multicultural constructive community learning course for es
DESCRIPTION
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ERASMUS Intensive Program in Sustainable Technology Development:
Multicultural Constructive Community learning course for EESD, applying Backcasting
https://is.upc.edu/seminaris-i-jornades/seminaris/std-2014
Jordi Segalàs, Gemma [email protected]
Master in Sustainability Science and Technology International Seminar on Sustainable Technology Development (STD)
Framework
Sostenible-2015 Action Plan
PhD on Sustainability
Objectives
• To increase the understanding of a sustainable development in the long termand the role of technology embedded in systems
• To increase the capability to apply backasting
• To contribute to the development of scientific work competences of students
• To increase the capability of teachers to teach the approach of future envisioning, foresighting, forecasting and backasting
• To become an experts’ meeting point and create networking activities among different groups and institutions
Methodology Conceptual Approach: perspectives
envisaging
Methodology. Conceptual Approach: the backasting process
(Adopted from Leo Hansen, 2000, Netherlands)
TO FRAME:system boundaries stakeholders analysis needs analysis
considering stakeholders
decide steps backwards
add
ed v
alu
e
build-up
Structure. Learning Environment
Problem-Based learning approach
Applying Backasting to 2 case studies
Transdisciplinary
Intercultural
Intergenerational
International
Current sustainability relevant issues
Structure. Participating Universities
• UPC Barcelona Tech, (Master of Sustainability, Master of Environmental Engineering) Barcelona. Spain• Delft University of Technology, (Master of Industrial Ecology) Delft, The Netherlands• Chalmers University of Technology, (Master in Industrial Ecology for a Sustainable Society and Master in
Sustainable Chemical Processes) Goteborg. Sweden• Royal Institute of Technology, KTH, (Master in Sustainable Technologies) Goteborg, Sweden • Graz University of Technology, (Master in Sustainable Development) Graz, Austria• University of Maribor (Master in Food safety in the agrofood chain) Maribor, Slovenia• Parthenope University (Master in Environmental Science) Naples, Italy.• Purdue University (Master in Technology). Indiana. USA.• Dublin Institute of Technology (Master un Sustainability, Technology and Innovation) Dublin, Ireland• Arizona State University ASU (PhD in Sustainability), Arizona, USA• La Sapienza, Rome, Italy
Around 2 case studies, as a reference Developed/Developing region Global/Local aspects
Structure. Issues
In 2008, the issue was water sanitation and treatmentIn 2009, the issue was decoupling in food & beverage packaging In 2010, the issue was overfishing and marine
ecosystem degradationIn 2011, the issue was the mobility concept and global transportIn 2012, the issue was agroecology and the alimentary modelIn 2013, the issue was sustainable energy systems and community
participationIn 2014, the issue has been sustainable clothing
and slow fashion
Real & hot issue
Relevant questions raised as guidelines to work (students, professors, experts):
• What is sustainable clothing/fashion? What specific requirements make a clothing company ‘sustainable’?
• Why should we have sustainable clothes? • How is it possible to attain a cultural shift in consumption? What is the impact
of perceived obsolescence in the clothing culture?• What factors prevent the ethical clothing market from booming and
expanding? Why does it remain a niche in the clothing market?• Who are the key stakeholders involved? What is/should be their role in
creating a more sustainable garment industry?
2014 Issue: Sustainable Clothing
Structure. Issue example
1. Global case study (Spanish fashion in Morocco)
Analysis of the negative social and environmental impacts caused by the clothing industry in Morocco. Challenges/limitations of small ethical organisations to change this trend.
2. Local case study (Local booming sustainable clothing market)
Study of the attempts made by ethical and environmentally friendly small companies in
Spain, to attain a sustainable and stable market in the textile sector.
International, inter-university groups of 4 - 5 people
2014 Sustainable clothing- Case Studies
Structure. Case study example
2014 Schedule Overview
9/20 June
FUTURE ORIENTATION
STD Seminar
PARTICIPANTS will work in the virtually on two activities:
1. Work in local universities groups : Poster on Local Situation Analysis2. Work in international groups: Report on State of the art of Case Study INDIVIDUAL
EVALUATION
22/04
Working
Plan
deadline
06/05
Reference
Reports
deadline
20/05
POSTER
deadline
27/05
Final Report
on Study
Case
deadline
Work in interdisciplinary groups: REPORT
Work in local university groups: POSTER
mid
dle
Mar
ch (
18
/03
-6
we
eks
)
star
tin
g A
pri
l (0
8/0
4 -
6 w
ee
ks)
Structure. Planning example
• Dates: 11-18 June
• Team-building among students
– Students arrive on Friday 11th
– Social activities during the weekend
TASK
• Presenting posters (local groups)
• Sharing the groups analysis (international groups)
• Stakeholders interaction• Backcasting & Scenario
building• Solutions development &
discussions
Assessment. Participants nationality
Assessment. Contents
7
7,2
6,76
7,71
8,28
8,22
7,5
0 1 2 3 4 5 6 7 8 9
The plan of the seminar was clearly presented
The objectives of the seminar are clearly…
The information provided in the website was…
The workload was appropriated for 5 ECTS
My motivation in these issues has increased…
I think the seminar had been intellectually…
The seminar has fulfilled my expectations
Contents Issues
Assessment carried out by questionnaires, free and individual evaluations and group dynamics
7,37
6,39
6,94
7,06
7,17
7,34
7,89
8,78
0 1 2 3 4 5 6 7 8 9 10
Pre-work in national teams
Pre-work in international teams
Posters presentations
Lectures on sustainability
Visits
Case studies in working groups
Final presentations
Would you recommend this course to other…
Pedagogical Methodologies
Assessment. Methodologies
ERASMUS Intensive Program in Sustainable Technology Development
Jordi Segalàs, Gemma [email protected]
Thank you for your attention
D. G. de Educación y Cultura