Ab0401 CO Australia Seminar 02 Group 08

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E-Learning Task for AB0401 (CO2 Australia)

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  • A rich set of options, though hoped to see the impact of each element of your proposed plan on our carbon footprint. The proposed shift from classroom to online learning may be viable, but its risks demand careful thought and mitigation, such as potential impact on our international accreditation and on the market for our graduates (employers not on your stakeholder list). Current online education often seems like a video of a lecture, accompanied by an assignment (Coursera, etc). If we envision a future in which multidisciplinary teams collaborate across the Internet to solve complex problems, we’ll have to prepare our students by building learning environments that simulate this context.
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Ab0401 CO Australia Seminar 02 Group 08

  1. 1. AB0401 Sustainable Enterprise Seminar 02 Group 08 Jane Chieng Michelle Lee Norman Lee Samantha Tan Shirley Tan 1
  2. 2. 2 Outline  The Need to Measure our Carbon Footprint  Computation of NTU‟s Carbon Footprint  Carbon Reductions with Online Learning Format  Offset of Carbon Footprint via Carbon Credits  Other Viable Alternatives
  3. 3. 3 Carbon Emissions & Climate Change Global Warming Rising Sea Level Extreme Weather Events
  4. 4. 4 The Need to Measure our Carbon Footprint       Measure impacts of NTU‟s actions on the environment Facilitates tracking of NTU‟s progress in reaching emission targets Accrue cost savings through improving energy efficiency Differentiate NTU as a reputable Green University Financial benefits gained by reductions in carbon, energy and material usage Being part of a Global Effort to slow down climate change
  5. 5. 5 Analysis of NTU*  Identification of carbon emission sources* Scope 1: Direct Emissions Refrigerant and Other Chemicals: Includes estimated annual leakage of chemical refrigerants and air-conditioning units. Direct Transportation Sources: Includes combustion of fuel in shuttle services in NTU. Scope 2: Imported Emissions Purchased Electricity: Includes emissions caused by generating the electricity purchased by NTU and NTU has no direct control over how the energy is produced. Purchased Water: Includes emission due to the consumption of water purchased by NTU. *Information gathered from various sources (Eg. Sprangers, Clean Air-Cool Planet,etc) and relevant carbon emission sources are identified in the context of a Singapore University.
  6. 6. 6 Analysis of NTU*  Identification of carbon emission sources* Scope 3: Indirect Emissions Student Commuting: Includes emissions from the estimated daily commute via Public Bus, Cars, Motorcycles and Trains. Employee Commuting: Includes emissions from the estimated daily commute via Public Bus, Cars, Motorcycles and Trains. Paper Consumption: Includes emissions generated during disposal of papers Waste Disposal: Includes emissions generated from incinerated waste. *Information gathered from various sources (Eg. Sprangers, Clean Air-Cool Planet, etc) and relevant carbon emission sources are identified in the context of a Singapore University.
