Abstract
Community Education for Sustainability (Ef S) using Information and Communication Technology (ICT) tools and affordances (i.e., possibilities) bring together learning processes occurring within different interconnected dimensions in complex and unpredictable ways. Such complexity calls for the adoption of a systems thinking approach, where the focus is on the existing relationships between the different components composing the learning system.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Aguayo, C., & Eames, C. (in review). A systems thinking approach for the use of ICT tools for community education. Australian Journal of Environmental Education Research.
Aguayo, C. (2014). The use of education for sustainability websites for community education in Chile (PhD dissertation). University of Waikato, Hamilton, New Zealand.
Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Milton Keynes, England: Open University Press.
Capra, F. (2005). Speaking nature’s language: Principles for sustainability. In M. Stone & Z. Barlow (Eds.), Ecological literacy: Educating our children for a sustainable world (pp. 18–29). San Francisco, CA: Sierra Club Books.
Cole, M., & Engeström, Y. (2001). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge, NY: Cambridge University Press.
Daudi, S. S. (2008). Environmental literacy: A system of best-fit for promoting environmental awareness in low literate communities. Applied Environmental Education and Communication, 7(3), 76–82.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
Engeström, Y. (1999). Changing practice through research: Changing research through practice. Keynote address, 7th Annual International Conference on Post Compulsory Education and Training, Griffith University, Australia.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24.
Etchepare, M. S., & Furet, L. R. (2008). Propuesta de un plan de descontaminación para un lago eutroficado. Caso de estudio: Lago Lanalhue (Unpublished masters thesis). Universidad del Desarrollo, Santiago, Chile.
Jensen, B. B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8(3), 325–334.
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178.
Jorg, T. (2000). About the unexpected: Complexity of learning based on reciprocity and human agency. Chaos and complexity Theory: Special Interest Newsletter. Retrieved June 8, 2009, from http://www.udel.edu/aeracc/library/Fall00.htm
Kaptelinin, V., Kuutti, K., & Bannon, L. (1995). Activity theory: Basic concepts and applications. Paper presented at the Human-Computer Interaction 5th International Conference, EWHCI, Moscow, Russia.
Kelly, G. (1991). The psychology of personal constructs. London, England: Routledge.
Krasny, M. E., & Roth, W.-M. (2010). Environmental education for social ecological system resilience: A perspective from activity theory. Environmental Education Research, 16(5), 545–558.
Lanalhue Sustentable. (2011). Lanalhue sustentable: El luchecillo. Retrieved from http://lanalhuesustentable.cl/post.php?id=26
Maturana, H. R., & Varela, F. J. (1980). Autopoiesis and cognition. The realization of the living. Dordrecht, The Netherlands: D. Reidel Publishing Company.
Mazzeo, N. (2005). Informe de la visita al lago Lanalhue: Consideraciones para el inicio de un plan de monitoreo y manejo (Report). Contulmo, Chile: Universidad de la Republica, Montevideo, Uruguay.
Menzel, S., & Bögeholz, S. (2008). The loss of biodiversity as a challenge for sustainable development: How do pupils in Chile and Germany perceive resource dilemmas? Research in Science Education, 39, 429–447.
Mertens, D. M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches (2nd ed.). Thousand Oaks, CA: Sage.
Ministerio de Planificación (MIDEPLAN). (2010). Situación de pobreza a nivel de personas, según provincia. Pobreza, CASEN 2006. Retrieved November 8, 2010, from http://www.mideplan.cl/casen/Estadisticas/pobreza.html
Morrison, K. (2002). School leadership and complexity theory. London, England: RoutledgeFalmer.
Myers, N., & Kent, J. (2005). The new atlas of planet management. Berkeley, CA: University of California Press.
Orr, D. (2004). Earth in mind: On education, environment, and the human prospect (10th anniversary ed.). Washington, DC: Island Press.
Parra, O., Valdovinos, C., Urrutia, R., Cisternas, M., Habit, E., & Mardones, M. (2003). Caracterización y tendencias tróficas de cinco lagos costeros de Chile central. Limnetica, 22(1–2), 51–83.
Pauchard, A., Smith-Ramírez, C., & Ortiz, J. C. (2006). Informe final estudio de diagnóstico del potencial de conservación de la biodiversidad de la empresa Forestal Mininco en la cordillera de Nahuelbuta. Concepción, Chile: Universidad de Concepción & Fundación Senda Darwin.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68–86.
Smith-Ramírez, C. (2004). The Chilean coastal range: A vanishing center of biodiversity and endemism in South American temperate rainforests. Biodiversity and Conservation, 13, 373–393.
Somekh, B. (2007). Pedagogy and learning with ICT: Researching the art of innovation. New York, NY: Routledge.
Sterling, S. (2005). Linking thinking, education and learning: An introduction. In W. Scotland (Ed.), Linking thinking: New perspectives on thinking and learning for sustainability (Vol. 1). Surrey, England: WWF-UK, Panda House.
Sumara, D., & Davis, B. (1997). Enactivist theory and community learning: Toward a complexified understanding of action research. Educational Action Research, 5(3), 403–422.
Thompson, J. (2002). Community education and neighbourhood (Vol. 1). Nottingham, England: NIACE.
Tilbury, D., & Wortman, D. (2008). How is community education contributing to sustainability in practice? Applied Environmental education and communication, 7(3), 83–93.
World Wide Fund for Nature (WWF). (1999). A biodiversity vision for the Valdivian temperate rain forest ecoregion of Chile and Argentina. Valdivia: WWF Chile.
Yamagata-Lynch, L. C. (2007). Confronting analytical dilemmas for understanding complex human interactions in design-based research from a cultural-historical activity theory (CHAT) framework. Journal of the Learning Sciences, 16(4), 451–484.
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Aguayo, C. (2016). Activity Theory and Online Community Education for Sustainability. In: Gedera, D.S.P., Williams, P.J. (eds) Activity Theory in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-387-2_9
Download citation
DOI: https://doi.org/10.1007/978-94-6300-387-2_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-387-2
eBook Packages: EducationEducation (R0)