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Raising Awareness and Learning Practices
for Sustainable Energy
Joint European Summer School for Doctoral Candidates on
Technology Enhanced Learning (JTEL 2013)
Limassol, Cyprus May, 2013
Sotiris Themistokleous
CARDET Assistant Director
sotiris@cardet.org
www.cardet.org
Andreas Kamilaris
Postdoc Researcher, Uni. Of Cyprus
camel9@gmail.com
Raising Awareness is the process of informing
a group‟s norms, attitudes, beliefs and actions and
influencing the group to change/transform/ re-
assess its norms, attitudes, beliefs and actions
towards a theoretical or a practical issue.
Raising Awareness Theoretical Framework
2
Raising Awareness as other information and learning initiatives are
highly influenced by:
1. The medium/tool/action used to transmit information
2. The perceptions and experiences of the communicators and
the receivers
3. The social, political and economic environment in which an
initiative takes place(cultural trends, meanings attached to the
message). Such environment may not have a direct connection
with the initiative
4. Diversity of the target groups
Factors Influencing Awareness Raising
3
Focus on the Local Level to achieve a Global Change
• Local experiences of a community in managing energy are
applicable in numerous other communities around the globe
• Local institutions can act as transmission belts of policies and
practices between the community, the region and the globe
• Local stakeholders can influence directly the community and
promote global actions on the local level
• Local stakeholders are more effective in reaching citizens in
the community and adapting global trends in the needs of the
local community
• Local success stories generate domino effects at global scale
(Social Media)
Raising Awareness from Local to Global
4
How Social Change occurs (OXFAM International)
Social Change
5
Knowledge
–
Understand
the cause
Approval
–
Accept the
cause
Intention
–
Decision to
apply
Practice
–
Application
of the cause
in a
sustainable
manner
Advocacy
– Promote
the cause to
others
• Know the purpose of your awareness raising campaign
• How would the purpose inform the message
• Study your target groups
• Map the potential challenges and provide solutions
• How would you build trust with your target groups
• Apply the right tools and mediums and use the appropriate
language to reflect your target groups profile
• Manage the quantity of the information you transmit
• Establish formative and summative evaluation tools to measure
outreach and impact
Designing an Action Plan
6
• CARDET‟s Project, “Raising Awareness on Development
Cooperation” www.developmenteducation.org
• Collaboration between academia and civil society
organizations to raise awareness on sustainable development
Raising Awareness Case Study
7
Proposed Collaborative
Learning Approaches
for Sustainable Energy
8
Project Based Learning Framework
• Practical and obvious relevance with the real world
• Motivation to get involved and learn
• Life long learning approach
• Community level with local citizens
• Sustainable knowledge
• Tasks with tangible outcomes
• Social media and networks
• Assessment methods
Getting Involved, Acting and Learning
9
Samples of Local Projects
• Measure energy efficiency of your neighborhood and
compare it with others (i.e. Social Electricity Project)
• Perform energy audits to your neighbors and suggest
methods to reduce energy consumption
• Depending on the location of your community develop
a small local hydroelectic, solar, wind system of
producing energy for the community
• Design and implement a raising awareness campaign
for your neighborhood
Getting Involved, Acting and Learning
10
Case Study - Global Campus
• CARDET „s EuropeAid Project “Global Campus”
• Focus on Raising Awareness among Students on
Sustainable Development
• Train students to carry out, on campus, awareness
raising and learning activities
• Assign a project related to sustainable development to
volunteer students in collaboration with a local community
Getting Involved, Acting and Learning
11
Networks of Learning
• Preserve Relevance
• Value of Participation
• Distribute-Communicate Resources
• Effective access, valuable return, timely efficient
• Commitment
• Common Objectives
• Valid action plan and targets
• Flexibility in administration and participation
• Inter-Network Collaboration-Communication
Getting Involved, Acting and Learning
12
Case Study: Life Long Learning Project “Community
Learning Social Networks - NetBox (www.netboxproject.eu)
• NetBox will capitalize on the pervasiveness of, and
acquiescence to social computing in today‟s society.
