• ACTION ATELIERS

     

  • Action ateliers are interactive workshops of 90 minutes. Facilitators will present creative ideas or test an innovative transformative method or maybe share a good practice for a societal transformation – all together with the audience.

  • DAY 1

    Curriculum Change, not Climate Change

    Vivek Gilani

    Topic: Rethinking the (economics) curriculum

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.01

     

    Irrigated and informed by the lived experiences of the Fairconditioning Program’s Architecture Academic Curriculum Change Project, this workshop attempts a harnessing of the catalytic potential of a head-heart-hands balance approach to ‘imagine (in place)’ and articulate alternate undergraduate architecture pedagogy paradigms in specific academic contexts (i.e. specific colleges) in Europe. These ‘alternative’ pathways will be defined by learning environments that engender empathy, curiosity, and cultivates skills so that students design sustainably cooled buildings for a heat-wave dominated Europe, as a non-negotiable value (and not a value-addition) as future architects. Participants will deliberate upon and examine a spectrum of possible responses to subvert a largely ‘reactive’ academic culture, subservient to the parochial and short-termism fetishizing patterns of the construction industry. They will be called upon to collectively co-create plausible theories of change and high-level action plans (including illuminating possible pathways to grant-funding) to act in consonance with the Indo-Swiss Fairconditioning Program, undergirded by a beginning-of-pipe approach (as in India), to bend the likely trajectory of the built space economy in Europe: one which is likely to wake up too late to the reality of a failed building stock that is unsuited for a hotter Europe and then lurch towards intensive energy-guzzling and climate-wrecking air conditioning as the new destructive climate-injustice perpetuating ‘default’. The ‘work’ of this workshop will be predicated upon the wholesome wisdom of a systems-thinking approach and will integrate body movement, mindfulness-in-practice and an ‘and-vs-or’ approach to subvert the classic dialectic of the thesis-antithesis and synthesis approach to conceive hybrid system-transformation responses that harness the merits of evolutionary as well as revolutionary means.

    New perspectives on impact learning

    Anne Snick, Michael Winter, Kobe Demaeyer, Naina Goel

    Topic: Co-creative, transformative learning environments

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.02

     

    Forty years of efforts to shift towards sustainable higher education have had disappointingly little impact. This atelier builds on systems thinking to explore a different perspective on learning. Join us to explore a surprising new pathway preparing students for a complex and uncertain future!

    Driving transformation in higher education with Appreciative Inquiry

    Mirjam Minderman

    Topic: Co-creative, transformative learning environments

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.03

     

    This Action Atelier enables you to make more effective contributions to higher education for sustainable development. By the end of the workshop you understand the use of Appreciative Inquiry in support of transforming the curriculum and the learning environment, and have explored concrete actions for applying this in your own context.

    Do-nut miss the 90-minute journey into Global Challenge

    Marie Gildemyn, Elena Lievens

    Topic: Rethinking the (economics) curriculum

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.04

     

    Are you passionate about global challenges, critical & inquisitive thinking, and interactive, collaborative learning? Are you dreaming of becoming a student again for 90 minutes? Are you curious about the way we prepare international business and management (IBM) students to think about and act upon Global Challenges? Step into the shoes of a 3rd year IBM student and experience first-hand the different stages of the interactive course Global Challenges.

    Flower power: a flower as a tool to transform

    Katrien Monden, Nadia Reynders

    Topic: Moving from learning about to learning for and as sustainability

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.06

     

    During this workshop we aim to exchange ideas about and experiences with the Whole Institution Approach, or shortened ‘WIA’. Participants will get inspired to start or develop applying ‘WIA-thinking’ in their own practice.

