Dear Peter,

The attached article describes a multi-year study designed to explore how these centres support effective and sustainable teaching development with the aim of providing a quality teaching and learning experience. Key interview findings revealed four practices that are characteristic of effective teaching centres[1]:

• knowing how to be strategic;
• using a multilayered approach;
• working with existing pressures,
• tensions and challenges; and
• knowing how to get the work done 

[1] http://www.oecd-ilibrary.org/education/characteristics-of-effective-and-sustainable-teaching-development-programmes-for-quality-teaching-in-higher-education_hemp-22-5kmbq08ncr25?crawler=true

You may want to look at other attached links and articles for further info.

http://www.slideshare.net/mobile/s2ceball/sustainable-teaching-and-learning

http://tommullaney.com

http://www.emeraldinsight.com/doi/abs/10.1108/14676370010378176

http://eric.ed.gov/?id=ED464791

Dear Peter,

Sustainable teaching is promoting sustainable learning, the learning in depth. This is a teaching no longer centered on the acquisition of subject content, but mainly on the acquisition of more transversal skills, the development of autonomous capabilities.

This is therefore a teaching more focused on process rather than on the content from the perspective of learning throughout life: it aims primarily to learn to learn.

The educational device that promote sustainable learning have the following characteristics:

- Promote active learning and accomplishing tasks (eg pedagogy by project, by learning problems, etc. who do refers to a constructivist approach to learning)

- Promote interaction between students and teacher

- Promote collaboration among students

- Have a policy differentiation

- Teachers are striving to make explicit the process of learning, they encourage students to think about their ways learning (metacognition)

- Students are being faced with increasing complexity of tasks facing challenges.

In terms of evaluation:

- Promote formative assessment and summative not just (encouraging students to pursue learning goals and not only performance goals, allowing students to focus on their progress)

- Promoting, developing self-assessment.

With my best regards

Prof. Bachir ACHOUR

Dear Bachir,

thank you very much for your profound answer!!

Manny greetings

Peter

Among others, sustainable teaching focuses on transfer of learning!

Dear Peter,

The attached article describes a multi-year study designed to explore how these centres support effective and sustainable teaching development with the aim of providing a quality teaching and learning experience. Key interview findings revealed four practices that are characteristic of effective teaching centres[1]:

• knowing how to be strategic;
• using a multilayered approach;
• working with existing pressures,
• tensions and challenges; and
• knowing how to get the work done 

[1] http://www.oecd-ilibrary.org/education/characteristics-of-effective-and-sustainable-teaching-development-programmes-for-quality-teaching-in-higher-education_hemp-22-5kmbq08ncr25?crawler=true

You may want to look at other attached links and articles for further info.

http://www.slideshare.net/mobile/s2ceball/sustainable-teaching-and-learning

http://tommullaney.com

http://www.emeraldinsight.com/doi/abs/10.1108/14676370010378176

http://eric.ed.gov/?id=ED464791

Dear Behrouz,

thank you for your great answer with so many hints to sustainable teaching. I should have done a research in literature before asking! :(

Thank your for helping me

Best regards Peter

Dear Peter,

Have you looked at the following journal:

Journal of Teacher Education for Sustainability,The Journal of the Institute of Sustainable Education at http://www.degruyter.com/view/j/jtes

Sustainability education (SE), Education for Sustainability (EfS), and Education for Sustainable Development (ESD) are interchangeable terms describing the practice of teaching for sustainability. ESD is the term most used internationally and by the United Nations. Agenda 21 was the first international document that identified education as an essential tool for achieving sustainable development and highlighted areas of action for education.  From https://en.m.wikipedia.org/wiki/Education_for_sustainable_development

Please also see the attachments.

http://www.emeraldinsight.com/doi/abs/10.1108/14676370010378176

http://www.esdtoolkit.org

http://www.unescobkk.org/index.php?id=961

Dear Benhouz,

thanks again.

In deed I wanted to focus on sustainable teaching and not on teaching sustainability.

Your advices for the first are very valuable.

Regards  Peter

Sustainable development of teaching is the Developing of teaching in contemporary competitive levels that meet the present and futures needs of the pupils or students without compromising the ability of them for futures and at the same time to be guarantees for futures generations to meet own needs in the field of Important to humanity.

Dear Peter

I am nor an expert in this area but I would like to list some tips that can help that significant matter. Beware of Student Overload, Avoid Doom and Gloom, Focus on Quality of Life Issue, Peer Engagement and Support, Embrace Interdisciplinarity and Student Analysis of Data are suggestions for teaching sustainability. hope it helps!!!

I would like to invite you take a look at this lecture, I gave about sustainability and sustainable resources. the link is: https://falahfakhri.wordpress.com/presentations/presentations/

Hi!

