Learning Enhancement and Development
  1. About
  2. Events
  3. Learning spaces
  4. Qualifications & accreditation
  5. Learning & teaching
  6. Learning Success
  7. Counselling & mental health
  8. Contact us
  1. Learning at City Conference 2017
  2. Conference Sessions
Learning Enhancement and Development

Session 2E - Paper 2

Innovative Food Systems Teaching and Learning: Overcoming disciplinary and teaching silos to fix the food system

Session Slides

Dr Raquel Ajates-Gonzalez - School of Arts and Social Sciences, City, University of London
Rebecca Wells - School of Arts and Social Sciences, City, University of London

IFSTAL is a technology enhanced learning programme bringing together PG students from across 7 HE institutions to learn about the food system beyond their own disciplines.

While inter-university and interdisciplinary research projects are very common in Higher Education (HE), inter-university and interdisciplinary teaching programmes are still very rare. This paper reflects on the first year of the Innovative Food Systems Teaching and Learning (IFSTAL) programme. IFSTAL is a three-year project funded by the Higher Education Funding Council for England (HEFCE) with the aim of bringing together postgraduate students from very different programmes to learn about food and farming beyond their own disciplines. IFSTAL creates learning environments and activities that encourage students to think systemically about the transdisciplinary challenges facing the food system. IFSTAL combines both face to face events and an inter-university virtual learning environment (VLE) that was created from scratch for this project. At the end of its first year, a survey was carried out to evaluate the programme and inform the structure for year two (Y2). Survey data revealed students preferred interacting at face to face events over the shared VLE. The programme for Y2 was re-designed to incorporate more flipped classroom features with an andragogy-based approach.

The session will start with a 20min presentation that will include: 1) an introduction to IFSTAL and 2) an overview the different technologies used as part of this inter-university programme to bring together PG students based in different cities and institutions.

The presentation will be followed by a 10min Q&A session.

Attendees will benefit from gaining an insight into this unique project that combines elements of education technology, multidisciplinarity, engagement strategies and flipped classroom approaches.

References:

Ajates Gonzalez, R. & Wells, R. (2016). Tackling Food Topics. BSA Network Magazine, March, 35-36.

Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12(2012): 1-14.

Cooner, T. S. (2011). Learning to create enquiry­based blended learning designs: Resources to develop interdisciplinary education. Social Work Education, 30(3), 312­330.

Deng, L. and Tavares, N. J. (2013). From Moodle to Facebook: Exploring students' motivation and experiences in online communities. Computers & Education, 68:167-176.

Francis, C., T. A., Breland, E. et al. (2013). Phenomenon-based learning in agroecology: A prerequisite for transdisciplinarity and responsible action. Agroecology and Sustainable Food Systems (37):60–75.;

Hilimire, K., Gillon, S., McLaughlin, B. et al. (2014). Food for Thought: Developing Curricula for Sustainable Food Systems Education Programs. Agroecology and Sustainable Food Systems, 38:6, 722-743

IFSTAL (2016). IFSTAL Survey. Survey Monkey. Unpublished results.

Ison, R. (1990). Teaching threatens sustainable agriculture. Gatekeeper Series, No. 21

Kapp, K., Blair, L. & Mesch, R. (2014). The Gamification of learning and Instruction Fieldbook: Ideas to Practice. San Francisco: Wiley.

Kilgore, D. W. (1999) Understanding learning in social movements: A theory of collective learning. International Journal of Lifelong Education (18)191-202.

Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

Lattuca, L. R. (2001). Creating interdisciplinarity: Interdisciplinary research and teaching among college and university faculty. Vanderbilt University Press, Nashville, TN.

Siemens, G. (2004). Connectivism: a learning theory for a digital age. Available at: http://www.elearnspace.org/Articles/connectivism.htm [Last accessed 8.3.16].

Vygotsky, L. S. (1978) Interaction between learning and development. In Cole, M. et al., (Eds.), Mind in society: The development of higher psychological processes, 79:91. Cambridge, MA: Harvard University Press.

Find us

City, University of London

Northampton Square

London EC1V 0HB

United Kingdom

Back to top

City, University of London is an independent member institution of the University of London. Established by Royal Charter in 1836, the University of London consists of 18 independent member institutions with outstanding global reputations and several prestigious central academic bodies and activities.