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A presentation by Allan Baer at the Vermont Consortium's education in the new Environmental Economy November 2007

A presentation by Allan Baer at the Vermont Consortium's education in the new Environmental Economy November 2007

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Productivity Centered Service Learning Presentation Transcript

  • 1. E-DEVELOPMENT SERVICES THEMATIC GROUP Building Human Capacity for Sustainable Economic Development through Productivity-Centered, Service-Learning Presented by: Allan E. Baer, President SolarQuest® 39 Beacon Hill SolarQuest® Chelsea, Vermont 05038 USA 802.685.3450 abaer@charterinternet.com Copyright 2005 SolarQuest®
  • 2. PART 1: ORIGINS OF PRODUCTIVITY-CENTERED, SERVICE LEARNING TRADITIONS AND PRACTICES Quest® Solar Copyright 2005 SolarQuest®
  • 3. A REPRESENTATION OF WHAT WE CALL SCHOOL “a class of 20 or so adolescents gathered by age into grades to learn together a subject for both its content and or the skills embedded in that content taught by a single teacher who is responsible for delivering material, assigning homework, and assessing each student’s performance in a uniform manner, all this proceeding in sequential blocks of time of forty to sixty minutes each in a specialized school building primarily made up of a succession of identical classrooms that are used for six hours fewer than half the days in a year. - Theodore Sizer ” Is standards-based education reform serving the economic development needs of communities in developing countries? Are resources in the school sufficient to accomplish standards-based learning? SolarQuest® Copyright 2005 SolarQuest®
  • 4. EARLY CHILDHOOD EDUCATION “On any single morning in our early education program, the children are busily playing with large wooden blocks, wooden animals and people, dolls in basket beds, and even with pine cones, acorn shells, and horse chestnuts. One little boy is “cooking” on the stove with a pot filled with shells and acorns. He tells me the soup is almost done and did I want some. Meanwhile his friend comes over with her baby who has a fever. She tells another child, her “doctor,” that she needs some medicine. She is given a little basket with some acorns and is told to give her baby some for the fever. Over where several other children have built a store with large blocks, there is a shelf with various items on it for sale. Three children come to the store and select items they want to purchase. They take some white shells out of their purses to buy the items they want. The room hums with the children’s voices engaged in all the activities of their play.” - Darlene S. Baer SolarQuest® Copyright 2005 SolarQuest®
  • 5. APPRENTICESHIP / ON-THE-JOB TRAINING: From Craftsman Guild to Government, Industry, and Trade Union • ORIENTATION TO WORKPLACE On-the-job training (OJT) is planned, organized, and conducted at the employee's worksite. • CAREER SPECIFIC TRAINING OJT is used for training new employees or broadening employee skills to increase productivity. • SECONDARY SCHOOL UPGRADING OJT is often supplemented with remedial education in mathematics, science, and technology. Copyright 2005 SolarQuest®
  • 6. SCHOOL-TO-WORK: Standards-based education and industry partnership School-to-Work is a system of education- related opportunities that center on actively preparing all students to enter the global workforce of the future. These opportunities provide students with strong academic, technical, and life skills deemed by both business and educational leaders to be necessary skills for the future. The School-to-Work system connects the classroom to the community and the world of work. Copyright 2005 SolarQuest®
  • 7. EXPERIENTIAL LEARNING: Teaching through direct experience Experiential education is a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values. Copyright 2005 SolarQuest®
  • 8. WORKFORCE DEVELOPMENT: Fulfilling the economic agenda of a nation Workforce Development is defined as the aggregate of education and training programs for participants---or those who wish to participate in the workforce--- delivered through formal and informal means, that are designed to meet the economic development needs of a nation. Copyright 2005 SolarQuest®
  • 9. PUBLIC / PRIVATE PARTNERSHIPS: Envisioning the Future, Creating the Future • Social and Economic Policy • Research and Development • National and Regional Planning Copyright 2005 SolarQuest®
