Fostering sustainability competencies by using innovative instructional design?!

Justification The initiated paradigm shift in teaching and learning by the Bologna process requires a rethinking towards students’ learning needs (Matijević 2012). It entails to concept a course’s design towards learning... [ view full abstract ]

Justification
The initiated paradigm shift in teaching and learning by the Bologna process requires a rethinking towards students’ learning needs (Matijević 2012). It entails to concept a course’s design towards learning outcomes, competencies. For a sustainable development interdisciplinary competencies are crucial, but not really practiced widely in learning contexts. This implies new interaction. The paper aims on theoretical foundation and empirical validation of the usefulness of new media-didactic tools for fostering sustainability-related competencies.

Purpose
The ongoing research tries to find out how the use of new media tools in learning contexts is strengthening the sustainability-oriented ability to judge and act adequately, or whether the development of specific interdisciplinary interfaces is necessary. This question will be answered conceptually and with the help of practical examples and case studies.

Framework
According to the didactic scientific literature, teaching materials must be proper for self-directed learning processes and have a didactic concept by which the targeted learning objectives can be achieved (Tennyson and Sisk, 2011). Content has to be represented on different devices (Chen, 2011). This is also crucial for interdisciplinary knowledge. Therefore, OECD or P21 frameworks are analysed. The analysis of sustainability-related competencies is based on a two time inquiry realizing changes.

Results
The quality of study programs can be improved in virtual learning formats. The reproduction of essential knowledge is improved and a deeper understanding is given. Sustainability-related competencies can be fostered by interactive tools, but have to be anchored by repetition and diverse tools.

Implications
The introduction of new teaching-learning interactions (esp. concerning sustainability) is no easy way to pass, yet highlights diverse starting points for discussing transformation and relevant tipping points in HEIs. In the sense of lifelong learning the question arises to what extent the acquired skills can be linked to it and be broadened and deepened in HEIs.

Keywords - sustainability competencies, interdisciplinary knowledge, innovative instructional learning design, lecture recording, mobile apps, learning software, video quiz