  7. 7. 7 Analysis of NTU  Calculation of Carbon Emissions: Total CO2 emission of NTU = Emission Factors X Activity Data for all the (sub)categories  Sum of these multiplications will give us the total CO2 emission of NTU  Degree of uncertainty of calculations can be assessed by doing a sensitivity analysis
  8. 8. 8 Analysis of NTU Scope 1 Amount of CO2 in kilograms (kg) Direct Transportation Sources 112,320 Refrigerant and other chemicals Scope 2 5,400 Amount of CO2 in kilograms (kg) Purchased Electricity 70,520,000 Purchased Water Scope 3 Commuting by Public Bus Commuting by Car Commuting by Motorcycle Commuting by Train Waste Disposal Paper Consumption 345,299 Amount of CO2 in kilograms (kg) Students Employees 2,509,028 290,901 869,516 2,268,302 510,859 5,330,728 841,142 7,254,850 20,000,000
  9. 9. 9 Evaluation of Carbon Footprint Proportion of Carbon Footprint Purchased Water 0% Paper Consumption 18% Student and Employee Commuting 18% Direct Transport Refrigerants 0% 0% Purchased Electricity 64%  A large portion of our NTU‟s carbon footprint revolves around:  Purchased Electricity (64%)  Paper Consumption (18%)  Student & Employee Commuting (18%)  Minimal Purchased Water, Direct Transport and Refrigerants
  10. 10. 10 Bloom’s Revised Taxonomy Model  Creating 5 initiatives are proposed to reduce the carbon emissions of NTU  Remember o Initiatives proposed are targeted at the major components that contribute to carbon emission analyzed previously o
  11. 11. 11 Initiative 1: Understanding and Applying- Transferring Learning Online    Substituting traditional physical lessons with online learning platforms (E-Learning) Work with Carbon Footprint Ltd; Utilise its software Recommended Process:  Upload lectures online for students to access and view  E-Tutorials can be created for students to complete, assessed and reviewed on the online platform  Create Discussion Forums to allow students to publish queries for tutors to answer
  12. 12. 12 Initiative 1: Possible Carbon Emission  E-learning Scope 2 Purchased Electricity  Total Amount of CO2 in kilograms (kg) 7,762,443 Carbon Emissions Physical Lesson in NTU E-learning 103,095,902 kg of CO2 7,762,443 kg of CO2 Reduce by More Than 10 times!
  13. 13. 13 Initiative 1: Analysis Advantages Disadvantages • Saves time, cost and carbon compared with classroom based learning • Lack of physical presence – No face-to-face interactions among students and professors which facilitates learning • Simplicity – Accessed through internet/intranet • Engaging - uses a mix of theory/question/quiz styles to keep learners engaged • Multi Media - include voiceover, videos or animations • Fully customisable - tailored content, style and media type to fit students‟ needs • System downtime – wastes time and disrupts learning • Difficult to stimulate hands-on or laboratory practices compared to physical classrooms
  14. 14. 14 Initiative 1: Evaluation Stakeholders Effects on Stakeholders Students • Saves time and costs on commuting to school • Facilitate learning process at a comfortable pace Employees (Professors/ Researchers) • Able to conduct classes more flexibly • Utilize more online resources during classes • Breakaway from Traditional-Styled Teaching Environment • Reduces carbon emissions from the reductions in travelling • Softcopy tutorials reduces dependence on paper usage NTU • Better public image/ reputation of NTU
  15. 15. 15 Initiative 2: Understanding and ApplyingPurchasing Carbon Offset Credits    Purchase of Carbon offset Credits from providers such as CO2 Group. Relatively easy to implement but may be financially costly to NTU. Estimated Costs(Based on our calculations):  Price of carbon credit (per tonne of CO2) in CO2 Australia* = AU$14.50  SGD $17.255 (approximate)  Price paid purchase equivalent amount of carbon offset credits = $17.255/1000 x 103,095,902.85 = S$1,778,910.804 *Information gathered from http://www.co2australia.com.au/services/environmental-carbon-credits/carbon-banc/.