  • 10. TAKING RESPONSIBILITY: Technology-aided education as the agent of social and economic change “What you have done goes beyond the mere exercise of installing solar power in rural facilities important as that may be. You have been building bridges between your country and our country, and that part of your work is of more lasting value. Thank you for allowing yourselves to be used in such a mighty project. - Janet Museveni, First Lady of Uganda Copyright 2005 SolarQuest®
  • 11. PART 2: WHAT IS PRODUCTIVITY-CENTERED, SERVICE LEARNING? AN EMERGING MODEL FOR TECHNOLOGY EDUCATION Quest® Solar Copyright 2005 SolarQuest®
  • 12. AN ALTERNATE REPRESENTATION OF SCHOOLING: “Productivity-centered, service-learning is a teaching methodology in which a mutually supportive intentional group of inter-generational learners who utilize a wide array of public and private resources-- including traditional academics---to enrich the learning experience, and who are committed to a process in which they employ Information and Communications Technologies (ICTs) to acquire new information and relevant knowledge, and share that knowledge with other learners and the general public, in order to identify and solve critical social and economic problems for the betterment of their community with the specific goal to improve the general well-being of that community through the multiple benefits of increased economic productivity.” - Allan E. Baer Can a developing nations afford a model of education that separates the creation of new knowledge from the economy? Or from the vision of a sustainable economy? SolarQuest® Copyright 2005 SolarQuest®
  • 13. THE ART AND SCIENCE OF TEACHING AND LEARNING: Assessing the pedagogical framework Traditional Environmental Empiricism Knowledge • Classroom practices are based upon the application of the scientific • Classroom practices are based upon method. imitation or “learning-by-rote.” • Learning is highly individualized with • Information and knowledge are the students engaging in problem transferred through socialization and solving. experience. • Visualization methods are representational, utilizing empirical • Visualization methods reflect real-world models. environments. (high-tech classrooms) (limited classroom resources) Most pedagogical practices are a convergence of TEK systems and empiricism. Copyright 2005 SolarQuest®
  • 14. DETERMINING A NATIONS EDUCATIONAL ORIENTATION Electricity consumption per capita as a primary indicator Empiricism • 90% of the goods and services consumed in the household are produced in the global marketplace by corporate entities extracting resources globally, imputing large amounts of energy, and employing unrelated individuals from diverse, non- contiguous labor markets. Traditional Environmental Economy • 90% of the goods and services consumed are produced locally by a household- and community-based economy utilizing local inputs of raw materials, energy, and labor. Copyright 2005 SolarQuest®
  • 15. PER CAPITA ELECTRICITY CONSUMPTION (% Traditional Fuels; Kwh per Capita) Copyright 2005 SolarQuest®
  • 16. REFORM OBJECTIVES OF PRODUCTIVITY-CENTERED SERVICE, LEARNING: Aligning education standards with social & economic development. • Productivity-centered, service- learning is a technology-based, Key Components social and economic development intervention strategy. HOLISTIC LEARNING: Creating project-centered learning environments that address multiple realms of intelligence and the development of skills, including social skills, through mediated learning for all • ICTs are leveraged to transcend participants; the physical limits of the traditional classroom and expand the notion of REAL-WORLD EXPERIENCE: Strengthening core community participation on a global academic curricula through real-world experiences basis. that present opportunities for critical analysis and problem solving to promote the construction of knowledge and understanding; COMMUNITY INTEGRATION: Developing opportunities to transfer learning through personal, group reflection, and public presentation integrated with the development of specific learning products that formulate solutions to identified community problems; OUTCOMES-BASED: Formulating balanced assessment measures that include but are not limited to project implementation, broad-based portfolio and performance assessments, and conventional testing methods aligned with education standards. Copyright 2005 SolarQuest®
