Structured Data Facilitate Learning Design for Energetic Transition

Structured Data Facilitate Learning Design for Energetic Transition

Gilbert Ahamer
Copyright: © 2018 |Volume: 8 |Issue: 2 |Pages: 22
ISSN: 2155-5605|EISSN: 2155-5613|EISBN13: 9781522546108|DOI: 10.4018/IJTEM.2018070101
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MLA

Ahamer, Gilbert. "Structured Data Facilitate Learning Design for Energetic Transition." IJTEM vol.8, no.2 2018: pp.1-22. http://doi.org/10.4018/IJTEM.2018070101

APA

Ahamer, G. (2018). Structured Data Facilitate Learning Design for Energetic Transition. International Journal of Technology and Educational Marketing (IJTEM), 8(2), 1-22. http://doi.org/10.4018/IJTEM.2018070101

Chicago

Ahamer, Gilbert. "Structured Data Facilitate Learning Design for Energetic Transition," International Journal of Technology and Educational Marketing (IJTEM) 8, no.2: 1-22. http://doi.org/10.4018/IJTEM.2018070101

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Abstract

For the immense but necessary task of global climate protection, avenues for action should be designed to consider the intrinsically autopoietic and self-guided behaviour of global power politics. Thus, pragmatic approaches may provide solutions and educational strategies have to prepare global society. This article proposes a “design of social processes” as a lasting global educational strategy that may enhance the societal and institutional transition to a non-fossil future, as called for by the recent Paris climate conference. In a path-dependent world, self-adaptive learning is needed, given the wide distribution of learners' profiles – and their interests. Sound education is identified as the genesis of structures that lead to changes in action. Three principles for such a design of social processes are proposed: rhythmisation, multi-perspectivism, and underdeterminism, as found in game play.

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