English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article discusses the challenges and opportunities identified in the implementation of the Citylab project in Latin America during the period of 20152018. The project was funded by the Erasmus+ Key action 2 programme of the European Union. The project aims to innovate teaching for sustainability in higher education institutions through Problem Based Learning (PBL). Opposed to traditional teaching methods, the pedagogical approach of PBL is a learnercentred approach that takes a complex problem as point of departure instead of existing established knowledge. Since application of such learning methods is limited in Latin America, the Citylab project attempts to introduce PBL in the existing curricula of 12 Latin American universities through the implementation and development of interdisciplinary Citylab modules focusing on sustainable urban development. First, the role of PBL in education for sustainability is discussed in a broader theoretical context. Second, the goals, implementation strategies and results of the T. Coppens, A. F. V. Pineda et al. JPBLHE: VOL. 8, NO. 1, 2020 2 Citylab project will be presented. Third, we highlight some critical issues and success factors experienced during the project. The findings of this paper are based on (1) self-reported questionnaires from the partners at the end of 2017; (2) onsite visits by the authors and expert visits; (3) focus groups, interviews and conversations with project leaders of the participating institutions during the project. Depending on the institution, the project results were varying in terms of innovation and upscaling potential. Critical factors were related to the role of the project leader in the organization, the flexibility of the implementation and cultural differences. Internal regulations created both incentives and disincentives for participation. Competitive elements in the project and available resources for equipment can act as stimulators in some cases. The challenge lies moreover in detecting windows of opportunities for change in order to accomplish curriculum reform and by doing so, pursue continuation of the PBL approach after the project’s horizon. LEARNING FOR SUSTAINABILITY WITH PROBLEM BASED LEARNING Article 2.3 of the Nagoya declaration on Higher Education for sustainable development of the United Nations Decade for Education on Sustainable Development recognises that higher education institutions play a crucial role: “to develop students and all types of learners into critical and creative thinkers and professionals to acquire relevant competences and capabilities for futureoriented innovation in order to find solutions to complex, transdisciplinary and transboundary issues, and to foster understanding and practice of collective values and principles that guide attitudes and transformations, respecting the environmental limits of our planet, through education, training, research and outreach activities (HESD, 2014, art. 2.3)”. In Latin America, initiatives have been taken to give sustainability a more prominent place in the learning outcomes of higher education institutions (Sáenz, 2015). However, there is a growing awareness that also teaching methods matter. The type of competences and skills that are required in sustainability education stretches beyond what traditional education usually delivers. Sahlberg and Oldroyd argue that the bureaucratic industrial oriented and standard driven approach to education is inadequate to face the challenges that lie ahead and that drastic reform is needed (Sahlberg and Oldroyd, 2010). Thomas argues that teaching approaches related to sustainability must focus on elements relating T. Coppens, A. F. V. Pineda et al. JPBLHE: VOL. 8, NO. 1, 2020 3 to the process of learning, rather than the accumulation of knowledge (Thomas, 2009). Some scholars advocated that curricula in sustainable development need to be interdisciplinary and cross-cultural (Li et al., 2018), oriented at deep learning rather than rote memorisation (Warburton, 2003) and stimulate system thinking, anticipatory and critical thinking (Rieckmann, 2012). Others have argued that active collaboration with various stakeholders throughout society—transdisciplinarity—must form another critical component of sustainability efforts (Trencher, Bai, Evans, McCormick, & Yarime, 2014; Yarime et al., 2012). Problem based learning (PBL) is considered a viable teaching method for sustainability education (Li et al., 2018; Thomas, 2009), that meets many of the criteria of proper sustainability education. PBL is an inquiry-driven learning method in which learners engage in a self-directed learning process based upon a real life problem (Kwan, 2009). PBL is typically learner-centred (Hmelo-Silver, 2004 ). This means that the learners assume active control over their own learning process while teachers take the role of coaches rather than instructors (Kolmos et Al. 2008 ). Successful PBL learning experiences start from ill-structured problems which have no straightforward right