Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Living Lab Approach: Transformative and Integratve Climate Eductaion Initiatives in Iskandar, Malaysia, Irina Safitri Zen
1. Irina Safitri Zen, PhD - RCE Iskandar, Malaysia
1Department of Urban and Regional Planning, Faculty of Built Environment, 2Institute Sultan
Iskandar (ISI), Universiti Teknologi Malaysia, 811310 Skudai, Johor Bahru, Johor, Malaysia.
(irinasafitri@utm.my)
Living Lab Approach :
Transformative and Integrative
Climate Education Initiatives in
Iskandar Malaysia
2. Voluntary Low Carbon Commitment
Malaysia Commitment
Speech by YAB Datuk Seri Najib Tun Razak, Prime Minister
“… Malaysia is proposed a voluntary reduction up to 40%
in terms of carbon emission intensity of GDP by the year
2020 compared to 2005 levels.” 17th December 2009.
45% by 2030 – PARIS COP 22
Global Citizens + Responsibilities
For the Earth, for our future generation
Green Sustainability as New Consumer - Sustainable
Culture, New Market, New Growth
Money Saving
Energy conservation and renewable energy
3. Iskandar Malaysia – a Sustainable Metropolis
a new economic region
Low Carbon Society
is a new society that consumes relatively low amounts of resources
(raw materials, energy and water) in minimising GHG emissions to
avoid adverse effects of climate change
(Skea and Nishioka 2008).
4. Living Lab – narrow definition
• Emerging in late 1990s, the development of
Living Labs has been used to test new
technologies in a designed home-like constructed
environment
• a TEST BED.
• Used as a mechanism to innovate technology and
organizations for practical purposes (Veeckman,
Schuurman, Leminen, & Westerlund, 2013,
Almirall, Lee, & Wareham, 2012, Schliwa, 2013).
5. LIVING LAB CONCEPT
“Physical regions or virtual realities where stakeholders form
public-private-people partnerships (4Ps) of firms, public
agencies, universities, institutes and users, all collaborating
for creation, prototyping, validating and testing of new
technologies, services, products and systems in real-life
contexts” (Westerlund and Leminen 2011).
• This definition has broadened the living lab as a potential
platform for partnership with other stakeholder in creating
and developing the product, transforming the organization
and creating open innovative environment.
12. i. Teaching, Learning and Training
• Problem Base Learning Approach to
encourage multi- inter and trans
disciplinary approach.
• SDG 2030, Goal No. 4 Education for All
(EFA) – students, academic and non
academic staff.
• Education for Sustainable Development
(ESD) : environment, learning outcomes
and societal transformation.
• Pedagogy and learning environment
requires the teaching and learning design
as an interactive, action-oriented and
transformative learning.
• ‘Approach’ – LL approach that stimulate
the inclusive part of sustainability
teaching and learning.
13. CONTEXTUALISATION OF CAMPUS
LIVING LAB
• Considering the various partnership develop during the UTM CS initiative,
we develop bigger framework based on Evans framework of campus living
lab. Current research is under the collaborative research of UTM LTU,
Malaysia Research University Network (MRUN) and Australia Research
University (IRU).
• Mechanism to translate the sustainable development (SD) agenda in IHE –
Global Consideration;
• Translate the Malaysia Educational Blueprint – Higher Education (MEB HE)
• Provides a platform for the campus society involving in co-design and co-
implementation of creative ideas of innovation to be adopted in order to
translate the SD agenda;
• Allows the co-creation of knowledge and conceptualization innovation as
the collaborative development.
• LL has two potential functions; as a test bed or passive users and active
user where specific teaching and learning method required.
15. Research Process
The analysis framework based on
the five dimensions of sustainability
incorporation
10 Faculties and School
17 UG engineering programs
38 PG engineering programs
Reviewed
Theme
Model
Orientation
Approach
Component
Dimensions of
sustainability
incorporation in
engineering curricula
>1200 Engineering courses
18. ii. Campus Operation
• Aims to minimize the environmental effect of campus operation by
maximizing its function to support applied teaching and research
on sustainability;
• low carbon campus community
• Enhance Internal Collaboration : academics and the campus internal
stakeholders (administrative and technical staff) : to create socio-
techno application of implementable and innovative research in
campus – trans disciplinary approach.