• NetBox responds to the challenge of supporting smart,
sustainable and inclusive growth and the priorities of the
transversal programme
• NetBox exploits ICT-based social networking tools and
platforms to connect people of all ages and educational
dispositions to public services, learning and civic engagement
Getting Involved, Acting and Learning
13
Mediums/Tools
Three information and communications technologies underlie
the explosion of the “social web”, (Willard, 2009):
• Mobile Communications – extending Internet access through a
new generation of mobile phones and handheld computers;
• Social Media – enabling individuals to easily upload their own
content (text, photos, video) and to find (and discuss) the
content generated by others; and
• Online Social Networking – enabling people to maintain and to
extend their personal and professional networks, as well as to
facilitate the flow of information through these networks.
Social Media and Networks - Communicating,
Informing, Networking and Learning
14
Securing Sustainability :
• Promote interaction
• Organize regular meetings F2F, via phone or via online tools
• Provide a minimum diversity of tools according to the needs
and the objectives of the network (blogs, wikis, social networks
ect.)
• Establish clear management and administration process, roles
and hierarchy
• Support interactions with other networks and other fields
• Free exchange of ideas
Social Media and Networks - Communicating,
Informing, Networking and Learning
15
Case Study: Competencies and Transferable Skills for the
Green Energy Sector (Lifelong Learning Project –
CARDET)
• Development of an online analytical tool with a project
focus on investigating transferability of competence
between renewable energy and traditional energy
production subsectors
• Collaborative Skills Development
• Inputs and Feedback from EU stakeholders
Social Media and Networks - Communicating,
Informing, Networking and Learning
16
The Value of Online Social Networking:
• Sustainable Energy principles and practices are diffused
through peers and network members
• Specialized knowledge is becoming visible to all
members of the network and its extended periphery
• Local progress, practices and initiatives can be
extended/transmitted and adopted on a global scale
• Direct communication and reflection from numerous
users
• Interdisplinary contributions, feedback and solutions
Networking for Sustainable Energy
17
“To understand
energy, you first
need to measure it”
18
Raising Awareness in General
19
Raising Awareness: Feedback through Electricity
Bills
20
Raising Awareness: Smart Metering
21
Raising Awareness: More Personalized Smart
Metering
22
Raising Awareness: Feedback through Smart
Metering
23
Raising Awareness: Feedback through Google
Power Meter Project
Timely feedback of domestic electrical consumption can
contribute in reducing the amount consumed by 5-15%.
24
Raising Awareness: More Detailed Metering
25
Raising Awareness: Metering is not enough…
• Employed techniques are limited as they tend to use a “one
size fits all" approach.
• Same feedback to individuals who have different motivations
and experiences in energy saving.
• The long-term effect is limited.
26
Raising Awareness: Eco-Feedback Systems
27
Raising Awareness: Goal Setting
Feedback is most helpful when combined with goal setting.
28
Raising Awareness: Group Participation
29
Raising Awareness: Commitment
Commitment to conserve is more successful than monetary
incentives in encouraging conservation behavior.
30
Raising Awareness: Competitions
31
Raising Awareness: Ranking
32
Raising Awareness: Social Factors
"Comparative feedback, in which one's energy use is contrasted
with those of others, can generating feelings of competition,
social comparison or social pressure"
“People tend to follow what other
people do and adapt their behaviour
and practices according to the stimuli
received by their friends, relatives
and neighbours”.
“Social norms can motivate
people to question their
attitude, if they discover it is
not ”normal”.
33
Raising Awareness: Social Influence
• Informational: People serve as a valuable source of information
to accurately evaluate one's behavior.
• Normative: People have a tendency to agree on the values,
beliefs, attitudes or behaviors of others.
• Descriptive: Depict what happens in a given situation based on
informational and normative influence.
• Injunctive: Describe what should happen in a given situation.
Important for avoiding the boomerang effect.
34
Raising Awareness: Social Influence
35
Raising Awareness: Social Influence
"Strong participation in social movements is most likely
when activities can be easily integrated into daily life."
