SustainComp PR 2 WG Padlet by Ruge D.

dibtgl85jn — 2022-06-01 21:34:59 UTC

dibtgl85jn — 2022-06-02 07:04:37 UTC

1. Start with a broad discussion on relevant topics in a SustainComp curiculum. See figure 'Fields of knowledge'.

dibtgl85jn — 2022-06-02 12:58:44 UTC

2. Take a look at the figure for 'online SustainComp Curriculum' - discuss and suggestions for adding topics and notions.

Fields of knowledge in SustainComp project

dibtgl85jn — 2022-06-02 13:00:19 UTC

'SustainComp Curriculum online platform'

dibtgl85jn — 2022-06-02 13:02:03 UTC

1. Integrating USDGs into Health Education

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1 a) How each of the USDGs relate to Health Education.
1 b) How each of the USDGs can relate to other disciplines than health education and across disciplines within the Teacher Education curricula/program

We think it is important to differ between the different bachelor educations. For instance, a teacher student would need both the didactical, functional and semantic educational materials. A student from 'Public Health nutrition' would will have another perspective: Dissemination to promote behavioural change (action competence).

dibtgl85jn — 2022-06-02 13:24:22 UTC

There needs to be a holistic approach, so there will be an overarching 'topic' - which could be adjusted to the different contexts.

dibtgl85jn — 2022-06-02 13:25:35 UTC

Could pedagogy be more like an 'help-discipline' or a tool for accomplishing the acquired goals for behavioural change.

dibtgl85jn — 2022-06-02 13:27:24 UTC

Home Economics: food (zero waste kitchen, food waste...), consumer education (planning, buying, recycling...), textile (planning, buying...), environment (light polution, water, air...) ; Didactics: blanded learning, school garden (outdoor learning); creating didactical materials, competition, exhibitions...; pedagogical research; reading clubs, news and discussion on the website (students are editors)

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2. Graduates' sustainable competences

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Cross-disciplinary and intercultural/global competences all bachelor students should be equipped with regardless of their discipline.
Note: intercultural competences are based on the 21st century skills.

We would like to 'keep it simple' - maybe an overarching topic could be: Reduce waste, reduce energy and water- consumption, reduce inequality, Cultural encounters and diversity,

dibtgl85jn — 2022-06-02 13:28:32 UTC

All this topic must be interdisciplinary with aim to change behaviour in the way of sustainability

2022-06-02 13:31:17 UTC

From the application: "During the process, lecturers and researchers from the partnership HEIs will collaborate in an approach that will support and encourage students to become true factors of change with regard to 1)saving resources, 2) reducing energy use and waste, 3) compensating carbon footprint emissions, and 4) opting for healthy and sustainable food and mobility choices"

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Systems-thinking: examples: What is the problem with our plastic waste from a systems perspective ?

dibtgl85jn — 2022-06-02 13:33:01 UTC

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dibtgl85jn — 2022-06-02 14:06:21 UTC

dibtgl85jn — 2022-06-03 04:18:18 UTC

Mind-map ?

dibtgl85jn — 2022-06-03 04:18:34 UTC

Flow-Chart

dibtgl85jn — 2022-06-03 04:36:05 UTC

What is the problem with food waste from a systems perspective?

dibtgl85jn — 2022-06-03 04:40:24 UTC

need to get more knowledge
need to make an inquiry - Why ?, What? How?

Why do we use more energy than we need? What are the barriers for schoolfood from a systems perspective?

dibtgl85jn — 2022-06-03 04:42:40 UTC

dibtgl85jn — 2022-06-03 04:54:32 UTC

Trajectories of the Earth System in the Anthropocene

dibtgl85jn — 2022-06-03 04:58:03 UTC

Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ?

dibtgl85jn — 2022-06-03 08:14:02 UTC

Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ?

dibtgl85jn — 2022-06-03 08:14:22 UTC

Friday 3rd June: Our preferred topic & contribution to the online curriculum platform ?

dibtgl85jn — 2022-06-03 08:14:38 UTC

Example of syllabus for ESD course at UCL

dibtgl85jn — 2022-06-03 08:40:33 UTC

Example from UL

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Talk about division of work: UiA har 70 dage og øvrige partnere har 60 dage. Cecilie og Margrethe har det meste af tiden. Nina og Frøydis følger projektet tæt.

dibtgl85jn — 2022-06-03 09:22:35 UTC

Heather (PM) vil følge PR2 tæt.
I forhold til proces: PR1 & PR2 vil overlappe i nogle uger. Vi har været i tidspres.
Vi har brug for visualisering af, hvornår ting skal være klar - og til hvem ?
Heather ser i GANTT og kommer med forslag. Specielt i forhold til Uge 44. Evt. via flowchart.

In relation to topics:
- We can have a joint template:

Aim & Learning goals
Teaching methods
Content
Other

(Modul 1)Saving resources and mobility choices )
(Modul 2) Reducing energy use and plastic waste )

Modul A) UCL (2,5 ECTS):
In which ways do societal systems impact biological cycles and climate change ?
How can we stabilize biological Earth Systems via societal initiatives that can promote sustainable intercultural collaboration (e.g. 21st Century competences & UNSDG's & COIL & PROJECT-ORIENTED approaches) ?
Anja: Natural science
Thujetha & Solveig: Intercultural Competences, Citizenship. This topic is closely connected to MUNI Module on 'Internationalization'. We need to investigate this further.

Notes on THEME: Reduction of carbon footprint emissions.
- what are the problems ?
- which dilemmas?
- which crisis (Plural) ? Human activity threatens 'planetary boundaries'. Which actions do we need to initiate and when?

Modul B) UiA (2,5 ECTS): How can sustainable diets support sustainable development? Opting for healthy and sustainable food systems

Modul C) MUNI (2,5 ECTS): Health Education and internationalisation.

Modul D) UL (2,5 ECTS): Consumer Education (Home Economics, textile.)

Modul E) A holistic 'systems thinking approches' (Other)

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What is focus group? Teacher students?

Topics (Modules?): Home Economics (Nutrition, Textile, Consumer Science)

Collecting different didactical material (functional, semantical, didactical, other)

Creating different didactical materials for topics

Guideliness to use educational materials

MUNI contributions to the online curriculum platform

2022-06-03 09:56:50 UTC

1. Topics interconnecting USDGs with the disicpline of Health Education
Example Goal 3 (Good Health and Well-being) approached from the perspective of AIDS/HIV prevention, diseases, vaccination, chronic diseases, risk behavior prevention with adoloscents, personal safety, substance abuse, as taught in the Health Education. In this curriculum design will we implement the idea of the Czech strategic document "Health 2030". Our aim is also to reflect and show to what extent and how the Czech strategy "Health 2030" interprets the UN strategy "Agenda 2030".
2. Topics educating about USDGs across disciplines (cross-disiciplinary approach). Example Goal 3 (Good health and well-being): spread of infectious diseases in relation to the climate change and immigration in the course of Geography; mathematics models for calculating the spread of diseases with and without vaccination in the course of Mathematics.
3. Internationalization of curriculum: know-how of creating international learning outcomes/goals.
4. Internationalization of teaching methods: cultural sensitive teaching engaging diversity of students, both in the classroom and in online environment, how to use COIL methods, including dealing with the challenges.

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Guideline on how to internationalize curriculum

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Hellcatsssss — 2026-05-12 19:20:55 UTC

Hellcatsssss — 2026-05-12 19:21:14 UTC

yooo