    Critical service learning in the context of education for sustainable development

    Manuel Fischer, Simon Zysset, Marie-Claire Graf

    Topic: Moving from learning about to learning for and as sustainability

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.09

     

    Critical Service Learning is a promising format in the context of Education for Sustainable Development. But how can it be introduced at universities? What institutional change might be needed for this? What role can it play within the framework of a whole institution approach as well as for universities contribution to a ”futur-proof economy”? How can the university as a whole benefit from such teaching and learning approaches? How can we create an exchange at eye level between lecturers, students and practice partners? We will discuss these and other questions in this Action Atelier. The workshop will be jointly led by a lecturer, a student and a practice partner.

    Challenge-based learning: way to find answers to the uncertainty of sustainable economic development

    Asta Daunorienė, Eglė Staniškienė, Živilė Stankevičiūtė, Jurgita Barynienė

    Topic: Co-creative, transformative learning environments

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.13

     

    The challenge-based learning process allows students to experiment, make mistakes, and create new and innovative solutions. The methodology enables students not only to find the best solution through trials and errors, but also at the same time, to integrate different stakeholders’ experiences, to act in an uncertain environment, and to take responsibility for the impact of the decision on sustainable development. If you are interested in Challenge - based learning, this is the right place to start experiencing it.

    The 6E model for getting sustainability into the economics curriculum

    Sam de Pape, Cathy Macharis

    Topic: Rethinking the (economics) curriculum

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-0.14

     

    Do you want to implement more sustainability into the curriculum but you don't know where to start? Or have you encountered some obstacles or resistance? Or did you already, successfully implement sustainability into the curriculum and want to voice your process? Feel free to join the workshop!

    A co-creation workshop to understand the complexity of a wicked problem: the case of circular food consumption behaviour

    Jan-Peter Sandler

    Topic: Co-creative, transformative learning environments

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-1.03

    Curriculum design for a sustainable future: the case of the new master in materiomics

    Sarah Doumen, Jolien Notermans, Katleen Denolf, An Hardy, Dries Vandamme

    Topic: Rethinking the (economics) curriculum

    Time: Day 1 (6 September), 10.45-12.15 CET

    Room: FR-1.13

     

    In the new Master of Materiomics, students are trained in conceptualizing and developing alternative, sustainable materials that may contribute to solutions for societal grand challenges and which may help the world to remain within planetary boundaries and not to overshoot. To obtain these goals, interdisciplinary competences are required: while taking the larger societal context into account, students need to cross boundaries between chemistry and physics, as well as between experimental and theoretical/computational methods. During our action atelier, we will further elaborate on how we hope our curriculum design will lead to transformative learning by our students and we will also go deeper into some specific courses and their teaching and assessment approaches. Participants are invited to a) reflect on advantages and obstacles of interdisciplinary competence development for sustainability education and for their own education and b) to design interdisciplinary learning activities for their own courses/educational program according to the four learning mechanisms of boundary crossing theory (i.e. identification, coordination, reflection and transformation; Akkerman & Bakker, 2011).

  • DAY 2

    MORNING SESSION

    How to acquire Future Skills within student life cycles? The necessity of curricular adjustments – from mission statements for teaching to practical implementation on the basis of 'ESD key competences'

    Alexandra Wolf, Josefa Scalisi

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.02

     

    Based on a short introduction of our inter- and transdisciplinary module “Introduction to Sustainable Development” for all our first-semester students of the bachelor´s degrees, we would like to discuss with the participants what it means to train change agents as a university and how to enable to acquire Future Skills within the student life cycle (SLC). On the basis of the education for sustainable development and the Doughnut Economics, the aim is to work on a study model for an exemplary inter- and transdisciplinary approach. We will also address the challenges of implementing inter- and transdisciplinary teaching formats in higher education. By means of creative methods, solutions are jointly developed and discussed. With the help of the SLC model, the participants can develop and visualize (competency) models and future skills for the different study cohorts/semesters. The group should actively engage in action and exchange and learn from the examples of others. Therefore the Eberswalde study model, which is currently being developed, can serve as a first orientation.

    University-wide competence framework for sustainability

    Jolien Notermans, Frédérique Vansweevelt

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.03

     

    During the action atelier we will focus on the implementation of a competency framework for sustainability in curricula and courses. This action atelier will inspire us and all participants on how to transform our students to become agents for sustainable development.

