TY - GEN
T1 - Designing the EMBeRS summer school
T2 - 25th International Conference on Computers in Education, ICCE 2017
AU - Thompson, Kate
AU - Danielson, Antje
AU - Gosselin, David
AU - Knight, Simon
AU - Martinez-Maldonado, Roberto
AU - Parnell, Roderic
AU - Pennington, Deana
AU - Svoboda-Gouvea, Julia
AU - Vincent, Shirley
AU - Wheeler, Penny
N1 - Publisher Copyright:
© 2017 Asia-Pacific Society for Computers in Education. All rights reserved.
PY - 2017
Y1 - 2017
N2 - In this paper, we describe our research investigating design, teaching and learning aspects of the EMBeRS Summer School. In 2016, thirteen graduate Environmental Science students participated in a ten-day Summer School to learn about interdisciplinary approaches to researching socio-environmental systems. Using the Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS) approach, students learned about wicked problems, team composition, systems thinking and modelling, stakeholder management, and communication. They applied this approach to their own research, as well as to a case study, in order to, ultimately, further the EMBeRS approach in their own institutions. Learning sciences researchers, environmental science instructors and learners collaborated in design, teaching, and learning during the 2016 Summer School in order to co-create and co-configure the tasks, social arrangements, and tools for learning, teaching and design. This paper identifies four examples of connections between the stakeholders (researchers, instructors and learners), the tools that facilitated the connection, and the implications for learning, teaching and design.
AB - In this paper, we describe our research investigating design, teaching and learning aspects of the EMBeRS Summer School. In 2016, thirteen graduate Environmental Science students participated in a ten-day Summer School to learn about interdisciplinary approaches to researching socio-environmental systems. Using the Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS) approach, students learned about wicked problems, team composition, systems thinking and modelling, stakeholder management, and communication. They applied this approach to their own research, as well as to a case study, in order to, ultimately, further the EMBeRS approach in their own institutions. Learning sciences researchers, environmental science instructors and learners collaborated in design, teaching, and learning during the 2016 Summer School in order to co-create and co-configure the tasks, social arrangements, and tools for learning, teaching and design. This paper identifies four examples of connections between the stakeholders (researchers, instructors and learners), the tools that facilitated the connection, and the implications for learning, teaching and design.
KW - Collaboration
KW - Design
KW - Interdisciplinary problem-solving
KW - Learning
UR - http://www.scopus.com/inward/record.url?scp=85053849208&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053849208&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85053849208
SN - 9789869401265
T3 - Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings
SP - 210
EP - 215
BT - Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings
A2 - Mohd Ayub, Ahmad Fauzi
A2 - Mitrovic, Antonija
A2 - Yang, Jie-Chi
A2 - Wong, Su Luan
A2 - Chen, Wenli
PB - Asia-Pacific Society for Computers in Education
Y2 - 4 December 2017 through 8 December 2017
ER -