• For Example : Sustainable Arcade, Green office and Sustainable
Energy Management Program (SEMP). Certified energy manager in
campus has a test bed the Energy Monitoring Billing System that
helps the university to monitor their electricity monthly bills across
the faculties - Sustainable Energy Management Program (SEMP).
19. 1 Link : Reserach & Operation
The first Campus Carbon Footprint in Malaysia.
Source of Emission Carbon Emission (MTCO2)
Electricity 64,393
Transportation 16,396
Solid Waste Disposal 1,789
Total 82,578
Three Main Source of Carbon
Emission in UTM :
1.Electricity
2.Transportation
3.Solid Waste Generation
So, What is NEXT?
20. iii. Research and Development
• Contributes to various research
theme or complex issue of
dynamic interaction human and
environment.
• Requires inter- and trans-
disciplinary approach
• Issue/ Problem based approach
in order the student and
researcher operationalize it in
campus environment.
• From Class Room to Campus in a
real context.
21.
22. UTMHighlights :
• UTM grand project entitled 'A One Stop
Centre for Sustainable Energy
Management' was announced Winner of
'ASEAN Energy Award 2012 in Sep 2012 –
Large Building Category' by ASEAN Centre
for Energy (ACE)
• UTM is the only university in ASEAN that
holds the 2 star Asean Energy Management
Accreditation Scheme (AEMAS) Energy
Management Gold Standard – awarde on
29 Jan, 2013.
• UTM was the first organisation who has
trained 30 of its staff as Certified Energy
Managers
• grand project entitled 'A One Stop Centre
for Sustainable Energy Management' was
announced Winner of 'ASEAN Energy
Award 2012 in Sep 2012 – Large Building
Category' by ASEAN Centre for Energy (ACE)
• UTM is the only university in ASEAN that
UTM Achievement 2010-June 2013 highlights
RM4.88 million electric bill reduction
16.5 Mega kWh reduction
(benchmark year 2009)
30. UTM Solar PV Electrical
Vehicle Charging Station
versus Cycling
31. iv. Community and Industry
Engagement (CIE)
• Considering the Living labs as an open innovation and user
innovation, it creates a platform for collaboration with bigger
and various actor or stakeholder.
• A form of collaboration such as public-private-people
partnerships (4Ps), helps in operationalize the firms, public
agencies, universities, institutes and users. By definition, the
partnership provide co-creation of initiatives that benefits
multi parties which shared same goals.
32. Centre for Community and Industry Network
(CNN) – Ministry of Education
• Aims to enhance university-community-industry
collaborations by engaging the University’s
academic resources in the enrichment of civic
and community life in Malaysia.
• It connects students, faculty, and community
organizations together in a collaborative and
innovative process that translates academic
knowledge into civic responsibility to promote
positive social change
33. LINKING - Government and Academia
Low Carbon Cities Framework (LCCF)
2012 - 2014
• As Strategic Partner to develop a model of Low Carbon Campus
Model (Living Lab Approach)
• Research & operation data (OAD UTM).
• Using LCCF & Assessment System (indirect approach).
• Using remote sensing approach (direct approach)
• Consist of 4 elements; environment, building,
transport and infrastructures.
