelier |
| Authors | Vivek Gilani |
| Description | Irrigated and informed by the lived experiences of the Fairconditioning Program’s Architecture Academic Curriculum Change Project, this workshop attempts a harnessing of the catalytic potential of a head-heart-hands balance approach to ‘imagine (in place)’ and articulate alternate undergraduate architecture pedagogy paradigms in specific academic contexts (i.e. specific colleges) in Europe. These ‘alternative’ pathways will be defined by learning environments that engender empathy, curiosity, and cultivates skills so that students design sustainably cooled buildings for a heat-wave dominated Europe, as a non-negotiable value (and not a value-addition) as future architects. Participants will deliberate upon and examine a spectrum of possible responses to subvert a largely ‘reactive’ academic culture, subservient to the parochial and short-termism fetishizing patterns of the construction industry. They will be called upon to collectively co-create plausible theories of change and high-level action plans (including illuminating possible pathways to grant-funding) to act in consonance with the Indo-Swiss Fairconditioning Program, undergirded by a beginning-of-pipe approach (as in India), to bend the likely trajectory of the built space economy in Europe: one which is likely to wake up too late to the reality of a failed building stock that is unsuited for a hotter Europe and then lurch towards intensive energy-guzzling and climate-wrecking air conditioning as the new destructive climate-injustice perpetuating ‘default’. The ‘work’ of this workshop will be predicated upon the wholesome wisdom of a systems-thinking approach and will integrate body movement, mindfulness-in-practice and an ‘and-vs-or’ approach to subvert the classic dialectic of the thesis-antithesis and synthesis approach to conceive hybrid system-transformation responses that harness the merits of evolutionary as well as revolutionary means. |
I-week on Sustainability: from course to international conference for Bachelor students
| Topic | Co-creative, transformative learning environments |
|---|---|
| Format | Research lab |
| Authors | Luc Van Liedekerke Sara Weyns |
| Description | In this session, we will share the story of our course I-week on Sustainability and how we transformed it into an international hybrid conference with students and speakers from 5 different continents. We will go into the goals we try to achieve with the course; to teach about sustainability, to develop our students intercultural skills and to also trigger personal development around sustainability. In the second part of the session we will go into the challenges we face, ask for feedback and suggestions on our setup, look for dimensions that are missing, and discuss possible extension of this course with additional partners. |
Het Cirkelspel - econologisch leren denken en doen (only in Dutch available)
| Topic | Rethink the (economics) curriculum |
|---|---|
| Format | Action atelier |
| Authors | Clara Cornil |
| Description | Als leerkracht of docent heb je je ongetwijfeld al eens afgevraagd hoe je jonge mensen ecologisch kan leren denken en doen. Mensen & Wetenschap vzw ontwikkelde daarom, in samenwerking met huisvandeMens Brussel, De Aanstokerij en Muntpunt een educatief spel dat jongeren op basis van hun ervaring leert denken in cirkels. Het Cirkelspel is geschikt voor jongeren vanaf 16 jaar en dient te worden gespeeld onder begeleiding van een leerkracht of docent. Tijdens deze workshop maak je kennis met het spel aan de hand van een uitgebreide demonstratie, en krijg je tips hoe/wanneer je het spel kan inzetten in jouw les. |
A co-creation workshop to understand the complexity of a wicked problem: the case of circular food consumption behaviour
| Topic | Co-creative, transformative learning environments |
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| Format | Action atelier |
| Authors | Jan-Peter Sandler |
| Description |
Daring To Transform for a Future-Proof Economy
| Topic | Co-creative, transformative learning environments |
|---|---|
| Format | Action atelier |
| Authors | Maria Woolsen |
| Description |