    Change is just around the corner: Transformative space for multistakeholder engagement in the circular economy

    Sarah De Coninck, Alexandra Anderluh, Pamela Nolz, Maira Leščevica

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.04

     

    During this action atelier we will work together to uncover barriers and good practices related to circular economy, and envision and ideal circular future.

    Service-learning, a pedagogical proposal for individual and societal transformation

    Kathia Reynders

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.06

     

    Service-learning is an innovative pedagogical proposal that sets the stage for a transformative learning environment. Join us as we explore how to design this learning environment so that both the student on an individual level, as well as a benefitted group on a societal level, is able to fully tap into the transformative potential of this pedagogy.

    Education as an authentic inquiry into real-world challenges: Selecting well-chosen teaching content

    Katrien Van Poeck, Leif Östman

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.09

     

    This interactive workshop aims at teachers who (want to) engage with real-world challenges in education and is based on pragmatist educational research on this topic. Such challenge-based education (Gallagher & Savage 2020) provides the students with unique educative opportunities (Van Poeck & Östman 2020) such as the chance to acquire specific knowledge, insight and skills, space for creativity, engagement and commitment, the motivating experience of being able to make a difference, and the challenge to learn to deal with how different people may each have their own idea of how to solve this problem. An ideal context for pluralistic education without the risk of falling into ‘anything-goes’ relativism (Öhman & Östman 2019; Van Poeck 2019).

    VRIJPLAATS: learning by designing the world into a better place

    Eef Thoen, Thomas Remerie, Leen Audenaert

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.13

     

    VRIJPLAATS is a learning hub, a working space where students design and create educational tools together with researchers and stakeholders. These tools are not always specific products but are more possible answers to complex questions or challenges, with a link to sustainability. VRIJPLAATS is inspired by methods like design thinking, integrative learning, design based research, practitioner inquiry and service learning. Interdisciplinary teams are formed to tackle authentic questions that are present in practice. Most examples can be organized in 4 main topics: Education for Sustainable Development, cultural education, STEM and outdoor learning.

    Rethink the economics curriculum

    Marilyn Mehlmann

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 10.20-11.50 CET

    Room: FR-0.14

     

    We aim to build on preliminary work carried out at the Higher Education Summit Online Teaser in 2021 to arrive at a better understanding of the curriculum changes that may be needed or appropriate in order to develop an 'economics of wellbeing' within a context of Doughnut economics. That preliminary work will be augmented with a modest preliminary survey of current education offered to future economists in higher education institutions: Where are these programmes along the gradient from being about sustainability to being sustainable?

  • DAY 2

    ESCAPE THE CLASSROOM

    Economy Studies: (Re)designing economics courses and programs

    Sam de Muijnck

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Vrijzinnig punt

     

    Economy Studies is a practical guide for (re-)designing economics courses and programs (www.economystudies.com). The book offers a road map for effectively connecting core academic material to real world events and the great questions of our time, helping professors to engage students and prepare them for the world of today. It emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. This workshop is for anyone who is involved in economics education, whether it is as an academic economist, high school economics teacher or student. During the workshop, participants will become familiar with the core ideas and tools of Economy Studies. Furthermore, they will learn in an interactive way how to apply this to their own courses and how they can help change the way economics is taught.

    DESIDERATRA: Design thinking as an inclusive method to engage vulnerable youngsters for climate action

    Jelle Van Herrewege, Mariedo Bekaert, Inge Placklé, Tom Kuppens

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Vrijzinnig punt

     

    DESIDERATRA is a collaboration between the Koning Boudewijnstichting and the VUB. Our aim is to increase climate commitment among young people in Brussels. First, we provide our students with a global view on the causes and consequences of climate change, We focus on 3 particular topics: air pollution, urban farming and circular economy. We start from the dreams, wishes en needs of our students. In order to be able to achieve real transformation regarding sustainable development, we use the methodology of design thinking. By doing so, we give our students a voice in the climate issue, which will also have an impact on their well-being in general. Fed with this knowledge our students get to work with artists from audiovisual and performing arts. Sitting in an imaginary whale belly, our students and artists philosophize together. Their dreams, wishes and needs form the basis of a collage of voices and thoughts.