36
Raising Awareness: Social Influence
“People are willing to compete in online social networks
and compare with real and known people”
37
Raising Awareness: Social Influence in Large Scale
38
Raising Awareness: Summing Up Motivations
• Frequent Feedback
• Historical Feedback
• Goal Setting
• Group Participation
• Public commitment
• Competition
• Rankings
• Comparative feedback
• Social norms – social influence
• Social pressure
39
Raising Awareness: Success of Online Social
Networking
40
Raising Awareness: Success of Online Social
Networking
“Persuasion in online social networks follows regular,
observable patterns. This conclusion has interesting implications.
First, software developers can tap into these patterns to
create applications that are more likely to succeed.
That some applications succeed and others fail is not
based on pure chance; success can be learned and replicated.
1. Sayers, R. 2006. Principles of awareness-raising: Information literacy, a case study. Bangkok:
UNESCO Bangkok.
2. Willard , T. 2009. Social Networking and Governance for Sustainable Development. International
Institute for Sustainable Development.
3. Ruhizan M. Y., Saemah R. 2011. Problem Oriented Project Based Learning (POPBL) in Promoting
Education for Sustainable Development. Social and Behavioral Sciences, Volume 15, Pages 289-293.
4. Yamin,S. 2010. Education for Sustainable Development through Problem Based Learning: A Review of
the Monitoring and Assessment Strategy. Acceded at
http://iveta2010.cpsctech.org/downloads/materials/full%20papers/20.%20Education%20for%20Sustain
able%20Development-%20Sulaiman%20Yamin.pdf on 20/05/13
5. Steinemann A. 2003. Implementing Sustainable Development through
6. Problem-Based Learning: Pedagogy and Practice. Journal of Professional Issues in Engineering
Education and Practice, Vol. 129, No. 4.
7. Cummings, S. and A. van Zee. 2005. Communities of practice and networks: reviewing two
perspectives on social learning. KM4D Journal, 1(1): 8-22.
8. United Nations Development Programme. 2012. The Power of Local Action: Communities on th
eFrontline of Sustainable Development. New York, NY: UNDP.
9. W ilcox, K. 2011. Building An Online Learning Community. Learning Solutions Magazine. Accessed at
http://www.learningsolutionsmag.com/articles/761/ on 20/05/13
10. Kilpatrick S. Community learning and sustainability: Practice and policy. Centre for Research and
Learning in Regional Australia. Accessed at http://www.crlra.utas.edu.au/files/discussion/web-
only/Country.pdf on 20/05/13
References I
41
11. The Energie Visible Project. Accessed at: http://www.webofthings.org/energievisible/
12. Jennifer Mankoff, Deanna Matthews, Susan R Fussell, and Michael Johnson. Leveraging social
networks to motivate individuals to reduce their ecological footprints. In System Sciences, 2007. HICSS
2007. 40th Annual Hawaii International Conference on, pages 87–87. IEEE, 2007.
13. Brewer, R. S., Lee, G. E., & Johnson, P. M. (2011, January). The Kukui Cup: a dorm energy
competition focused on sustainable behavior change and energy literacy. In 44th Hawaii International
Conference on System Sciences (HICSS), (pp. 1-10). IEEE.
14. Maio, G.R., and Haddock, G. The psychology of attitudes and attitude change. London: SAGE, 2010,
67-77.
15. GreenPocket, Social Metering Project. Accessed at: http://www.greenpocket.de/en/products/residential-
customers/social-metering/
16. OPOWER Social Application. Accessed at: https://social.opower.com/
17. Social Electricity Facebook Application. Accessed at: http://apps.facebook.com/socialelectricity/
18. G Weiksner, B Fogg, and Xingxin Liu. Six patterns for persuasion in online social networks. Persuasive
Technology, pages 151–163, 2008.
References II
42
Contact:
Sotiris Themistokleous Andreas Kamilaris
sotiris@cardet.org camel9@gmail.com
www.cardet.org www.netrl.cs.ucy.ac.cy/
Thank you.