  • 17. IMPLEMENTING PRODUCTIVITY- CENTERED SERVICE, LEARNING: Extending the learning-pyramid Key Components PROFESSIONAL DEVELOPMENT: Developing a participatory teaching and learning ethic that transcends the authority of the teacher-student model to a diverse community of learners, including teachers, students, and community members who are valued for their contributions to the learning process; COMMUNITY DEVELOPMENT: Aligning education standards and classroom curriculum with social and economic objectives in a school/community collaborative framework. Copyright 2005 SolarQuest®
  • 18. IMPLEMENTING PRODUCTIVITY- CENTERED, SERVICE-LEARNING: Community Assessment Creating New Pathways to Knowledge Assessment Methodologies ASSET MAPPING • COMMUNITY INFORMATICS • SITUATIONAL ANALYSIS Copyright 2005 SolarQuest®
  • 19. IMPLEMENTING PRODUCTIVITY-CENTERED, SERVICE-LEARNING: Program Development Service Learning Integration Service Learning Cycle Copyright 2005 SolarQuest®
  • 20. IMPLEMENTING PRODUCTIVITY-CENTERED, SERVICE-LEARNING: Learner Assessment Goals and Objectives of the Individual Learning Plan Identify community resources to complement academic plan. Copyright 2005 SolarQuest®
  • 21. PART 3: Case Study: SAN CRISTOBAL, GALAPAGOS ECUDADOR PRODUCTIVITY-CENTERED, SERVICE-LEARNING IN THE ENERGY SECTOR Quest® Solar Copyright 2005 SolarQuest®
  • 22. INTERNATIONAL COMMUNITY ASSESSMENT: Service-learning in the Galapagos On January 16, 2001, the tanker Jessica ran aground and sank at Schiavoni Reef about 800 meters from Puerto Baquerizo Moreno on San Cristóbal Island. A major oil spill occurred which continues to have long-term effects on the health of marine wildlife in the Galapagos. Fuel delivery to the Archipelago continues to place the islands at environmental and economic risk. As a response to this tragic event, the United Nations Development Program is leading an international coalition of donors to repower the Galapagos Islands with renewable energy. SolarQuest® launched the e7 MicroSolar Distance Learning Initiative in April 2003 to provide technology-based educational services. In February 2004, the Action, Communications, Technology, and Science (ACTS) program was launched to provide general education about renewable energy and energy efficiency as a conservation strategy for the Archipelago. Copyright 2005 SolarQuest®
  • 23. DONOR COLLABRATION: 7 Micro Solar Distance Learning Initiative Republic of Ecuador Ministry of Energy and Mines e7 Network of Expertise on the Global Environment Copyright 2005 SolarQuest®
  • 24. E-READINESS ASSESSMENT: Evaluation of ICTs infrastructure and human capacity Copyright 2005 SolarQuest®
  • 25. ICTs INFRASTRUCTURE: • Satellite and Terrestrial connected, 802.11b Wireless Local Loop (WWL) 56 MBS • 3 Computer labs with server, 10 workstations ea., wireless LAN, and overhead LCD • Internet-based distance learning technology for technical assistance and training Copyright 2005 SolarQuest®
  • 26. REMOTE DATA MONITORING: Near-real-time (15 minute interval) 24/7 • Island-wide power supply and demand • Building energy consumption data: - school computer labs (3) - office facilities • Weather data collection Copyright 2005 SolarQuest®
  • 27. INTERNET-BASED DATA DISTRIBUTION AND ACCESS: http:// data.solarquest.com Copyright 2005 SolarQuest®
  • 28. INTEGRATED CURRICULUM MODULES: Outcomes-Based Copyright 2005 SolarQuest®
  • 29. SERVICE-LEARNING APPLICATION: Appliance Monitoring • Micro-computer-based energy demand and consumption meters for household and commercial appliances. Copyright 2005 SolarQuest®
  • 30. SERVICE-LEARNING / ENERGY AUDIT OUTCOMES Excess Refrigeration Consumption Residential / Commercial: • Approximately 6,000 (+/-) refrigerators in the Galapagos; • Based on student audits, 36% (2,160 units) are consuming energy continuously; • Energy consumption from refrigerators in poor condition is approximately 4 MWh annually, representing a cost to consumers of nearly (USD) $1 million dollars annually (including government subsidies); • Installation of high efficiency AC and DC refrigeration systems may achieve substantial reduction of energy consumption and savings to the consumer; • Payback based on savings may be less than 2 years on a USD $1.5 demand side management program for refrigeration alone. Copyright 2005 SolarQuest®
  • 31. TWENTY-TWO STUDENTS: Total Community Service Commitment: 4,400 Hours over 9 months Copyright 2005 SolarQuest®