• Classification of Low Carbon Cities
35. RCE Iskandar
• Coordinator: Prof Dr Ho Chin Siong
(Universiti Teknologi Malaysia,
UTM)
• Coordinator: Mr Boyd Joeman
(Iskandar Regional Development
Agency, IRDA)
Key Projects Agencies
1. Iskandar Malaysia Eco-
Life Challenge
UTM, IRDA, JPNJ, Industry
2. Eco-Tourism Village Kampung Sungai Melayu, IRDA,
Kawan Iskandar Malaysia
3. Low Carbon Village
FELDA Taib Andak
FELDA Taib Andak, IRDA, UTM
4. Problem-Based
Learning on LCS
UTM, JPNJ, JICA
5. Sustainable & Low
Carbon School Exhibition
UTM, IRDA, JPNJ, SWCorp,
DoE, MNS, GES, Industry
36. Action Names Themes
1 Integrated Green Transportation
GREEN ECONOMY
2 Green Industry
3 Low Carbon Urban Governance
4 Green Buildings & Construction
5
Green Energy System &
Renewable Energy
6 Low Carbon Lifestyle **
GREEN
COMMUNITY7
Community Engagement &
Consensus Building
8
Walkable, Safe, Livable City
Design
GREEN
ENVIRONMENT
9 Smart Growth
10
Green and Blue Infrastructure &
Rural Resources
11 Sustainable Waste Management
12 Clean Air Environment
• The LCSBPIM2025 – a quick reference for all
policy-makers in both public & private sectors;
• 12 Actions grouped in 3 parts: (Green Economy),
(Green Community) & Green Environment)
• 281 programmes.
• Each Chapter contains an analysis, list of
programmes & the GHG emission reductions;
• IRDA launched the LCSBPIM2025 on 30 Nov 2012
at the United Nations Climate Change Conference
in Doha, Qatar. The ultimate goal is to reduce
Iskandar Malaysia’s carbon intensity emissions by
50% by 2025.
• The Blueprint was subsequently endorsed by the
Prime Minister of Malaysia in Dec 2012.
• Implementation of the 281 programmes started in
Jan 2013.
• 25 programmes implemented so far (June 2016)
Low Carbon Society Blueprint for
Iskandar Malaysia 2025
(LCSBPIM 2025)
**Community programme implementation is
under Action 6: Low Carbon Lifestyle
37. Iskandar Malaysia Eco-Life Challenge
Awarded Outstanding Flagship Project
(Climate Change) 2015 Global RCE Network
38. Iskandar Malaysia Eco-Life Challenge
The Iskandar Malaysia Eco-Life Challenge (IMELC)
• Collaborative effort by UTM, IRDA and JPNJ under the SATREPS project in 2013
• to educate primary school students on Low Carbon Society (LCS).
• After 3 years, the project has now been implemented to all 228 primary schools in RCE Iskandar which
covers about 28,000 students every year.
• This project is awarded the Outstanding Flagship Project 2015 (Climate Change) by UNU-AIS under
the RCE Global Network.
• The project has 3 Modules :
i. Students to complete a workbook which contains knowledge dissemination on climate change and
LCS, behaviour survey of the students, household accounting activities and student reflection on
carbon emission.
ii. Students to carry out activities to reduce their house and school utility bills and collect recycling
items.
iii. Choose the best 15 schools to compete in a final oral presentation where the winner team received a
study trip to Kyoto, Japan to learn more on climate change actions and LCS.
39. Problem-Based Learning for LCS
As a continuation of IMELC, for secondary school students,
• Problem-Based Learning (PBL) approach is implemented to Form 2 students to learn about LCS.
• It is an issue/ problem based approach which require an interdisciplinary approach e.g. education,
environmental studies, waste management, energy, sustainability
• JICA is funding this project to develop more human capital on LCS in Iskandar Malaysia.
• The project is led by UTM in collaboration with the Johor State Education Department (JPNJ).
Student trained to use PBL and they design problems for the students to learn about LCS.
The problems are designed in 3 stages with increasing level of difficulty and dependency of the students
towards the teachers as PBL is to equip students with the soft skills to acquire knowledge themselves and
promote life-long learning which are lacking at many exam-oriented schools in Malaysia. The students will
present their solution to the local community through PIBG and PIBK (similar to PTA) to bring authentic
learning environment to school students and help disseminate the awareness of LCS to the public.
40. Sustainable & Low Carbon School Exhibition
This exhibition is organised by UTM in collaboration with JPNJ to give recognition to schools that have put
in many efforts to promote climate change and education for sustainable development (ESD) especially
LCS. In this exhibition, schools presented their green efforts and they are judged and awarded based on
their activities and projects related to ESD.
