Virtual Field Work in the context of Global Change - a blended learning approach for higher education (V-Global)

<< Background >>The UNESCO Decade for Education for Sustainable Development (2004-2014) advanced ESD, but its integration at the university level varies by country. There remains significant potential for further implementation (Leal Filho, 2015; Sprenger & Nienaber, 2017). The stakes are high.The V-Global project addresses these challenges by:1.Facilitating Digital Learning: Developing new digital formats to replace limited intercultural and environmental experiences due to travel restrictions.2.Enhancing Accessibility: Offering solutions for students who face financial, physical, or situational barriers to direct engagement with global issues.3.Promoting Cultural Dialogue: Engaging in discussions on diverse cultural values related to sustainability to broaden students’ perspectives.Aligned with SDG target 13.3, the project supports the EU's goal of a sustainable economy by turning environmental challenges into opportunities and ensuring an inclusive transition. My application for this project is driven by the urgent need to enhance ESD through digital innovation and intercultural learning, ultimately contributing to a more sustainable and equitable future.<< Objectives >>The project has seven objectives:Objective 1: Advancing Education for Sustainable Development (ESD):The project aims to further integrate ESD into university curricula through a blended learning approach, combining digital and in-person teaching. This process is expanding across Europe, particularly in geography.Objective 2: Collaborative Blended Learning in ESD:A long-term cooperative approach, using synchronous and asynchronous formats, has been tested in bilateral projects, especially during the COVID-19 pandemic.Objective 3: Intercultural Dialogue in ESD:The project facilitates dialogue to explore similarities and differences in intercultural ESD, a core aspect of intercultural education.Objective 4: Inclusion and Accessibility:The project ensures accessibility for students with financial or physical limitations and can be adapted by other institutions.Objective 5-7:These efforts will create a European network of university teachers, evaluate teaching concepts, and contribute to improving European higher education policies.<< Implementation >>The kick-off meeting (First Transnational Meeting) planned the launch of Project Result 1. We interviewed 25 universit yeachers who worked with ESD through blended learning, supported by web-based tools such as virtual field trips and labs, to identify possibilities and barriers related to this approach (task 1). We also analyzed curricula to identify institutional possibilities and barriers for developing virtual field trips and labs from a ESD perspective (task 2). This analysis was disseminated to university teachers through various presentations at conferences and an article published (https://doi.org/10.48088/ejg.c.lei.14.2.001.014 ) in a scientific journal (see the dissemination plan : https://moodle.eurogeography.eu/course/view.php?id=58&section=8&notifyeditingon=1).To achieve PR2, we listed existing virtual field trips (VFT) that could be used from an ESD perspective (task 3). We have analysed this database and submitted an article for publication in a scientific journal (Journal of Geography in Higher Education, under revision).We conducted real field trips with students to collect data, including photos, 360° videos, digital surveys, or mapping, to develop virtual field trips later (task 4). These two pilot studies took place in Athens (Greece) in May 2022 and in Hamburg (Germany) in July 2023. Working with over thirty university teachers (PhD students, postdocs, associate or full professors) from all over Europe. Twelve virtual field trips with different teaching approaches were created. These VFTs were tested with students from the partner universities. Students from partner universities designed virtual field trips on ESD topics like climate change (mobility, housing, energy, economy, social disparities) (task 5). In the next phase, these virtual excursions were used in other courses or subjects at universities (task 6). Eighteen further VFTs were created by the university teachers involved in the project and their students. At the end of this work, an online exhibition (https://storymaps.arcgis.com/stories/8371d5ddec3a42389dd8f0af92c8e64d ) was created to promote and disseminate the VFTs created, which was an additional output not anticipated project. This analysis was disseminated to university teachers through various presentations at conferences and an article submitted in a scientific journal (see the dissemination plan). A book chapter has also been written and submitted for review. To achieve PR3, First, the functionality needs of the toolkit were defined (task 7), and then the participatory toolkit (https://v-global.eu/participatory-toolkit-a-guide-of-tools-and-methods-for-collective-creation-of-virtual-field-trips/ ) was developed (task 8). We identified the participatory tools that could be used to create a VFT and also to make blended learning more collaborative. The toolkit is based on the tools and practices used in PR2. The participatory toolkit was published on the project’s website, providing step-by-step instructions, demos, and proposed tools. These tools draw on a variety of different digital skills. on the project’s website, providing step-by-step instructions, demos, and proposed tools. These tools draw on a variety of different digital skills. To create the MOOC (PR4), we organized face-to-face teacher training sessions to test the modules and materials developed for the MOOC. We first designed the training format and materials (task 9), before testing them in a face-to-face training (task 10) and integrated them into the MOOC (task 11). The content of the modules has been translated and adapted into all the project languages : https://v-global.eu/mooc/All the project details is available one Moodle. It is accessible to members of the French National Erasmus agency in anonymous mode with the following code: https://moodle.eurogeography.eu/course/view.php?id=58User name : eacea-soc. (small letters) Password : Socrates02+<< Results >>The results were a set of clearly defined project results, divided into specific tasks. These outputs could be summarized as follows:PR1: Challenges and opportunities for a blended learning approach to ESD at the university levelWe conducted a systematic overview (state of the art) of blended learning and digital pedagogical practices and innovative educational actions relating to ESD in higher education. This overview was published in the European Journal of Geography (https://doi.org/10.48088/ejg.c.lei.14.2.001.014 ). PR2: Developing virtual field trips for global changeThe objective of this Project Result was to design 18 virtual field trips about global change. We have exceeded this by producing an online exhibition (https://storymaps.arcgis.com/stories/8371d5ddec3a42389dd8f0af92c8e64d ) of more than 30 high-quality VFTs .PR3: V-GLOBAL Participatory toolbox for blended-learning pilots’ supportThis Project Result 3 aimed to develop a free digital toolkit of participatory methods, tailored to the needs of teachers and students before, during, and after virtual and real field trips. This participatory toolkit (https://v-global.eu/results/participatory-toolkit/ ) supports different steps of the blended learning methodology and encourages the use of collaborative methods relating to Global Change.PR4: Training for university teachers in the use of virtual excursions from an ESD perspectiveTo ensure an even wider dissemination, we developed a MOOC for teachers to access training course after the end of the project. This is available in Greek, German, English, French and Spanish.The project was innovative, using new collaborative and partcipatory tools such Survey 123 and the new Story Map app introduced in 2020, While geography was at the centre of the project, it also incorporated a variety of other topics by adopting a transdisciplinary and holistic approach to its main theme of Global Change. This was explained through virtual field trips based on real field experiences and blended learning (Athens and Hamburg). Participants, regardless of their backgrounds, ages, or social challenges, were actively involved in different aspects of the project, including fieldwork, virtual fieldwork, participatory tools, and MOOCs. This diversity enriched the overall experience.This project complements other previous initiatives by the UNED team, which are aligned with their teaching methods using GIS tools, such as GI-Pedagogy and the annual UNED Innovative Teaching projects, which can be seen here: https://www.uned.es/universidad/inicio/unidad/IUED/innovacion/grupos-innovacion/grupo-54/proyectos.html