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During the 3 day intensive regional training workshop on ESD University Curricula Review and Revision to Address Sustainable Development , that was held in the Notre Dam University in Beirut, on 23-25 October 2011 the ~50 participants, coming from Higher Education (HE) institutions from Lebanon, Jordan, Egypt, Greece and Italy had the opportunity to exchange views and experiences as to how ESD is embedded in their curricula, and how they can reorient  their curricula in order to embrace ESD in theory and praxis.

As part of the 3 day-long event, an experiential workshop entitled “ESD teaching / learning methods & types of assessment in HE: a theoretic and experiential approach” was facilitated by MEdIES ESD officer Ms Iro Alampei.

During this half day workshop the participants had the opportunity, by means of experiential ESD activities, to try out characteristic ESD methodologies, compatible with HE level, as well as some assessment methods. The contributions of the participants, their discussions and ideas will be embedded on the ESD TOOLKIT for HE, that is under preparation by MEdIES Secretariat, under the RUCAS project.

Some key findings of the evaluation, done by means of anonymous questionnaire to the 30 participants that responded are the following:

-   (Q1) Although those participating professors are ESD specialists and sensitized in delivering authentic teaching and learning methods, their predominant style is lecturing and they admit to a need to be further trained on novel ESD methodologies. Their least applied method is service learning. Surprisingly enough interdisciplinary schemes of teaching are also not so common.

-   (Q2) The method that greatly attracts the HE professorsΆ interest is certainly that of ICTs to enable the teaching / learning as well as the assessment process. Still, the participants do not underestimate the value of the person-professor, as they admit ICTs is yet another tool, and not an end in itself.

-   (Q3) Apart from the traditional written exams taking place at the end of each semester the HE teachers have incorporated studentsΆ presentations and course essays as a way of assessment. Group assessment is more often applied than self- and peer-assessment, yet all these three are not generally preferred by HE professors.

-   (Q4) Most professors expressed their willingness to adopt new ESD and diverse types of assessment, like decision making activities, portfolios and e-portfolios and other. However, they expressed their reservations about enduring valid ways to link such ΅looseΆ types of assessments to the ΅strictΆ marking process.

-   (Q5-7) Overall they were satisfied with the content of the workshop, however many of them requested for a longer duration and more in depth workshop that would allow them to get a thorough capacity building on the methods of the ESD TOOLKIT.


Find here the extended report of the Workshop on methodologies.

Link to the subdomain of MEdIES website as partner to the project.

Link to the RUCAS / TEMPUS project website. http://www.actforclimate.info/testarea/drupal/

 
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