Drawing Sustainability: Helping Students to Know What They Know
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7.3 Other Learning Outcomes Recognised
In addition to the effective achievement of the two learning outcomes designed into
drawing sustainability, the research findings suggest it can also encourage students
to relate personal sustainability practices to society and the environment. The recognition of learning gained appears to inspire students to reflect upon and recognise
personal behaviour changes. Students reported:
“I now take a personal view” (second year student 2017–18)
“I now care about better solutions” (second year student 2017–18)
“Don’t be shy to speak about global topics” (second year student 2018–19)
As well as gaining some of the knowledge, skills and values required to promote
sustainable futures and support the achievement of the Sustainable Development
Goals, students also appear to have recognised the importance of different learning
approaches which may enhance academic achievement. For example, students
reported:
“I’ve been able to collaborate with individuals who provide interesting views” (third year
student 2080–19)
“I know I learned a lot from my friends” (second year students 206–17)
“The power of observation is an important skill” (second year student 2017–18)
Overall the research findings suggest that drawing sustainability can effectively
deliver the two initial purposes the activity: benchmarking learning and encouraging
students to know what they know. However, the findings also suggest drawing can
encourage students to form an image of sustainability to reflect upon and, through
this, relate personal sustainability practices to societal and environment challenges.
8 Drawing Sustainability and Indicators of Learning
The inputs and the students’ and tutor’s reflections on drawing sustainability are
mapped onto the Indicators of Learning Recognition Framework to further explore
the value of drawing sustainability. The framework (Table 1) adapts the Indicators
of Learning proposed by Hughes (2006) as the criteria against which to evaluate
the effectiveness of drawing sustainability in promoting students’ self-analysis of
learning to know what they know.
The results of this analysis (Table 1) suggest that all Indicators of Learning Recognition may be achieved by the activity of drawing sustainability through the inputs
to the activity and the activity itself. In addition, students’ reflections on drawing
sustainability suggest that learning can be recognised in relation to all Indicators of
Learning Recognition.
229
7.3 Other Learning Outcomes Recognised
In addition to the effective achievement of the two learning outcomes designed into
drawing sustainability, the research findings suggest it can also encourage students
to relate personal sustainability practices to society and the environment. The recognition of learning gained appears to inspire students to reflect upon and recognise
personal behaviour changes. Students reported:
“I now take a personal view” (second year student 2017–18)
“I now care about better solutions” (second year student 2017–18)
“Don’t be shy to speak about global topics” (second year student 2018–19)
As well as gaining some of the knowledge, skills and values required to promote
sustainable futures and support the achievement of the Sustainable Development
Goals, students also appear to have recognised the importance of different learning
approaches which may enhance academic achievement. For example, students
reported:
“I’ve been able to collaborate with individuals who provide interesting views” (third year
student 2080–19)
“I know I learned a lot from my friends” (second year students 206–17)
“The power of observation is an important skill” (second year student 2017–18)
Overall the research findings suggest that drawing sustainability can effectively
deliver the two initial purposes the activity: benchmarking learning and encouraging
students to know what they know. However, the findings also suggest drawing can
encourage students to form an image of sustainability to reflect upon and, through
this, relate personal sustainability practices to societal and environment challenges.
8 Drawing Sustainability and Indicators of Learning
The inputs and the students’ and tutor’s reflections on drawing sustainability are
mapped onto the Indicators of Learning Recognition Framework to further explore
the value of drawing sustainability. The framework (Table 1) adapts the Indicators
of Learning proposed by Hughes (2006) as the criteria against which to evaluate
the effectiveness of drawing sustainability in promoting students’ self-analysis of
learning to know what they know.
The results of this analysis (Table 1) suggest that all Indicators of Learning Recognition may be achieved by the activity of drawing sustainability through the inputs
to the activity and the activity itself. In addition, students’ reflections on drawing
sustainability suggest that learning can be recognised in relation to all Indicators of
Learning Recognition.