43

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Raising Awareness for Sustainable Energy: Best Learning Practices and State of the Art Applications

  • 1. Raising Awareness and Learning Practices for Sustainable Energy Joint European Summer School for Doctoral Candidates on Technology Enhanced Learning (JTEL 2013) Limassol, Cyprus May, 2013 Sotiris Themistokleous CARDET Assistant Director sotiris@cardet.org www.cardet.org Andreas Kamilaris Postdoc Researcher, Uni. Of Cyprus camel9@gmail.com
  • 2. Raising Awareness is the process of informing a group‟s norms, attitudes, beliefs and actions and influencing the group to change/transform/ re- assess its norms, attitudes, beliefs and actions towards a theoretical or a practical issue. Raising Awareness Theoretical Framework 2
  • 3. Raising Awareness as other information and learning initiatives are highly influenced by: 1. The medium/tool/action used to transmit information 2. The perceptions and experiences of the communicators and the receivers 3. The social, political and economic environment in which an initiative takes place(cultural trends, meanings attached to the message). Such environment may not have a direct connection with the initiative 4. Diversity of the target groups Factors Influencing Awareness Raising 3
  • 4. Focus on the Local Level to achieve a Global Change • Local experiences of a community in managing energy are applicable in numerous other communities around the globe • Local institutions can act as transmission belts of policies and practices between the community, the region and the globe • Local stakeholders can influence directly the community and promote global actions on the local level • Local stakeholders are more effective in reaching citizens in the community and adapting global trends in the needs of the local community • Local success stories generate domino effects at global scale (Social Media) Raising Awareness from Local to Global 4
  • 5. How Social Change occurs (OXFAM International) Social Change 5 Knowledge – Understand the cause Approval – Accept the cause Intention – Decision to apply Practice – Application of the cause in a sustainable manner Advocacy – Promote the cause to others
  • 6. • Know the purpose of your awareness raising campaign • How would the purpose inform the message • Study your target groups • Map the potential challenges and provide solutions • How would you build trust with your target groups • Apply the right tools and mediums and use the appropriate language to reflect your target groups profile • Manage the quantity of the information you transmit • Establish formative and summative evaluation tools to measure outreach and impact Designing an Action Plan 6
  • 7. • CARDET‟s Project, “Raising Awareness on Development Cooperation” www.developmenteducation.org • Collaboration between academia and civil society organizations to raise awareness on sustainable development Raising Awareness Case Study 7
  • 9. Project Based Learning Framework • Practical and obvious relevance with the real world • Motivation to get involved and learn • Life long learning approach • Community level with local citizens • Sustainable knowledge • Tasks with tangible outcomes • Social media and networks • Assessment methods Getting Involved, Acting and Learning 9
  • 10. Samples of Local Projects • Measure energy efficiency of your neighborhood and compare it with others (i.e. Social Electricity Project) • Perform energy audits to your neighbors and suggest methods to reduce energy consumption • Depending on the location of your community develop a small local hydroelectic, solar, wind system of producing energy for the community • Design and implement a raising awareness campaign for your neighborhood Getting Involved, Acting and Learning 10
  • 11. Case Study - Global Campus • CARDET „s EuropeAid Project “Global Campus” • Focus on Raising Awareness among Students on Sustainable Development • Train students to carry out, on campus, awareness raising and learning activities • Assign a project related to sustainable development to volunteer students in collaboration with a local community Getting Involved, Acting and Learning 11
  • 12. Networks of Learning • Preserve Relevance • Value of Participation • Distribute-Communicate Resources • Effective access, valuable return, timely efficient • Commitment • Common Objectives • Valid action plan and targets • Flexibility in administration and participation • Inter-Network Collaboration-Communication Getting Involved, Acting and Learning 12
  • 13. Case Study: Life Long Learning Project “Community Learning Social Networks - NetBox (www.netboxproject.eu) • NetBox will capitalize on the pervasiveness of, and acquiescence to social computing in today‟s society. • NetBox responds to the challenge of supporting smart, sustainable and inclusive growth and the priorities of the transversal programme • NetBox exploits ICT-based social networking tools and platforms to connect people of all ages and educational dispositions to public services, learning and civic engagement Getting Involved, Acting and Learning 13
