Active learning in environmental politics: Introduction
Download as PPT, PDF0 likes952 views
The document details a one-day workshop on active learning in environmental politics held at the University of Edinburgh on November 15, 2013. It outlines the agenda, which includes sessions on best practices for active learning, simulations for negotiating environmental agreements, and techniques for assessing student participation and performance. Key challenges in implementing active learning are also discussed, such as equity in group work and workload management.
Active learning in environmental politics: Introduction
- 1. Active Learning in Environmental Politics One Day Workshop, University of Edinburgh, 15 Nov 2013 PSA Environmental Politics Specialist Group Higher Education Academy University of Edinburgh psaenvironment.org/
- 2. WELCOME Elizabeth Bomberg, University of Edinburgh, Louise Maythorne, Bath Spa University ACTIVE LEARNING 1. Why? we learn more by doing than by passive listening blah, blah blah
- 3. ACTIVE LEARNING • How? huge variety of possibilities; especially in area of environmental politics – group projects and presentations, simulations; peer assessment; placements, field trips; volunteering, community projects; student-staff competitions • What we’ll do today: overview and discussion of possibilities, experiences, sharing of good practice; addressing challenges; action!
- 4. Programme overview 10:00 Coffee and Welcome 10:15 Session 1: Setting the Stage Current developments in environmental politics teaching 11:15 Session 2: Active learning - Best Practice‘ Placements; on-line learning; assessing active learning 12:30-13:30 Lunch 13:30-15:30 Session 3 – Simulation Game: Negotiating international environmental agreements 15:30 Reflection and feedback 16:00 Close Discussion, group work, interaction throughout
- 5. • See slides on placements and on-line learning
- 6. SESSION 2: BEST PRACTICE Assessing Active Learning WHAT SORT OF ACTIVITIES: Tutorial participation; reflective exercises; group work; peer evaluation WHY ASSESS: encourage diverse assessment; build, consolidate, reward new skills, signal priorities
- 7. Example: General Tutorial Assessment • Provide: ground rules, explanation, criteria, feedback • ‘The quality rather than quantity of your contributions will be monitored. It’s not a race to see who can say the most. Rather, students will be rewarded for their capacity to make relevant points, bring in the readings where appropriate, listen to and engage with others.’ • ‘Feedback will be provided on your performance. In week 6 we will provide you with a brief verbal progress report which, whilst not binding, will give you an idea of how you’re doing and why. ….’ (see criteria sheet)
- 8. Example: group presentations • Sample description: ‘Working in small groups you will be asked to track and analyse a selected key actor shaping the outcome of the UNFCC climate negotiations in Durban, 2011….’ • Students interact but also evaluate….
- 9. • Peer and tutor assessed; Group 1 __________________ Scoring: 1= poor; 5= excellent 1. Evidence of preparation 2. Clear explanation of chosen factor • Criteria discussed beforehand 3. Presentational clarity and style (creativity) 4. Ability to work as group 5. Response to questions • Students can decide and describe criteria TOTAL SCORE (sum of criteria, 1-5): Comment: Score
- 10. Assessing active learning: some challenges Because it’s not always this sweet 1. Equity in group work (free-rider problem) 2. Measurement and monitoring 3. Workload (ours – not just the students’) • None of these is insurmountable! http://www.heacademy.ac.uk/assessment