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Please complete the feedback form for the OEIC2024 Workshop facilitated by Dr Emma Rawlings Smith and Master Teacher Melanie Lum.

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Participants can download a copy of the workshop resources from this Google Drive: https://drive.google.com/drive/folders/1l9qTXJlO5MzyxpBiKEpe8kexTyqak8mU?usp=drive_link

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Participants will access the pre-readings resources via this Google Drive link: https://drive.google.com/drive/folders/1CjAHbeXPcgyVAWIzLOR2FpC11gCU0MIg?usp=sharing

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https://padlet.com/emmarawlingssmith/place-based-pedagogies-61li7a6ca5zgqtdx

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This tool is developed for people to get inspired. With playful research AI regenerates street view and aims to show what streets could also look like. Of course AI and the technique, i.e. using Google Streetview images has its limits and is improving moving forward.

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R4: [Robert Chambers] Sustainability Strategy - Conference Handout

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R4: [Robert Chambers] Sustainability Strategy - Conference Handout

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[Robert Chambers] Sustainability Strategy - Conference Handout.pdf

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Before ORTO

After ORTO

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There is a lot of construction going on around my school which is located near a park. We could get students to conduct liveability surveys with a range of residents (elderly, children, park users, young persons etc).

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We had a tie up with URA where the students assisted with interviewing park users about their knowledge/views of Long Island Project at East Coast and how climate change might impact Singapore.

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Get students to consider the changes to the local environment around the neighbourhood, and interview local neighbourhood residents.

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Bringing students to places in Singapore to understand more about sustainability efforts (by different stakeholders)

Fieldwork on community responses to climate change

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Start from your backyard / neighborhood i.e. places that are relatable OR area around the school.

Build narratives about a unique local context, weave a story that is worth analyzing through the lens of sustainability e.g. community gardens / forest

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Explore tension between liveability and sustainability

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Explore tension between liveability and sustainability

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Fieldwork to explore if the school could use solar power to supplement electricity sources - they were invested in possible benefits of diversifying our electricity source, but also in the sustainability of this measure.

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Understanding the concept of trade-offs and varied impacts on stakeholders

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Understanding the concept of trade-offs and varied impacts on stakeholders

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Using the school as the context, students carry out bite-sized fieldwork to collect data to answer the question "Should the school install solar panels?". Involves interviewing school community; observing possible areas for solar panels. Then making sense of the data to consider what trade-offs will be involved and who will benefit/lose most from having solar panels in the school.

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Invite students to cluster themselves in a large classroom based on where they live (e.g. those who live in the North to group together). Thereafter, each group would rank the liveability of their neighbourhood on a scale of 1-5, and share the reasons for their ranking. From this, we could understand how perspectives and liveability criteria may vary across people & places.