Cover -- Table of Contents -- Editorial -- I. Principles, concepts and competences -- An experience in developing and implementing blended learning for sustainability (Anne Sibbel) -- Abstract -- Introduction -- Managing knowledge for sustainability -- Pedagogical frameworks -- Online learning technologies -- The curriculum development project -- The project context -- The course -- Assessing learning outcomes -- Assessment Tasks -- Outcomes -- Conclusions -- References -- E-learning for sustainable development: linking virtual mobility and transboundary competence development (Joop de Kraker, Ron Cörvers and Angelique Lansu) -- Abstract -- Introduction -- Competences for sustainable development -- Specifying key competences -- The need for transboundary competence -- The concept of transboundary competence -- Competence development: linking transboundary competence and virtual mobility -- Principles of competence-based learning -- Learning environments fostering transboundary competence development -- Virtual mobility -- Two examples: EVS and LECH-e -- EVS -- LECH-e -- Discussion -- Outlook -- References -- Training and Employability, Competences from an e-learning undergraduate programme in Environmental Sciences (Ana Paula Martinho, Sandra Caeiro, Fernando Caetano, Ulisses M Azeiteiro and Paula Bacelar-Nicolau) -- Abstract -- Introduction -- Case study: Undergraduate programme in Environmental Sciences -- Methodology -- Results and Discussion -- Conclusions -- References -- Transforming academic knowledge and the concept of Lived Experience: Intervention Competence in an international e-learning programme (Francisca Pérez Salgado, Gordon Wilson and Marcel van der Klink) -- Abstract -- Introduction -- Sustainable development as a process of social learning and action -- Sustainable Development and the concept of Lived Experience.

A diversity of perspectives, strengthened by e-learning -- The explanatory power of Lived Experience in education for sustainable development -- Competence-based education in an e-learning context -- Intervention Competence for Sustainable Development -- Conclusions -- References -- II. New ICT tools, materials and teachers skills -- Letʼs Play! Using simulation games as a sustainable way to enhance students' motivation and collaboration in Open and Distance Learning (Daniel Otto) -- Abstract -- Introduction -- Structure of the course -- Evaluation -- Awareness-raising for REDD and climate change -- Role play as an active and realistic approach to negotiations -- Remove isolation encourage collaboration -- Virtually crossing borders with maximum flexibility -- Expenditure of time -- Technical problems -- Simulation games in ODL - a theoretical and practical conclusion -- Acknowledgements -- References -- Developing E-Learning Materials for Teaching Industrial Ecology and Environmental Sustainability (Anthony Halog and Gary Dishman) -- Abstract -- Introduction -- The Need for Effective Sustainability Education -- Understanding E-Learning Concepts -- Open Learning Environments -- Flipped Learning -- Massive Open Online Courses (MOOCS) -- Background to the Project -- Blackboard -- Objectives -- Benefits -- Developing an approach to address sustainability learning and advocacy -- Core Learning -- Knowledge Development and Reinforcement -- Assessment and Engagement -- Advocacy and Real-World Application -- Applying the Model -- Assessment and Engagement -- Advocacy and Real-World Application -- Outcomes -- One Stop Blackboard -- Diverse video materials to support flipped learning/self-directed learning -- Self-assessment -- Student Engagement -- Diverse LCA Resources -- Promoting Sustainability -- Discussion and Conclusions.

Further Discussion: Refining the e-learning Advocacy Model -- Acknowledgments -- References -- Greening Higher Education qualification programmes with online learning (Sally Caird, Andy Lane and Ed Swithenby) -- Abstract -- Introduction -- Background to developing the SusTEACH Modelling Tool -- Application of the SusTEACH Modelling Tool to the BSc qualification programme -- Modelling face-to-face teaching -- Modelling provision of printed educational materials -- Modelling ICT-enhanced and Online teaching, learning and assessment -- Using the Qualification Programme Teaching Models panel -- Conclusions -- Acknowledgements -- References -- European Virtual Seminar on Sustainable Development: international, multi-disciplinary learning in an online social network (Joop de Kraker and Ron Cörvers) -- Abstract -- Introduction -- EVS: organisational model and educational format -- EVS organisational model -- EVS educational format -- A social networking platform for EVS -- Background -- Design and implementation -- Evaluation: methods and results -- Student perceptions and experiences of EVS-Elgg -- Actual use of EVS-Elgg tools -- Effect of EVS-Elgg on team performance -- Tool use and team performance in EVS-Elgg -- Conclusions and discussion -- Summary of findings -- Conclusions -- Discussion -- Outlook -- Acknowledgements -- References -- Electronic logistics for a sustainable distance education: the new UNED on-site virtualization of evaluation procedure documents (Ma Carmen Ortega-Navas, Rocío Muñoz-Mansilla, Fernando Latorre and Rosa María Martín-Aranda) -- Abstract -- Introduction -- Information and Communication Technologies (ICT) at UNED University -- Evolution during the time and need for a more sustainable and ecnomic approach -- New protocol for evaluation procedures: virtual Attaché system -- Feature -- Implementation -- Procedure.

