Ann Dale, Lenore Newman and Chris Ling
The purpose of this paper is to discuss the potential of online communication technologies to facilitate university‐led transdisciplinary sustainable development research and…
Abstract
Purpose
The purpose of this paper is to discuss the potential of online communication technologies to facilitate university‐led transdisciplinary sustainable development research and lower the ecological footprints of such research projects. A series of case studies is to be explored.
Design/methodology/approach
A one year project is conducted in which a series of research tasks are carried out on an online communications platform. Findings are compared to other examples from the literature.
Findings
Online communication technology can be used to facilitate transdisciplinary research tasks, saving time, money and with less environmental impact than that of face‐to‐face meetings. However, in order for online collaboration to be successful the researchers must be very organized and have strong facilitation skills.
Research limitations/implications
The research takes place in a North American setting. Time zone issues and access to sufficient internet technology can be a barrier in global research collaboration.
Practical implications
Online communication technology can be a practical way to lower the environmental impact of the research process and lower the cost of collaborative meetings.
Originality/value
The outcomes of this research suggest online collaboration can play a much larger role in student and faculty research, including but not limited to online research analysis, data collection and field exploration.
Details
Keywords
To distinguish sustainable development education from environmental education and stress the importance of problem‐based interdisciplinary learning to sustainable development…
Abstract
Purpose
To distinguish sustainable development education from environmental education and stress the importance of problem‐based interdisciplinary learning to sustainable development education.
Design/methodology/approach
A range of published works relating to sustainable development education are critiqued, an introduction to complexity theory is given and related to sustainable development education, and a case study is provided to demonstrate an example of incorporating sustainability into course delivery and to demonstrate problem‐based interdisciplinary learning.
Findings
Our discussion supports our claim that reconciling sustainability and development requires a complex interdisciplinary approach beyond that found in some areas of traditional environmental education.
Research limitations/implications
Our literature search is not exhaustive and focuses on sustainable development education. A much greater body of literature relating to environmental education exists.
Practical implications
Our discussion and case study suggests practitioners designing and teaching sustainable development related programs should incorporate an interdisciplinary approach and allow for problem‐based applied learning to take place.
Originality/value
This paper distinguishes sustainable development education from environmental education and suggests practical courses of action for initiating sustainable development education in a meaningful manner.
Details
Keywords
For a number of reasons, I have decided to begin this issue of VINE with an editorial. In the first place, as many of you will already know, at the end of June I gave up my post…
Abstract
For a number of reasons, I have decided to begin this issue of VINE with an editorial. In the first place, as many of you will already know, at the end of June I gave up my post as Information Officer for Library Automation in order to become an Assistant Librarian in the Applied Sciences Library of University College, Cardiff. Since the Information Officer for Library Automation is ex officio editor of VINE, this means that I will also be handing over responsibility for this publication to my successor, when he or she is appointed. Unfortunately, there will be a hiatus before my successor can take over, so that for a short while, I will continue to edit VINE. However, because of my commitments in Cardiff, I will be unable to provide news of recent developments in U.K. library automation as I formerly did. Thus, in this issue of VINE and the next, I will concentrate on descriptions of automated library systems which I visited whilst on a study tour of North America in April and May of this year. Once my successor takes over, VINE will revert to being a source of up‐to‐date information about automation in specifically U.K. libraries.
I suppose that most noticeable of all the changes in our profession since I came into it has been the multiplicity of the methods by which one can become a librarian. A. E…
Abstract
I suppose that most noticeable of all the changes in our profession since I came into it has been the multiplicity of the methods by which one can become a librarian. A. E. Standley says in a recent article in the L.A.R., in 1970: “The term librarian includes the Library Association chartered librarian, the graduate with a degree in librarianship, the scholar librarian, the information and intelligence officer, the translator, the abstracter, the non‐library‐qualified subject expert”.
Identifies key activities that network users can perform in orderto use the network effectively. Offers recommended reading, frombeginner to expert user status. Explains some…
Abstract
Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.