    Cirkelspel (only in Dutch)

    Clara Cornil

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Vrijzinnig punt

     

    Als leerkracht of docent heb je je ongetwijfeld al eens afgevraagd hoe je jonge mensen ecologisch kan leren denken en doen. Mensen & Wetenschap vzw ontwikkelde daarom, in samenwerking met huisvandeMens Brussel, De Aanstokerij en Muntpunt een educatief spel dat jongeren op basis van hun ervaring leert denken in cirkels. Het Cirkelspel is geschikt voor jongeren vanaf 16 jaar en dient te worden gespeeld onder begeleiding van een leerkracht of docent. Tijdens deze workshop maak je kennis met het spel aan de hand van een uitgebreide demonstratie, en krijg je tips hoe/wanneer je het spel kan inzetten in jouw les.

    Discovering the regenerative transformation of a city. Walter Benjamin as an inspiration for the Eco-flâneur

    Ingrid Molderez, Wim Lambrechts, Carina Branzila

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Circulair Werkt

     

    The aim of the workshop is to experience the role of an eco-flâneur in the city. The relevance of Walter Benjamin and the flâneur for a critical reflection on sustainability for higher education in management will be highlighted. Strolling is suggested as an alternative pedagogy. Participants will act as an eco-flâneur, detecting the sustainable innovative initiatives in the city. Participants will learn from the bottom-up; instead of looking for illustrations of the theory, the city is an open field ready to discover and to detect what is new.

    Bamboo straws? How cool (or not)? Let’s brainstorm to move beyond symbols in integrating sustainability in higher education

    Jean Hugé

    Topic: Moving from learning about to learning for and as sustainability

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Welzijnscampus

     

    While the discussion on sustainability action in higher education seems to be coming of age now, well intentioned actions with little or no transformative impact too often still dominate the debate, especially when sustainability activists are reaching out beyond the safe space of ‘the converted’. We are in need of ubiquitous and thoughtful sustainability actions, supported or triggered by higher education stakeholders. Building on the experiences we had at the Open Universiteit, we aim at co-identifying possible (and seemingly impossible!) actions that can foster sustainability in education, research, outreach and societal service.

    Living labs: a boost for the young talents and sustainability skills at your HE institution

    Sara Gilissen, Ann Ruelens

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: 't Scheep

     

    Can Living labs change the world? Can students become change agents? Will design thinking enhance transformative education? In 2022-23 we have cocreated 30 Living labs with students and stakeholders in our European consortium. The Living labs focused on three themes: Circular economy, Well being/active aging, the human contribution to AI. Students are challenged to enhance their future skills and discover their own talents, as well as to develop regional sustainable solutions for a circular economy. In this workshop we will share our experiences, lessons learned and impact on the students, as well as practice design thinking, cocreation and evaluation methods in order to implement and transfer it to other institutions. We will reflect on the challenges, outcomes and scenarios how to integrate this in Higher education curriculum. In the workshop participants will discuss on further developments and opportunities to develop students’ transformative learning. Inspire each other on future trends and opportunities.

    Pension Plan: Money and sustainable behaviour

    Bruno Delepierre, Stef Kuypers

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Regenbooghuis

     

    Experience the impact of money and sustainable behavior! During an interactive game, you'll discover how money impacts your perspective and choices. Afterwards we present the theoretical framework, rooted in behavioral economics to discuss what happened.