  16. 16. 16 Initiative 2: Analysis Advantages Disadvantages Advantages • Carbon footprint can be reduced Carbon footprint can be • Improves public image/ reduced reputation public image/ Improved reputation • Places a financial cost on Places a financial cost on carbon emission  more carbon emission  more incentive to lower carbon incentive to lower carbon emission in the long run emission in the long run Disadvantages • Wrong Message- With money, one physical presence – do Lack ofcan purchase right toNo harm on environment face-to-face interactions among sense of and professors • False students being Green which facilitates learning offsets carbon credits are just and downtime – wastes Systemdoes not reduce impacts on the disrupts learning time and environment • Alternatively, no impetus to Difficult to stimulate hands-on or reduce carbon emissions since laboratory practices the amount paid to compared to physical purchase credits is classrooms less than the revenue generated at the particular level of activity
  17. 17. 17 Initiative 2: Evaluation Stakeholders Effects on Stakeholders Students • Increased Awareness of NTU‟s Carbon Emission  Stakeholders Involved: Employees • Able to contribute by working on alternative  Students (Professors/ methods that are more affordable then  Employees (Professors/ Researchers) Researchers) purchasing carbon credits  Environment Environment • Promotes cleaner environment in the long-run NTU  Public Better public image/ reputation of NTU • • Increased Financial Cost to purchase credits
  18. 18. 18 Initiative 3: Understanding and ApplyingGreen Building Designs  At Present: School of Art, Design & Media (ADM) is built as a green building; saving 120,000 kwh/yr & 1,170m3/yr.  Recommendations:  Continuous investment in Green Architecture  Convert current buildings to Green Buildings  Cut down on usage of energy for lighting and airconditioning, and water usage *Information gathered from “2013 ISCN-GULF Charter Report - NTU”
  19. 19. 19 Initiative 4: Understanding and Applying- Greener Transportation  Promote Green Transportation on Campus  Recommendations:  Implement free bicycle rental scheme  Tie up with local vendors such as Smovers to cater the service of electric car hiring
  20. 20. 20 Initiative 3 & 4: Analysis and Evaluation Stakeholders Students Employees (Professors/ Researchers) Environment NTU Effects on Stakeholders • Appreciate actions taken by the university to reduce carbon footprint • Cultivate a positive mentality to reduce energy usage for the school and environment • Translate good habits to their own home usage • Benefit from healthier lifestyle though cycling • Reduction of energy usage and carbon emissions in the long run • Better public image/ reputation of NTU • Increased Financial Cost to construct Green Buildings, implement bicycle schemes • Accrued financial savings in the long run
  21. 21. 21 Initiative 5: Understanding and ApplyingCampus-Wide Awareness Events  Promote the 3Rs: Reduce, Reuse and Recycle  Recommendations:  Initiate „Green Events‟ on a regular basis (twice monthly) targeted at the entire school population  Events include: Recycling of old notes/books, Reusing of water bottles, Reducing energy usage  Implement friendly inter or intra university competitions targeted at the 3Rs  Eg. The Biggest „Recycler‟
  22. 22. 22 Initiative 5: Analysis and Evaluation Stakeholders Students Employees (Professors/ Researchers) Environment NTU Effects on Stakeholders • Understand that reducing carbon emissions and energy usage comes from an individual behavioral lifestyle • Cultivate a positive mentality to reduce energy usage for the school and environment • Having fun while doing their part for the environment • Reduction of energy usage and carbon emissions in the long run • Better public image/ reputation of NTU • Training sustainable leaders for tomorrow
  23. 23. 23 Conclusion  No single initiative will reduce carbon emissions effectively. It requires the con-current implementation of both infrastructural and lifestyle changes to bring about the greatest reduction in NTU‟s Carbon Footprint.  Changing the behavioral habits of individuals in NTU will provide a platform for long term lifestyle changes in the students.  With concerted efforts from all stakeholders involved to achieve lower carbon emissions, it will mark the essential first step for the long term sustainability of NTU as a sustainable enterprise.
  24. 24. 24 Executive Summary It is essential to track NTU‟s carbon footprint and assess it‟s actions on the environment as part of a responsible institutional effort. Based on our calculation, NTU released an estimated of 110,858,243 kg of equivalent Carbon Dioxide (Co2) with the bulk of emission revolving sources such as Purchased Electricity (64%), Employee/Student commuting (18%) and paper consumption (18%). By identifying the main sources of emissions, we planned several initiatives targeted at reducing the university‟s Carbon Footprint. These initiatives include: Online-Learning Platforms, Purchasing Carbon offset Credits, Green Building Design, Eco-Friendly Transport and holding Campus-wide Awareness Events. By analyzing and evaluating against the effects on the stakeholders involved, we found that the initiatives will help in reducing Carbon Footprint. However, there are several barriers to implementation such as additional financial costs incurred and the potential problems faced while moving to an E-Learning Platform. In the long-term, the university will benefit from cost savings in energy efficiency and be accountable to the environment. In conclusion, the initiatives proposed work collaboratively and green efforts start from an individual basis. By changing the behavioral patterns of the school population, NTU will then achieve much higher results in Carbon Footprint reduction with the aid of the changes in its physical and teaching infrastructure.

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