Shaping the future

In this Focus Area we treat earth science education as an evolving ecosystem of concepts and competencies that can adapt to new insights and needs. Students, teachers, institutions, employers and policy makers all need to make sense of the educational programme from different perspectives:

 

Student: Why am I learning this?

Teacher: Do students already know this?

Employer: What skills do graduates have?

Institution: How is work load distributed?

 

To answer these questions, we need to redesign the educational programme as an integrated network of learning activities that form coherent learning progressions (Figure 1). Our approach is to develop a graph model of teaching and learning and build a graph database for programme visualisation, analysis, design and mapping. Ultimately, this framework will support an online tool for everyone to explore, investigate and collaborate on educational development. 

 

We refer to the document Shaping the Future for more details on the rationale, objectives, and guiding principles of iEarth Focus Area 1.

Figure 1: Schematic representation of the graph approach to programme design. (A) Learning activities are connected along a spectrum of learning descriptors or qualifications and linked temporally into learning progressions. (B) Modules or courses emerge from the structure. Individual teachers can use their expertise to do activities and assessments where they are most effective (e.g. blue dots). (C) The programme can be analysed from multiple perspectives. Here we use three qualification descriptors as examples of the interconnected layers of meaning that are embedded in the programme structure. Note that each layer is a unique representation and the coloured learning trajectories can be independent of each other.

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Shaping the future

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Stay tuned for related resources. Do you have any questions? Feel free to contact us at iearth@uib.no