Methods for teaching integrated planning and design - Revision history

Olaf.schroth: /* Methods for teaching integrated planning and design */

2021-01-05T10:44:26Z

Methods for teaching integrated planning and design

← Older revision		Revision as of 10:44, 5 January 2021
Line 32:		Line 32:
	''please click on a method for further information''		''please click on a method for further information''

	* [[The constructivist learning theory]]<br>		* [[The constructivist learning theory]]<br> The constructivist learning theory facilitates key skills that are particulary important with regard to landscape and sustainable development.
	The constructivist learning theory facilitates key skills that are particulary important with regard to landscape and sustainable development.		* [[The integrated planning and design framework]]<br>The integrated planning and design framework incorporates theories that facilitate a holistic process of analysis, planning and design.
			* [[Blended learning in academic education]] Blended learning is a teaching approach, which puts students at the centre of the learning process and shifts the focus from recapturing a lecture to actually preparing for it.
	* [[The integrated planning and design framework]]<br>
	The integrated planning and design framework incorporates theories that facilitate a holistic process of analysis, planning and design.

	* [[Blended learning in academic education]]
	Blended learning is a teaching approach, which puts students at the centre of the learning process and shifts the focus from recapturing a lecture to actually preparing for it.

	=== Further Reading ===		=== Further Reading ===
	* Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>		* Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>
	* Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>		* Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>

Olaf.schroth: /* Further Reading */

2021-01-05T10:44:01Z

Further Reading

← Older revision		Revision as of 10:44, 5 January 2021
Line 42:		Line 42:

	=== Further Reading ===		=== Further Reading ===
	Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>		* Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>
	Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>		* Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>

Olaf.schroth: /* Methods for teaching integrated planning and design */

2021-01-05T10:43:49Z

Methods for teaching integrated planning and design

← Older revision		Revision as of 10:43, 5 January 2021
Line 32:		Line 32:
	''please click on a method for further information''		''please click on a method for further information''

	[[The constructivist learning theory]]<br>		* [[The constructivist learning theory]]<br>
	The constructivist learning theory facilitates key skills that are particulary important with regard to landscape and sustainable development.		The constructivist learning theory facilitates key skills that are particulary important with regard to landscape and sustainable development.

	[[The integrated planning and design framework]]<br>		* [[The integrated planning and design framework]]<br>
	The integrated planning and design framework incorporates theories that facilitate a holistic process of analysis, planning and design.		The integrated planning and design framework incorporates theories that facilitate a holistic process of analysis, planning and design.

	[[Blended learning in academic education]]		* [[Blended learning in academic education]]
	Blended learning is a teaching approach, which puts students at the centre of the learning process and shifts the focus from recapturing a lecture to actually preparing for it.		Blended learning is a teaching approach, which puts students at the centre of the learning process and shifts the focus from recapturing a lecture to actually preparing for it.

Olaf.schroth: /* Further Reading */

2021-01-05T10:43:13Z

Further Reading

← Older revision		Revision as of 10:43, 5 January 2021
Line 42:		Line 42:

	=== Further Reading ===		=== Further Reading ===
	Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>~~<br>~~		Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>

	Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>		Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>

Olaf.schroth: /* Further Reading */

2021-01-05T10:42:58Z

Further Reading

← Older revision		Revision as of 10:42, 5 January 2021
Line 42:		Line 42:

	=== Further Reading ===		=== Further Reading ===
	Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>		Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br><br>

	Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>		Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>

Olaf.schroth: /* Further Reading */

2021-01-05T10:42:50Z

Further Reading

← Older revision		Revision as of 10:42, 5 January 2021
Line 42:		Line 42:

	=== Further Reading ===		=== Further Reading ===
			Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]<br>
	Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>		Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>
	~~<br>~~
	~~Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]~~

Olaf.schroth: /* Further Reading */

2021-01-05T10:42:22Z

Further Reading

← Older revision		Revision as of 10:42, 5 January 2021
Line 42:		Line 42:

	=== Further Reading ===		=== Further Reading ===
	Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development.		Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education for Sustainable Development. Routledge, London. pp. 241-260.<br>
			<br>
	In: Barth, M., Michelsen, G., Rieckmann, M., Thomas, I. (Eds.) (2015). Handbook of Higher Education		Markoff, M. (2014). Blended learning and the future of education. TEDx IthacaCollege. [https://youtu.be/Mb2d8E1dZjY TEDx Talk Markoff 2014]
	for Sustainable Development. Routledge, London. pp. 241-260.

Olaf.schroth: /* Methods for teaching integrated planning and design */

2021-01-05T10:39:31Z

Methods for teaching integrated planning and design

← Older revision		Revision as of 10:39, 5 January 2021
Line 32:		Line 32:
	''please click on a method for further information''		''please click on a method for further information''

	[[The constructivist learning theory]]		[[The constructivist learning theory]]<br>
			The constructivist learning theory facilitates key skills that are particulary important with regard to landscape and sustainable development.

	[[The integrated planning and design framework]]		[[The integrated planning and design framework]]<br>
			The integrated planning and design framework incorporates theories that facilitate a holistic process of analysis, planning and design.

	[[Blended learning in academic education]]		[[Blended learning in academic education]]
			Blended learning is a teaching approach, which puts students at the centre of the learning process and shifts the focus from recapturing a lecture to actually preparing for it.

	=== Further Reading ===		=== Further Reading ===
	Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development.		Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development.

Olaf.schroth at 11:13, 4 January 2021

2021-01-04T11:13:56Z

← Older revision		Revision as of 11:13, 4 January 2021
Line 6:		Line 6:
	\| '''Executive Summary Step 1: Landscape and sustainable development in higher education'''		\| '''Executive Summary Step 1: Landscape and sustainable development in higher education'''
	\|-		\|-
	\|Landscapes are actively, constantly and individually constructed in and by our minds. This construction		\|Landscapes are actively, constantly and individually constructed in and by our minds. This construction builds on previous knowledge while being nested and influenced by a cultural context and the values embedded therein. This construct makes landscapes a perfect conceptual context for interdisciplinary and intercultural learning activities as they provide a reflective platform for sharing knowledge, negotiating values and creating ideas. Furthermore, it is in our landscapes where sustainability challenges become evident and tangible; not only regarding effects, but also concerning envisioning alternatives.
	builds on previous knowledge while being nested and influenced by a cultural context and the values embedded therein. This construct makes landscapes a perfect conceptual context for interdisciplinary and intercultural learning activities as they provide a reflective platform for sharing knowledge, negotiating values and creating ideas. Furthermore, it is in our landscapes where sustainability challenges become evident and tangible; not only regarding effects, but also concerning envisioning alternatives.
	\|-		\|-
	\|Following the theory of educational constructivism, learning results from an individual’s conscious or		\|Following the theory of educational constructivism, learning results from an individual’s conscious or unconscious connection of new knowledge to his/her existing mental schemes. This process cannot be imposed from outside; it is always an individual act. Therefore, it is highly important that educational environments, and also digital ones, are designed in such a way that they allow
	unconscious connection of new knowledge to his/her existing mental schemes. This process cannot be imposed from outside; it is always an individual act. Therefore, it is highly important that educational environments, and also digital ones, are designed in such a way that they allow
	learners to externalise their existing knowledge, integrate the knowledge from others and		learners to externalise their existing knowledge, integrate the knowledge from others and
	construct new knowledge, ideally in a collaborative process. Educators find themselves in the roles of		construct new knowledge, ideally in a collaborative process. Educators find themselves in the roles of

Olaf.schroth at 11:13, 4 January 2021

2021-01-04T11:13:22Z