  • 14. Mediums/Tools Three information and communications technologies underlie the explosion of the “social web”, (Willard, 2009): • Mobile Communications – extending Internet access through a new generation of mobile phones and handheld computers; • Social Media – enabling individuals to easily upload their own content (text, photos, video) and to find (and discuss) the content generated by others; and • Online Social Networking – enabling people to maintain and to extend their personal and professional networks, as well as to facilitate the flow of information through these networks. Social Media and Networks - Communicating, Informing, Networking and Learning 14
  • 15. Securing Sustainability : • Promote interaction • Organize regular meetings F2F, via phone or via online tools • Provide a minimum diversity of tools according to the needs and the objectives of the network (blogs, wikis, social networks ect.) • Establish clear management and administration process, roles and hierarchy • Support interactions with other networks and other fields • Free exchange of ideas Social Media and Networks - Communicating, Informing, Networking and Learning 15
  • 16. Case Study: Competencies and Transferable Skills for the Green Energy Sector (Lifelong Learning Project – CARDET) • Development of an online analytical tool with a project focus on investigating transferability of competence between renewable energy and traditional energy production subsectors • Collaborative Skills Development • Inputs and Feedback from EU stakeholders Social Media and Networks - Communicating, Informing, Networking and Learning 16
  • 17. The Value of Online Social Networking: • Sustainable Energy principles and practices are diffused through peers and network members • Specialized knowledge is becoming visible to all members of the network and its extended periphery • Local progress, practices and initiatives can be extended/transmitted and adopted on a global scale • Direct communication and reflection from numerous users • Interdisplinary contributions, feedback and solutions Networking for Sustainable Energy 17
  • 18. “To understand energy, you first need to measure it” 18 Raising Awareness in General
  • 19. 19 Raising Awareness: Feedback through Electricity Bills
  • 21. 21 Raising Awareness: More Personalized Smart Metering
  • 22. 22 Raising Awareness: Feedback through Smart Metering
  • 23. 23 Raising Awareness: Feedback through Google Power Meter Project Timely feedback of domestic electrical consumption can contribute in reducing the amount consumed by 5-15%.
  • 24. 24 Raising Awareness: More Detailed Metering
  • 25. 25 Raising Awareness: Metering is not enough… • Employed techniques are limited as they tend to use a “one size fits all" approach. • Same feedback to individuals who have different motivations and experiences in energy saving. • The long-term effect is limited.
  • 27. 27 Raising Awareness: Goal Setting Feedback is most helpful when combined with goal setting.
  • 29. 29 Raising Awareness: Commitment Commitment to conserve is more successful than monetary incentives in encouraging conservation behavior.
  • 32. 32 Raising Awareness: Social Factors "Comparative feedback, in which one's energy use is contrasted with those of others, can generating feelings of competition, social comparison or social pressure" “People tend to follow what other people do and adapt their behaviour and practices according to the stimuli received by their friends, relatives and neighbours”. “Social norms can motivate people to question their attitude, if they discover it is not ”normal”.
  • 33. 33 Raising Awareness: Social Influence • Informational: People serve as a valuable source of information to accurately evaluate one's behavior. • Normative: People have a tendency to agree on the values, beliefs, attitudes or behaviors of others. • Descriptive: Depict what happens in a given situation based on informational and normative influence. • Injunctive: Describe what should happen in a given situation. Important for avoiding the boomerang effect.
  • 35. 35 Raising Awareness: Social Influence "Strong participation in social movements is most likely when activities can be easily integrated into daily life."
  • 36. 36 Raising Awareness: Social Influence “People are willing to compete in online social networks and compare with real and known people”
  • 37. 37 Raising Awareness: Social Influence in Large Scale
  • 38. 38 Raising Awareness: Summing Up Motivations • Frequent Feedback • Historical Feedback • Goal Setting • Group Participation • Public commitment • Competition • Rankings • Comparative feedback • Social norms – social influence • Social pressure
  • 39. 39 Raising Awareness: Success of Online Social Networking
  • 40. 40 Raising Awareness: Success of Online Social Networking “Persuasion in online social networks follows regular, observable patterns. This conclusion has interesting implications. First, software developers can tap into these patterns to create applications that are more likely to succeed. That some applications succeed and others fail is not based on pure chance; success can be learned and replicated.
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  • 43. Contact: Sotiris Themistokleous Andreas Kamilaris sotiris@cardet.org camel9@gmail.com www.cardet.org www.netrl.cs.ucy.ac.cy/ Thank you. 43