solution and allow free inquiry. Typically, students work cooperatively in small groups (Bate et Al. 2014 ). The approach is oriented to developing high level skills as depicted in the top of Bloom’s revised taxonomy (Anderson e.a., 2001). As learners have control over their learning process, it is stated that PBL stimulates intrinsic motivation and critical thinking (Zabit, 2010). Moreover, PBL changes the nature of how knowledge is transferred and created. In traditional education, students learn general models and theories which they can apply to solve future problems. Conversely, in PBL the process starts with problems which the students face and motivates them to search for knowledge to solve them. PBL knowledge is developed during the inquiry and thus context specific. However, rather than focussing on the substantive aspects of knowledge, learners become trained in developing skills to address new and unknown complex problems. Table 1 summarises some of the important differences between “traditional” courses and “PBL” courses From: Traditional courses To: PBL courses Orientation Teacher centered Learner centered Teaching forms Ex-cathedra teaching Supervising, coaching and consulting Content Theory-based, Knowledge is given Problem or project based, knowledge is constructed on the basis of complex problems or projects Scope Monodisciplinary Multiand Interdisciplinary Learning process Individual, Passive Group work, Active Evaluation Dominantly summative evaluation, oral or written exams Formative & summative , jury’s, peer evaluation, self evaluation Table 1: Differences between traditional courses and PBL courses T. Coppens, A. F. V. Pineda et al. JPBLHE: VOL. 8, NO. 1, 2020 4 PBL is not a uniform approach and in reality different varieties exist. Barrows differentiates six different types of PBL which vary in two underlying dimensions: the level of structuring of the problem and the degree of self-directedness (Barrows, 1986). Project based and case based learning are methods that are related to problem based learning. In project based learning, learners are provided with a general challenge or overall objective and the learning process involves the design and development of possible solutions. Case based learning helps learners to understand important elements of a more structured problem, and to develop critical thinking skills in assessing the information provided, identifying logic flaws or false assumptions (Walker, Leary, Hmelo-Silver, & Ertmer, 2015). IMPLEMENTING PROBLEM BASED LEARNING IN LATIN AMERICA Motivated by its pedagogic potential for sustainability education, the Citylab project aims to innovate teaching by introducing Problem based learning, in particular related to urban sustainability in Latin America. It also aims to foster interdisciplinary cooperation in education on urban sustainability. Finally, the Citylab project aims to contribute to set up partnerships between universities and external actors, in particular local governments. The project has been developed within the framework of Erasmus+ key action 2 by a consortium of 17 partners. In total, 5 European and 12 Latin American universities participated. The actions under this program make it possible for organisations from different participating countries to work together, to develop, share and transfer best practices and innovative approaches in the fields of education, training and youth. The project was initiated by the University of Antwerp in cooperation with Columbus Association which received funding early 2016 and ran until October 2018. The University of Antwerp coordinated the project. Implementing learner-centred innovations, in particular in the context of international cooperation, poses specific challenges and problems. Schweisfurth (2011) identifies different barriers in implementing such approaches in low and middle-income countries such as unrealistic expectations on the side of the program sponsors and education institutions, the lack of proper resources for staff and material, cultural differences that inhibit coaching teachers roles, and the lack of power of the implementers to change the institutional status quo. Especially cultural problems were encountered in educational reforms in multiple countries in Africa (Vavrus, 2009), leading to the metaphorical description of “tissue rejection” of learner centred approaches (Harley, Barasa, Bertram, Mattson, & Pillay, 2000). Also the upscaling and sustainability of the project can be a particular challenge (Constas & Sternberg, 2013). T. Coppens, A. F. V. Pineda et al. JPBLHE: VOL. 8, NO. 1, 2020 5 In the CITYLAB project, implementation issues and possible “tissue rejection” had been considered in the conceptualization of the project. To avoid these, four principles were used to guide the development of the implementation strategy: (1) implementation flexibility (2) contextualisation, (3) upscaling strategies and (

Innovating Education for Sustainable Urban Development through Problem Based Learning in Latin America: Lessons from the CITYLAB Experience