    The Rethinking Economics Fresk

    Valérie Coolen

    Topic: Rethinking the (economics) curriculum

    Time: Day 2 (7 September), 14.30-16.00 CET

    Location: Oxfam Wereldwinkel

     

    The workshop is split into four parts: 1) Neoclassical economy; 2) Other schools of thought in economics; 3) History of economics thoughts; 4) Pluralism & other social sciences point of view and revendications. The workshop has potential for transformation as it demonstrates why a pluralistic approach of economics is beneficial for education. It demonstrates how different issues can benefit from different approaches, in order not to repeat the mistakes of the past, as well as to offer solutions for current challenges such as climate change and social inequalities.

    Learning leads the way to new narratives

    Elke De Neve, Magali Minet, Yolan Gielen

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 14.30-16.00 CET

    Room: FR-0.01

     

    What if there would be a learning environment where everyone feels safe to develop, where intrinsic motivation is called upon, where the questions are lived and the narrative is starting to change, a starting point for transformation and regeneration. During the workshop, we will go in dialogue and co-create steps towards our mutual dream of this regenerative academy. The workshop will be a fun and interactive journey of feeling, seeing and thinking.

    Co-creating and transforming learning environments for sustainable change

    Krista Finstad-Milion, Angie Celaya

    Topic: Moving from learning about to learning for and as sustainability

    Time: Day 2 (7 September), 14.30-16.00 CET

    Room: FR-0.02

     

    Do join us in experiencing an undergraduate workshop that has given way to several international publications on leading-edge arts-based experential learning.

    Transforming pedagogy: Empowering students as agents of change

    Maria Alessandra Woolson

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 14.30-16.00 CET

    Room: FR-0.03

     

    Whether in reference to sustainability education, or environmental work, educators today find themselves reassembling the fractioned knowledge that has been cemented in traditional scholarly models. Framed and organized around competitive strategies in pursuit of “expert” knowledge, higher education is still effectively in need of a transformational pedagogical shift in order to empower students to become agents of change. This presentation will discuss pedagogical practices rooted in sustainability that have guided the author’s constant renewal of an environmental humanities curriculum, for 15 years. The context is Latin America, a region rich in diverse forms of practical and adaptive knowledge developed across its many cultures, which paradoxically cannot escape high indexes of poverty and inequality, or its colonial legacy. Grounding pedagogy on sustainability facilitates rethinking eco-pedagogy as an opportunity to build knowledge collectively and collaboratively, while integrating disciplines, transnational contexts, and the embodied and emotional knowledge of human experience. Three examples from 2020-2022 illustrate the student-centered approach that evolves towards collaborative practices and a biocentric understanding of the world.

    Black on white: a poetry workshop

    Chiara Lanza, Ilenia Casmiri

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 14.30-16.00 CET

    Room: FR-0.04

     

    How can poetry impact society and inspire change? Is it possible to write a poem in around 60 minutes? This action atelier will answer both questions by proposing a hands-on and creative experience. Through the technique of erasure poetry, each participant will be able to create their own transformative poem and to engage in a collective reflection on the value of art in our age of precariousness. By erasing words with black we will be able to start a novel process of building awareness on white paper.

    Higher Education Reloaded – Change from the inside out!

    Theres Konrad

    Topic: Co-creative, transformative learning environments

    Time: Day 2 (7 September), 14.30-16.00 CET

    Room: FR-0.06

     

    This action atelier allows to connect and reflect as a basis for joint action. ART as a transformation companion. Higher education institutions are not only investigating and supporting transformations towards sustainability. They are subject and location of transformation themselves - as each one of us is.

    Risk & Race

    Sven Leën

    Topic: Moving from learning about to learning for and as sustainability

    Time: Day 2 (7 September), 14.30-16.00 CET

    Room: FR-0.09

     

    In this action atelier we aim to explore the business perspective of circular economy, by looking into the professional board game “Risk & Race”. This game was developed by VITO – Flemish Institute for Technological Research, with the purpose of enabling students and business executives to experiment with circular economy business models. Each player runs a production plant, based on a linear business model. The goal is to increase the value of the production plant in the next 10 years, while navigating a challenging narrative of events.