  • 32. PART 4: PROJECT REPLICATION IN HIGH-COST ENERGY MARKETS SMALL ISLAND DEVELOPING STATES Quest® Solar Copyright 2005 SolarQuest®
  • 33. SMALL ISLAND DEVELOPING STATES: Estimated total Kwh electricity consumption = 104.7 billion • Total consumer expenditures on electricity (including subsidies) = USD $24 billion • Energy conservation target totaling 42 billion Kwh, totaling approximately USD $9.6 billion Copyright 2005 SolarQuest®
  • 34. GRENADA: PLANNING FOR NATIONAL ENERGY SECURITY Energy Conservation = 8 MW; Quick Impact Project 3 MW Diversified energy portfolio = 20 Megawatts Quick Impact Project Portfolio: • Lighting and Controls • Biomass Energy • Waste to Energy • Solar Thermal • Low-head Hydro • Ground & Water Source Heat Pumps Power Grid Reconstruction: • Underground Utility Services • District Heating and Cooling Workforce retraining in the aftermath of Hurricane Ivan Copyright 2005 SolarQuest®
  • 35. ECUADOR: PLANNING FOR NATIONAL ENERGY SECURITY Energy Conservation = 30 MW to stimulate $7.5 Billion DSM economy Diversified energy portfolio = 3,000 MW (Demand) Renewable Energy Technologies: • Wind Turbine Farm • Biomass Energy • Waste to Energy • Solar Electric • Solar Thermal • Zero Energy Housing • Low-head Hydro • Geothermal • Ground & Water Source Heat Pumps Power Management: • Distributed Energy Systems • Cogeneration • Energy Storage Systems • District Heating and Cooling Copyright 2005 SolarQuest®
  • 36. LATIN AMERICA: 215 billion Kwh electricity consumption powered by thermal energy sources; 767 billion Kwh total. Potential: 86 bKwh reduction in consumption of electricity generated from thermal energy sources. Copyright 2005 SolarQuest®
  • 37. PART 5: DIVERSE APPLICATIONS FOR PRODUCTIVITY-CENTERED SERVICE-LEARNING INFORMATION ECONOMY IN THE Quest® Solar Copyright 2005 SolarQuest®
  • 38. Program Planning Organizational Flow Chart National Coordinating Body / Community Informatics Committee Galapagos Case Study Copyright 2005 SolarQuest®
  • 39. HARVESTING SCIENTIFIC DATA Galapagos Ecological Observatory (GEO) El JUNCO: 10,000 YRS. GLOBAL WARMING DATA Trend Modeling: International Resource • Computer Simulation Models • Predictive Modeling • Decision Support Services Copyright 2005 SolarQuest®
  • 40. ECOLOGICAL MONITORING GOALS Multi-agency International Task Force National Institute for the Galapagos - Galapagos National Park Service Charles Darwin Research Station United Nations Development Programme World Wildlife Fund Copyright 2005 SolarQuest®
  • 41. DATA VISUALIZATION MODELS Static Representations Dynamic / Interactive Copyright 2005 SolarQuest®
  • 42. DISTANCE LEARNING NETWORKS Ohio Third Frontier Network State-Wide Network: Members • Ohio Board of Education • Ohio Board of Regents • Ohio SchoolNet Commission • OARnet • Ohio Supercomputing Center • Ohio University • Ohio State University • Case Western Reserve University • University of Cincinnati • University of Dayton • Cincinnati State University • NASA Glenn Research Center • 1,000 Public Schools G A LA PA G O S I N F O R M AT I O N E C O N O M Y Copyright 2005 SolarQuest®
  • 43. US EDUCATION MARKET 128,000 Schools; 52 million students Expenditures (billions): • US Education Market $700 • K-12 Education Spending 352 • Post- secondary 230 • Distribution to eLearning 2 1991 Expedition (2 weeks) - $14 million revenues Galapagos Projection (millions) • Based on 1.5% of e-Learning Expenditures 1992 GalapagosQuest (1 month) - $20 million revenues • Estimated Market USD $30 Copyright 2005 SolarQuest®
  • 44. FOR IMMEDIATE RELEASE: Telecommunications breakthrough for disaster relief and recovery managers Copyright 2005 SolarQuest®
  • 45. SCHOOL-BASED EMERGENCY TELECENTERS • Securable 8’ x 20 ISO 9000 containerized steel housing expandable to 16’ x 20’ for 20 person capacity (interior) and 40 person capacity (exterior). • Expandable or retractable within hours to meet emergency response transport requirements or extreme disaster conditions. • Wireless network consisting of 1 server, 20 computer workstations, and multiple PDA access. Copyright 2005 SolarQuest®
  • 46. PROGRAM BUDGET (USD) Service Center(s) 1 No. Telecenters: 20 Fixed Costs: $5,000,000 Recurring Costs: $4.500,000 Copyright 2005 SolarQuest®
  • 47. THE END OR IS IT JUST THE BEGINNING? PRODUCTIVITY-CENTERED, SERVICE-LEARNING: A CASE FOR TECHNOLOGY-AIDED EDUCATION REFORM SolarQuest® Copyright 2005 SolarQuest®