Through a teacher self-study, this chapter illustrates aspects of learning and assessment design in the context of a regional Australian tertiary institution with predominantly online delivery of two large (300-800 students) courses for teacher candidates. Four key guidelines for effective learning and assessment design have emerged through this investigation: focus on contextual development, collaborate for genuine purposes, embrace complexity, and build in reflexivity. These guidelines are fundamental to effective environmental education programs as well as effective learning and teaching across all subject areas. They are illustrated in an environmental education scenario and are aligned within Systemic Sustainability Education, a broad frame that encompasses complex systems, including the biosphere, which is not widely taken into account in teacher education. If these four guidelines are applied across the curriculum, environmentally responsive behaviours are more likely to develop because these guidelines are inextricably interconnected to transforming human society on a living planet.
|Title of host publication||International Perspectives on the Theory and Practice of Environmental Education|
|Subtitle of host publication||A Reader|
|Place of Publication||Cham, Switzerland|
|Number of pages||12|
|Publication status||Published - 2018|
|Name||Environmental Discourses in Science Education|
|Publisher||Springer International Publishing|