Designing the EMBeRS summer school: Connecting stakeholders in learning, teaching and research

Thompson, K; Danielson, A; Gosselin, D; Knight, S; Martinez-Maldonado, R; Parnell, R; Pennington, D; Svoboda-Gouvea, J; Vincent, S; Wheeler, P

Designing the EMBeRS summer school: Connecting stakeholders in learning, teaching and research

Thompson, K Danielson, A Gosselin, D Knight, S

Martinez-Maldonado, R

Parnell, R Pennington, D Svoboda-Gouvea, J Vincent, S Wheeler, P

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings, 2017, pp. 210 - 215
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Thompson, K	en_US
dc.contributor.author	Danielson, A	en_US
dc.contributor.author	Gosselin, D	en_US
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780	en_US
dc.contributor.author	Martinez-Maldonado, R https://orcid.org/0000-0002-8375-1816	en_US
dc.contributor.author	Parnell, R	en_US
dc.contributor.author	Pennington, D	en_US
dc.contributor.author	Svoboda-Gouvea, J	en_US
dc.contributor.author	Vincent, S	en_US
dc.contributor.author	Wheeler, P	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings, 2017, pp. 210 - 215	en_US
dc.identifier.isbn	9789869401265	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127151
dc.description.abstract	© 2017 Asia-Pacific Society for Computers in Education. All rights reserved. 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.	en_US
dc.relation.ispartof	Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings	en_US
dc.title	Designing the EMBeRS summer school: Connecting stakeholders in learning, teaching and research	en_US
dc.type	Conference Proceeding
utslib.for	0899 Other Information and Computing Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2017 Asia-Pacific Society for Computers in Education. All rights reserved. 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.

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http://hdl.handle.net/10453/127151