Interesting question and interesting answers! The sustainability question I have in mind is the sustainable integration of ICTs into teaching. How do we understand and use ICTs in the long run? What does it do for teaching in higher education, it may do partly other things for other levels of education I think. What ICTs does for learning is also another matter, which we can´t totally control

Right now all are still very much experimenting, there is much technical trial and error and little basic understanding and theory. Experiments are done as fresh innovations for the thousand time, etc. There are also many successful one-time experiments for example, that doesn´t lead to anything (enthusiasm from a teacher often makes good results). And...some teachers still see ICT use in education as just an option for techno-enthusiasts.

I do not imagine ICT development to freeze so sustainable models can be formed in that way, but we must understand it all better for development to give results and be more useful. For me professor Luciano Floridi´s writings about information theory, philosophy and ethics are very helpful. He says ICTs in society is like a tree with huge branches and leaves in all directions but very weak roots, it may almost fall over. We lack sustainable understanding. Another author in this game is the entrepreneur Peter Hinssen, with his thoughts about "the new normal" (book and online lectures).

I have two unconventional pieces of my own (not papers) to illustrate what I am writing here as well - "The Learning alphabet - claims about what?" - those kinds of things that make me tired, people pretend they really understand learning-teaching-ICT and have the optimal solution of it as a concept or product... See also if interested my small essay (blog post from the beginning) "A back to basics thought experiment about blended learning" - which provokes to think about use of technology in another, more principal and historical, way.

Personally I think it may at least help to leave the classroom idea as a template for what ICTs can do for us, and thereby the "place" understanding of ICTs in teaching-learning (Distance- online- virtual- remote- learning/classroom etc) for looking on ICTs as dynamic in the teaching-learning process instead. It will also help to stop imagine that use of ICTs creates some totally other kind of learning and in another way (e-learning, etc).

See the paper on time-based blended learning if interested..

Article A time based blended learning model

Research A back-to-basics thought experiment about blended learning

Data The learning alphabet - claims about what?

Dear Anders,

thank you a lot for your valuable and important answer with your own work.

I really would like to deepen myself imediately into that. But unfortunately I am heavyly bound to running projekts with narrow time frames. I regret about this situation which I provoked myself and (ingredible) I like.  I promised via RG already sometimes to read the papers when having time. So again I intend to read your papers and will come back.

Pls excuse my reaction.

Best regards

Peter

Hi Peter,

Thanks and don´t worry, it isn´t that very deep and precise yet, I am searching for insight and models... I am now writing my synthesis or "mantle" for the 6(?) papers I am including in my dissertation thesis, for defence in little less than a year. More precise and valuable then I very much hope...  So you can revisit later...I am working on it.

My thing is to try to envision ICT in education as teaching/learning-process-enhancing tools and not as procedure-replacement tools (like ppt instead of overhead or email to students instead of a paper on a physical board at the department) or transportation/place-related tools (distance- online- virtual and all that). So synchronous / asynchronous shifting in time comes instead of classroom-distance or here-there or classroom-cloud etc. I also try to exploit as many time and process and project theory and practice as I can - and use them as heuristical frameworks, if nothing else. 

Dear Anders,

thank you again.

As an old engineer with 15 years experience at industry and 27 years being a teacher at University Stuttgart and 12 years lecturing at some other universities we developed our own learning model 20 years ago. this is not based on ICT. ICT for us is a tool, not a philosophy. Our main aim is: to rise the students motivation for learning, especially the learning for theory. Here we have large deficits in the common applied didactics.

And I believe, we found a solution, which some succesfull applications show. If you want to look at it: the name is TheoPrax and you will find some English descriptions at     www.theo-prax.de or here at RG much paper work. We did not a scientific development, we just transformed our ideas to practice. But we could proof that we double the learning effectivity applying the methodolgy TheoPrax.

Best regards

Peter

Tips for Teaching Sustainability

https://cft.vanderbilt.edu/guides-sub-pages/sustainability/

https://cft.vanderbilt.edu/guides-sub-pages/teaching-sustainability/

dear Mahamad,

thank you for answering.

My focus is not to teach Sustainability but to teach sustainable!

Best

Peter

Dear Peter, these articles are very interesting and maybe helpful. http://www.oecd.org/edu/imhe/43977513.pdf

https://www.oecd.org/edu/school/43023606.pdf

Dear Michael,

as you will find in my above different answers, primerily  I did not mean anything. I asked "What is sustainable teaching" My focus is not to teach Sustainability but to teach sustainable!

We have to difine it by ourselfes if there is not yet a definition.  Behrouz and others gave links.

Thank you for responding!

Peter