“Evolution of Knowledge Sharing of Education …
379
Positive highlights: The quality of teaching sustainability seems to be related with
different learning achievements, frequently reported by the students. The students
positively highlighted the intensive exchange and cooperation between students,
creating a deeper understanding of sustainability, based on multiple perspectives.
Furthermore, the students frequently reported that the intensive knowledge exchange,
as well as the self-organized teaching orientation, invited the reflection of one’s
own action affecting the environment. It is also worth mentioning that the students
emphasized the permanent availability of online material as positive.
Criticism: A frequently described point of criticism is aimed at the self-organized
task processing, which is generated by a relatively high scope of interpretation of
the presented tasks. Here, students relatively often wish for clearer instructions. As
already shown in the evaluation of the questionnaire, many students rate the workload
as relatively intense in relation to the scope of the course. In addition, some students
mentioned the wish for support offers for multimedia formats. For example, tutorials
for video and audio editing. Those offers would decrease the intense workload and
increase the quality of expected outcomes.
6.3 Implications for Further Developments
One major point of interest for future adjustments of course design in order to transfer
ESD in a purely digital setting is consequently going to be more effective instructions. Students seem to be overwhelmed by the situation of not being instructed by
lecturers in lecture settings each week and therefore rate the effective workload as
being higher than it actually is. Through placing more effort on showcasing successful
examples, for example screencasts of previous student contributions, more transparency with respect to expectations towards the students is likely to be achieved.
Reducing the perceived level of effort during online courses offers great potential for
course designers to focus students’ attention on engaging with the contents rather
than comparing expected efforts with more common lectures.
7 Conclusion: Outlining the Trajectory of Transmission
of ESD from 2011 to Today
Comparing the two case studies of this article offers valuable insights in the rapid
change of approaching the transmission of ESD in digital settings. Early endeavours were in the first place dealing with the mere transportation from analogue
lecture information to the digital space. Offering knowledge with maximum flexibility for students, therefore giving as many students as possible the possibility to
engage with ESD, was a major driver for funding projects like the VAS. However,
the specific characteristics of the topic, as well as changing demands from students
379
Positive highlights: The quality of teaching sustainability seems to be related with
different learning achievements, frequently reported by the students. The students
positively highlighted the intensive exchange and cooperation between students,
creating a deeper understanding of sustainability, based on multiple perspectives.
Furthermore, the students frequently reported that the intensive knowledge exchange,
as well as the self-organized teaching orientation, invited the reflection of one’s
own action affecting the environment. It is also worth mentioning that the students
emphasized the permanent availability of online material as positive.
Criticism: A frequently described point of criticism is aimed at the self-organized
task processing, which is generated by a relatively high scope of interpretation of
the presented tasks. Here, students relatively often wish for clearer instructions. As
already shown in the evaluation of the questionnaire, many students rate the workload
as relatively intense in relation to the scope of the course. In addition, some students
mentioned the wish for support offers for multimedia formats. For example, tutorials
for video and audio editing. Those offers would decrease the intense workload and
increase the quality of expected outcomes.
6.3 Implications for Further Developments
One major point of interest for future adjustments of course design in order to transfer
ESD in a purely digital setting is consequently going to be more effective instructions. Students seem to be overwhelmed by the situation of not being instructed by
lecturers in lecture settings each week and therefore rate the effective workload as
being higher than it actually is. Through placing more effort on showcasing successful
examples, for example screencasts of previous student contributions, more transparency with respect to expectations towards the students is likely to be achieved.
Reducing the perceived level of effort during online courses offers great potential for
course designers to focus students’ attention on engaging with the contents rather
than comparing expected efforts with more common lectures.
7 Conclusion: Outlining the Trajectory of Transmission
of ESD from 2011 to Today
Comparing the two case studies of this article offers valuable insights in the rapid
change of approaching the transmission of ESD in digital settings. Early endeavours were in the first place dealing with the mere transportation from analogue
lecture information to the digital space. Offering knowledge with maximum flexibility for students, therefore giving as many students as possible the possibility to
engage with ESD, was a major driver for funding projects like the VAS. However,
the specific characteristics of the topic, as well as changing demands from students