MGSU3000 Sustainability in Education – Place, Justice and Environmental Awareness Course description

The student must have passed the first year of the programme or equivalent, with the exception of the course ORI1050.

After completing the course, the student is expected to have achieved the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge

The student

• has knowledge of environmental, social and economic dimensions of sustainability
• has knowledge of place-based learning as embodied and emplaced
• has knowledge of philosophical, pedagogical and ethical dilemmas in environmental and sustainability education
• has knowledge of central sustainability concepts from natural sciences, social sciences, humanities and aesthetics
• has insight into the key concepts of climate, ecology, biodiversity and technology systems
• has an understanding of how language, texts (in a broad perspective) and educational practices can increase children’s awareness of both nature and current environmental challenges
• has knowledge of social sustainability, citizenship and children’s rights such as the right to education and play
• has knowledge of cultural identity and indigenous and minority perspectives for pedagogical work with sustainability
• has knowledge of international and national policy, such as the UN Sustainable Development Goals, and teaching curricula

Skills

The student

• can implement outdoor place-based play and learning in kindergartens and schools
• can apply sustainability knowledge in diverse didactic practices such as inquiry-based and dialogue-based learning approaches
• can facilitate active and experience-based learning in various extended classroom environments
• is able to identify and discuss core themes and questions related to social justice and diversity, including indigenous and minority perspectives
• has the ability to engage children in critical dialogue based on encounters with natural and urban environments and literary texts
• can facilitate problem-based learning with the help of technology and digital/virtual spaces
• is able to communicate with children about sustainability issues with the aim of generating hope, solidarity and agency

General competence

The student

• is able to reflect on dilemmas, challenges and possibilities in work with sustainability and place-based education
• can facilitate transformative learning and develop action competence in kindergartens and schools
• can reflect on pedagogical experiences with place-based education and sustainability in early childhood to lower secondary education
• can contribute to an awareness of how local actions have an impact on a global scale through learning activities

This is a full-time course that builds on principles from place-based education. In addition to exploring urban and natural environments, the course will involve lectures, seminars, student presentations and discussions. This requires active student participation. The students must be prepared to participate in various outdoor activities and be equipped for all weather conditions.

The course will provide opportunities to interact with students from different national backgrounds, and the possibility of exploring the Oslo region. The students are expected to share their understandings of didactic concepts and sustainability dilemmas from their own countries.

All classes are taught in English, and all course requirements and assessment tasks, including written texts and oral examinations, are to be completed in English.An integrated part of the course will be a 15 days’ placement in Norwegian kindergartens or schools. Students are to observe and participate in the educational institutions’ everyday work. In addition, they will plan and carry out sustainability-thematic interdisciplinary pedagogical work in collaboration with teachers at their practice institution. OsloMet’s internal and external partners may enter into this cooperation.

For OsloMet students of Early Childhood Education: The practice period is included in the 6th semester of the educational programme. It is supervised and assessed. Students complete a 15 days’ placement in the topic of study, in addition to 10 days organised by the institute. Practice is obligatory, with a focus on leadership, collaboration and development work. Students are required to carry out a practice assignment, which is published on the OsloMet’s digital learning platform. For more extensive information about the practice period, see the programme description for the full-time bachelor program in Early Childhood Education.

For OsloMet students of Primary and Secondary Teacher Education: Practice is included in the 6th semester of the education program. It is supervised and assessed. Students complete a 15 days’ placement in the topic of study. Practice is obligatory, with a focus on the role of teacher, class management and teaching. For more extensive information about the practice period, see the programme description of the Primary and Secondary Teacher Education.

The work and teaching methods include self-study, group work, seminars, lectures and skills training.

The final assessment consists of two parts:

• Individual practical oral exam outdoors demonstrating competence in sustainability education and place-based learning (30 minutes). The students are allocated a place outdoors and a topic from the curriculum one week before the exam. The students present an educational project related to the place and topic. The presentation takes place at the actual site and needs to involve a map to provide an overview over the activities proposed and the sites involved. This exam counts for 33% of the final grade. Language: English
• Individual written exam written during the semester and handed in digitally: an article on a chosen topic addressed in the course’s learning outcomes (3000 words, +/- 10%). This exam counts for 67% of the final grade. Language: English

The two grades are used to calculate the overall grade awarded for the course. The final certificate of 30 ECTS credits will be awarded on completion of the above-mentioned requirements and exams.

Resit exam

If a student fails an exam or is absent at the time of the exam for a valid reason, they are entitled to resubmit the written exam the following semester. The oral exam resit will be organised within the same semester, if possible. The resit exam will be organised in the same manner as the ordinary exam for the written part. For the oral exam there will be a digital exam. The students are responsible for registering for the resit exam by the given deadline.

The following must have been approved in order for the student to take the exam:

• minimum attendance of 80 % in seminars, literature search classes, computer labs and group work.

Portfolio assessment:

Part 1) Individual written home exam, 750 words (+/- 10 %)

Part 2) Group assignment: Written assignment in groups of 2-3 students. Scope of 2,500 words (+/- 10 %).

Weighting: One overall grade is awarded based on the portfolio. Both assignments in the portfolio count equally with respect to grading, but if an F is awarded for one of the assignments, the overall grade will also be an F.

Resit exam: Students will be given one opportunity to submit a reworked version of the portfolio assignment(s) for which an F was awarded.

Final assessments will be reviewed and approved by internal and external examiners.

• The oral exam will be evaluated graded by internal examiners.
• The written exam will be evaluated and graded by internal and external examiners.