prior to the exam session -- Access to and location at the exam venue -- During the exam session -- Virtual Attaché Return -- After the exam -- Conclusions -- Ackowledgements -- References -- Leveraging E-learning to Prepare Future Educators to Teach Sustainability Topics (Leanna Archambault and Annie Warren) -- Abstract -- Introduction -- Related Literature -- Hybrid Education -- Sustainability Science for Teachers -- Online Content -- Face-to-Face Content -- Method -- Participants -- Data Analysis -- Results -- Discussion -- Conclusion -- References -- The use of information and communication technologies by secondary school teachers for developing a more sustainable pedagogy in Latvia (Dzintra Iliško and Svetlana Ignatjeva) -- Abstract -- Introduction -- Towards a more sustainable pedagogy -- Methodology of the study -- The sample -- Results of the study -- Efficiency of use of ICT in learning: data analyses via bi-polar semantic differential -- Data gained during focus group interviews -- Optimistic rhetoric -- Teachers' attitudes and beliefs -- ICT for facilitating deeper and more motivated learning -- Supportive culture at school -- Pessimistic rhetoric -- Availability, access, and location of technologies -- Age factor -- Technophobia -- Time constraints -- Conclusions -- Suggestions for teacher trainers for training teachers to use ICT -- References -- Appendix 1: The use of ICT technologies in secondary schools -- Appendix 2: The purpose of the use of ICT technologies in the secondary school -- Appendix 3: Focus group interview questions -- III. A Continental Perspective for best practices -- A critical narrative of e-learning spaces for sustainable development in the Global South (Rudi W. Pretorius) -- Abstract -- Introduction -- Education for sustainability in the Global South -- The potential of e-learning, including some challenges.

Aim of chapter and methodology -- Unisa: Institutional context and e-learning -- National level -- Institutional level -- Departmental level -- Personal level -- First narrative: Undergraduate module - Geography of tourism -- Essentials of the learning experience -- More about the students -- Approach to e-learning -- Lecturerʼs experience -- Perceptions of studentʼs experience -- Concluding remarks on this narrative -- Second narrative: Postgraduate module - The geography of people-resource interaction in the Global South -- Essentials of the learning experience -- More about the students -- Approach to e-learning -- Lecturerʼs experience -- Perception of studentʼs experience -- Concluding remarks on this narrative -- Implications in terms of e-learning for sustainable development -- First narrative: Gradual implementation -- Second narrative: Abrupt change-over -- In conclusion -- References -- Cotonou 2012 and Beyond - An Assessment of E-learning for Sustainability in sub-Sahara Africa (J. Manyitabot Takang and Christine N. Bukania) -- Abstract -- Introduction -- Education for Sustainable Development (ESD) -- E-learning and ESD -- E-learning Programs in Africa -- Open education resources (OER) -- Massive Open Online Courses (MOOCs) -- Some Examples -- The African Virtual University (AVU) -- The Kwame Nkrumah University of Technology (KNUST) -- African Ministerial Council on the Environment (AMCEN) -- An Assessment of e-learning for Sustainability in Africa -- Accessibility -- Affordability -- Acceptability -- Adaptability -- M-Learning - An Emerging Trend across Africa -- Conclusion - A post-Cotonou Era? -- References -- Sustainability in an educational institution: analysing the transition to paperless e-processes, an Indian case (Prakash Rao, Yogesh Patil, Manisha Ketkar, Viraja Bhat and Shilpa Kulkarni) -- Abstract -- Introduction.

Higher Level education in India.