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... ready-to-use training system based on fl exibility and immediate usability is being developed for non-epi- demic emergencies and Animal Welfare issues will represent one of the most relevant issues ( Figure 8). Nowadays, all practical solutions should be adopted to enhance the spread of knowledge and sharing of ex- pertise, not only at a European level, but worldwide. ...
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... However, by avoiding fostering critical thinking, there is a missed opportunity to present to learners an integrated perspective that could enable them to apprehend scientific concepts while reasoning about animal ethics. In recent years, different pedagogical strategies have been proposed to deal with this encounter: debates and role-playing sessions [4], project-based learning and gamification [5], network learning [6]. Furthermore, multiple online resources based on technological platforms have also arisen, such as the computeraided learning (CAL) packages on the topics of the welfare of husbandry systems [7] and small-animal husbandry [8], and the interactive learning tool "Animal Ethics Dilemma" [9]. ...
... Hence, the web-Delphi type allows to include audio and visual stimuli, which meets the objectives of proving debate triggers and, ultimately, promoting learners' engagement. Finally, we cannot circumvent the fact that technology has become part of learners and educators alike daily life [6,[20][21][22] and has also been recognized as a "groundbreaking advancement in education" ( [18], p. 464). ...
... Traditional educational practices regarding farm animal welfare are centred on lecture-based classes with a top-bottom conception of knowledge (both theoretical and practical) transfer [4]. This platform responds to a previously identified need for a greater diversity in the pedagogical design and environment of teachings in animal welfare that could complete these traditional forms [6]. Amongst existing pedagogical alternatives, ANIPHI presents a proven advantage in the sense that it allows filling a gap in terms of (i) learners' integration, (ii) learning objectives and (iii) learning environment. ...
As a teaching subject, animal welfare is challenging for educators and learners, as was recently shown in a recent survey on the evolution of animal welfare teaching in Europe. Among several suggestions to overcome the current resistance to implementing animal welfare education, we highlight two. The first is that animal welfare education should be based on learner-centred approaches; the second is that it should encompass both animal welfare science and ethics and law. To the best of our knowledge, there are no learner-centred pedagogical approaches that can simultaneously explore scientific and ethical concepts. Furthermore, when exploring ethical concepts within the educational context, there is the additional challenge of being able to depart from discussion and debate to a systematic organization of knowledge. Our work simultaneously addresses these two challenges, presenting the design and implementation of a novel web-based learner-centred pedagogical platform for farm animal welfare teaching. The platform, named ANIPHI, uses the Delphi method’s iterative nature as a learning process to generate both reflection and (online) debate among learners. ANIPHI can be used by educators in an online environment, in a classroom environment, or in a combination of the two environments. ANIPHI was developed within the ERASMUS+ ANICARE project and is an open web-based platform for all educators interested in teaching farm animal welfare. Given ANIPHI’s flexible and user-friendly nature, the platform simultaneously exposes learners to ethical and scientific concepts in different educational realities, according to the educator’s objectives. Furthermore, videos depicting different husbandry practices across different types of animal production and countries are embedded in the platform. These videos are commented on by the farmer himself and by animal scientists, which enriches the learner’s experience. Educators across the ANICARE consortium have already successfully tested the ANIPHI platform for different farm animal welfare topics. We conclude this article by presenting one example of using ANIPHI in a real-life educational context, where we discuss some aspects of the design and use of our pedagogical platform.
... Therefore, the sustainability of an OER project may depend on whether it is developed in a content-centred community or an affinity space, which is built on trust, and it is suggested that it will be most successful when sited in an area of societal interest and with a value-based component (Algers & Lindström, 2010); food quality and animal welfare are such areas of concern. ...
This thesis studies learning at the boundary between university, society and other academic institutions in food science, food quality, and animal welfare. Two specific practices are explored, work-based learning (WBL) and the use of open educational resources (OER). The aim is both analytical – to understand WBL and the use of OER as boundary activities in these domains – and design oriented – to develop models and methods for working with and enhancing open learning practices. The studies are concerned with a local WBL practice, a global community using OER and quality assessment of OER. The participants are higher education researchers, teachers, students, and actors in industry. The main contribution of this thesis is that WBL supports boundary crossing activities between academia and industry and carry a learning potential. Furthermore, the use of OER supports boundary activities between academic institutions. Both these practices also challenge established structures and involve tensions that are subject of negotiations. In WBL student projects as boundary crossing activities must fulfil demands from both higher education and industry where individual student agency becomes important. In working with OER there is a tension between institutional quality concerns on one hand and participatory approaches and a sharing culture on the other. The studies also indicate that individual teacher agency is most vigorous when situated in small and subject specific communities using OER. Finally, the research indicates that open learning can be an instrument for higher education to be in dialogue with society and ultimately contribute to sustainable development and more democratic food systems.
