Pedagogical Pattern - a promising approach?!
Type
conference paper
Date Issued
2023-11-24
Author(s)
Abstract
Training faculty in Sustainability Education with the Pedagogical Pattern Approach
The Pedagogical Pattern Navigator in Education for Sustainable Development (ESD) is a training and support approach for faculty to enhance their teaching and students learning in Sustainability Education in a participatory way. It takes up the phenomenon, that quite a lot of descriptions of recommended learning designs for ESD are accessible, but teaching faculty does not make use of these examples and curated collections. Using Pedagogical Patterns faculty can enhance their teaching based on typical orchestration of aligned learning objectives, teaching methods and assessment designs. The Pedagogical Pattern Approach helps faculty to use pre-selected typical didactical structures as base for their individual design (Kohls 2017). It aims to align learning objectives, pedagogical methods, and assessment criteria (Biggs 2014), addressing certain needs or specific problems in ESD in Higher Education. Faculty teaching training follows so the idea, that it is easier for faculty to design their teaching based on typical pre-arranged packages of didactical decisions, instead of singular elements, which must be aligned. The approach of pattern language, originating from architecture, by Christoph Alexander, is thereby made usable in and for pedagogical design in ESD. Pedagogical patterns go beyond the description of pedagogical methods or course planning schema. They show where and why they should be used. They provide further insights into justifications and into the connections between needs and problems and solutions.
Based on literature review regarding the definition of learning goals in ESD including different catalogues of learning objectives (e.g., Rieckmann 2017, Bianchi 2020) we developed a first categorization. Through the analysis of the different learning objectives, we categorized them according to the different problems and needs gained from interviews with faculty. We used the same approach regarding the analysis of pedagogical methodologies, which have been proven to be applicable for ESD (e.g., Evans, Mujis & Tomlinson 2015) and assessment instruments (e.g. rubrics (McConnell et al. 2019) in ESD). A prototype was developed, and pilot tested. Further tests and feedbacks from faculty are planned.
The Pedagogical Pattern Navigator in Education for Sustainable Development (ESD) is a training and support approach for faculty to enhance their teaching and students learning in Sustainability Education in a participatory way. It takes up the phenomenon, that quite a lot of descriptions of recommended learning designs for ESD are accessible, but teaching faculty does not make use of these examples and curated collections. Using Pedagogical Patterns faculty can enhance their teaching based on typical orchestration of aligned learning objectives, teaching methods and assessment designs. The Pedagogical Pattern Approach helps faculty to use pre-selected typical didactical structures as base for their individual design (Kohls 2017). It aims to align learning objectives, pedagogical methods, and assessment criteria (Biggs 2014), addressing certain needs or specific problems in ESD in Higher Education. Faculty teaching training follows so the idea, that it is easier for faculty to design their teaching based on typical pre-arranged packages of didactical decisions, instead of singular elements, which must be aligned. The approach of pattern language, originating from architecture, by Christoph Alexander, is thereby made usable in and for pedagogical design in ESD. Pedagogical patterns go beyond the description of pedagogical methods or course planning schema. They show where and why they should be used. They provide further insights into justifications and into the connections between needs and problems and solutions.
Based on literature review regarding the definition of learning goals in ESD including different catalogues of learning objectives (e.g., Rieckmann 2017, Bianchi 2020) we developed a first categorization. Through the analysis of the different learning objectives, we categorized them according to the different problems and needs gained from interviews with faculty. We used the same approach regarding the analysis of pedagogical methodologies, which have been proven to be applicable for ESD (e.g., Evans, Mujis & Tomlinson 2015) and assessment instruments (e.g. rubrics (McConnell et al. 2019) in ESD). A prototype was developed, and pilot tested. Further tests and feedbacks from faculty are planned.
Language
English
Keywords
higher education
faculty training
teaching and learning
HSG Classification
contribution to scientific community
Refereed
Yes
Event Title
SFDN CONFERENCE 2023: Going further together.
Event Location
University Bern
Event Date
24. November 2023
Subject(s)
Division(s)
Contact Email Address
Bernadette. Dilger@unisg.ch
File(s)![Thumbnail Image]()
open.access
Name
pedagogical Pattern - scholarly discussion.pdf
Size
2.55 MB
Format
Adobe PDF
Checksum (MD5)
1ef212bab62eb030d0c65f0678724614