Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 504921
Title ‘The lived experience of climate change’: creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at Masters level
Author(s) Terwisscha van Scheltinga, C.T.H.M.; Wilson, Gordon; Abbott, Dina; Kraker, Joop de
Source International Journal of Technology Enhanced Learning 3 (2011)2. - ISSN 1753-5255
DOI http://dx.doi.org/10.1504/IJTEL.2011.039396
Department(s) CWC - Earth System Science and Climate Change
Publication type Article in professional journal
Publication year 2011
Abstract This paper explores a new integrative approach to climate change education at Masters level. Drawing on the authors’ involvement in a European Union Erasmus project, it is argued that the diversity of knowledge(s) on climate change are a source of active/social learning. The wide variety of disciplinary, sectoral and lived experiential (both individual and collective)knowledge(s) are all considered legitimate in this exercise, the aim of which is to construct new interdisciplinary knowledge from their boundary interfaces. We further argue for a corresponding pedagogy based on developing transboundary competences – the ability to engage in social learning and action through communicative engagement across knowledge boundaries. We acknowledge that the challenges for enacting transboundary competence are considerable when it requires mobility across epistemological, even ontological, boundaries. The challenges are further compounded when the communicative engagement across space and time requires virtual mobility which is ICT-enabled. Nevertheless, meeting them is a normative goal, not only for this expanded, integrative approach to climate change education, but also for a global resolution of climate change itself.
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