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Using Wikis to Develop a Professional Learning Community to Support Sustainability Education Faculty
PROCEEDINGS

, , Arizona State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This best practices session describes how instructors of Sustainability Science for Teachers, a hybrid course at Arizona State University, a major research-extensive university, used a collaborative wiki as a mechanism for fostering and encouraging collaboration in the teaching of a required course in sustainability for preservice teachers. Due to the hybrid nature of the course that was developed by an interdisciplinary team of content and pedagogical experts, it was necessary to establish a process by which materials could be accessed and shared. An important benefit to establishing the wiki was the ability to foster a professional learning community (PLC) in order to prepare instructors to teach sustainability literacy to future educators.

Citation

Archambault, L. & Warren, A. (2014). Using Wikis to Develop a Professional Learning Community to Support Sustainability Education Faculty. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 103-105). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2018 from .

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References

  1. Aranda, J. (2011). Using Wikis to Deliver Professional Development. Distance Education, 8(2), 45-48.
  2. Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.
  3. Nolet, V. (2009). Preparing sustainability-literate teachers. Teachers College Record, 111(2), 409-422.
  4. Riley, K., & Stoll, L. (2004). Inside-out and outside-in: Why schools need to think about communities in new ways. Education Review, 18(1), 34-41.

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Slides