Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service
The current climate service creation practice misses clear provider–user collaborations, and this presents a challenge for the educational design of capacity-building programs. This study analyses the formation of educational principles in six training courses aimed at tailored climate services. The...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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IWA Publishing
2022-05-01
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| Series: | Water Policy |
| Subjects: | |
| Online Access: | http://wp.iwaponline.com/content/24/5/763 |
| _version_ | 1811313770103832576 |
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| author | Maria del Pozo Judith Gulikers Erik van Slobbe Perry den Brok Fulco Ludwig |
| author_facet | Maria del Pozo Judith Gulikers Erik van Slobbe Perry den Brok Fulco Ludwig |
| author_sort | Maria del Pozo |
| collection | DOAJ |
| description | The current climate service creation practice misses clear provider–user collaborations, and this presents a challenge for the educational design of capacity-building programs. This study analyses the formation of educational principles in six training courses aimed at tailored climate services. The design principles are analyzed using the constructive alignment and three curriculum perspectives as analytical frameworks. Three main issues were identified: overambitious one-size-fits-all learning goals; the role of a case study in overcoming the lack of knowledge and skills; and ambiguity in assessments. These issues guided the implementation for improvements in the courses and need to be addressed in creation processes for user-tailored climate services in general by the wide community of climate service providers and users. Our findings reflect the tendency to insufficiently involve users in the creation of climate services and in capacity building more specifically. Although we use examples in the water sector and link them to collaborative processes in water governance, our findings potentially have implications for other sectors where collaboration between users and providers is needed as well. It also highlights not only the usefulness of educational and pedagogical disciplines as a pillar of capacity building but also their active inclusion in the design and implementation of climate services. HIGHLIGHTS
Understanding the nature of tailored climate services is the first step into introducing its characteristics into design principles for capacity building.;
Including collaborative and transdisciplinary processes in capacity building programs potentially supports development of tailored climate services.;
Producers and users are very heterogeneous, and there is a need to further understand them in order to develop a tailored capacity building.; |
| first_indexed | 2024-04-13T10:59:31Z |
| format | Article |
| id | doaj.art-074b3b59daba41fb95059a88b54ef005 |
| institution | Directory Open Access Journal |
| issn | 1366-7017 1996-9759 |
| language | English |
| last_indexed | 2024-04-13T10:59:31Z |
| publishDate | 2022-05-01 |
| publisher | IWA Publishing |
| record_format | Article |
| series | Water Policy |
| spelling | doaj.art-074b3b59daba41fb95059a88b54ef0052022-12-22T02:49:26ZengIWA PublishingWater Policy1366-70171996-97592022-05-0124576377710.2166/wp.2022.235235Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change ServiceMaria del Pozo0Judith Gulikers1Erik van Slobbe2Perry den Brok3Fulco Ludwig4 Wageningen Environmental Research, Wageningen University and Research, Wageningen, Netherlands Social Sciences Group, Wageningen University and Research, Wageningen, Netherlands Wageningen Environmental Research, Wageningen University and Research, Wageningen, Netherlands Social Sciences Group, Wageningen University and Research, Wageningen, Netherlands Wageningen Environmental Research, Wageningen University and Research, Wageningen, Netherlands The current climate service creation practice misses clear provider–user collaborations, and this presents a challenge for the educational design of capacity-building programs. This study analyses the formation of educational principles in six training courses aimed at tailored climate services. The design principles are analyzed using the constructive alignment and three curriculum perspectives as analytical frameworks. Three main issues were identified: overambitious one-size-fits-all learning goals; the role of a case study in overcoming the lack of knowledge and skills; and ambiguity in assessments. These issues guided the implementation for improvements in the courses and need to be addressed in creation processes for user-tailored climate services in general by the wide community of climate service providers and users. Our findings reflect the tendency to insufficiently involve users in the creation of climate services and in capacity building more specifically. Although we use examples in the water sector and link them to collaborative processes in water governance, our findings potentially have implications for other sectors where collaboration between users and providers is needed as well. It also highlights not only the usefulness of educational and pedagogical disciplines as a pillar of capacity building but also their active inclusion in the design and implementation of climate services. HIGHLIGHTS Understanding the nature of tailored climate services is the first step into introducing its characteristics into design principles for capacity building.; Including collaborative and transdisciplinary processes in capacity building programs potentially supports development of tailored climate services.; Producers and users are very heterogeneous, and there is a need to further understand them in order to develop a tailored capacity building.;http://wp.iwaponline.com/content/24/5/763capacity buildingclimate serviceseducational designtailored climate services |
| spellingShingle | Maria del Pozo Judith Gulikers Erik van Slobbe Perry den Brok Fulco Ludwig Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service Water Policy capacity building climate services educational design tailored climate services |
| title | Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service |
| title_full | Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service |
| title_fullStr | Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service |
| title_full_unstemmed | Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service |
| title_short | Assessing design principles for climate services training courses: educational design principles assessment of six C3S Blended Training courses within the Copernicus Climate Change Service |
| title_sort | assessing design principles for climate services training courses educational design principles assessment of six c3s blended training courses within the copernicus climate change service |
| topic | capacity building climate services educational design tailored climate services |
| url | http://wp.iwaponline.com/content/24/5/763 |
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