During the exhibition, talks and workshops were organised for school students and public to learn about
SD and LCS which involved speakers from the governmental agencies, NGO and academia. More than
500 participants visited the exhibition.
41. Responsible Tourism Development &
Biodiversity Conservation
Iskandar Malaysia is committed to going green in terms of tourism development in Iskandar
Malaysia. The overall theme is eco-tourism under the label of 'Responsible Tourism' by involving
businesses, agencies and esp. local communities in developing and promoting tourism under 4
main objectives: 1. Biodiversity conservation 2. Environmental education 3. Community-led
projects 4. Promotion of a strong and resilient local economy
Kawan Iskandar Malaysia (KIM) project is one of the social development programmes that involve
communities in Iskandar Malaysia. Its aim to improve the income of low and medium income
group Eco-tourism is part of the KIM project for example eco-tourism activity in Kg Sg Melayu and
Kg Kong Kong Laut. Boat ride, fishing, bird-watching, sharing experience in catching fish, net-
mending.
42. Low Carbon Village Felda Taib Andak
The Low carbon community programme incorporates the Low Carbon Lifestyle in a village community
such as practice of energy saving, 3-Rs (reduce, reuse and recycle), creation of green products and
others as a form of low carbon mitigation measures. This low carbon community is one of the strategies
to guide the local communities at FELDA Taib Andak on journey to low carbon lifestyle living.
The LCS Low Carbon Eco-Village programme was initiated by UTM, IRDA and the Japanese partners of the
SATREPS project in 2012 and several programmes that was carried out included composting, 3R
awareness and competition, planting of bamboo trees, provisional of pedestrian path and cycling activity.
The LCS team with the local communities revisited the low carbon Eco-village programme in December
2014 whereby the communities of FELDA Taib Andak agreed to carry out new activities that are in line
with the focus on economic inclusions in all the LCS programme. The economic inclusion is crucial in order
to sustain the green community for FELDA Taib Andak.
45. Organized by International College &
LESTARI UKM cooperation with Ministry
of Higher Education & KeTTHA .
Runner Up Presentation of Sustainable
Campus Initiatives : Sustainable Arcade.
Develop Young Sustainability Leadership &
Community Outreach
46.
47.
48.
49. CONCLUSION
HEI PLAY IMPORTANT ROLE IN DOWNSCALING THE
GLOBAL ENVIRONMENTAL CONCERN - CLIMATE
CHANGE CHALLENGE & NATION’S GOAL ON LOW
CARBON EMISSION AT THE INSTITUTIONAL LEVEL.
TOP – BOTTOM
APPROACH
50.
51. Transformative Education in RCE
Iskandar – Role of Non State Actor
As part of societal learning process, there are several transformative education
approach taking place in IM :
i. UTM CS as a DEMO SITE for climate initiative concerning National agenda to
minimize carbon emission;
ii. Implementing the living lab approach as a mode of 4Ps collaborative
iii. Facilitating the FGD, a participatory approach during the development of LCSBP-
IM.
iv. Setting up the GHG reduction target for IM followed by the continous monitoring
tools for LAs to measures the GHG reductions.
v. Kawan Iskandar Malaysia or Friends of IM - business enterprise, government
agencies and local communities involves in Responsible Ecotourism.
vi. The LCS Low Carbon Eco-village – educate the village on LCS lifestyle e.g. practice
of energy saving, 3-Rs (reduce, reuse and recycle), creation of green products,
composting, planting of bamboo trees, provisional of pedestrian path and cycling
activity.
vii. IMELC – Iskandar Malaysia Eco-Life Challenge (UTM & Johor State Education
Department) : involves primary and secondary school students, Problem-Based
Learning (PBL) learn about CC as part of the ESD.
Kalau kita merujuk kembali kpd ucapan YAB Datuk Seri Najib Tun Razak, Malayisa berhasrat untuk mengurangkan carbon emission sebanyak 40 peratus. Iatu yg terasil daripada pengangkutan, green house gas dan lain sebagainya.
UTM Sustainable Campus atau Kampus Lestari UTM dilancarkan secara rasmi pada tahun 2011.
Ianya mempunyai konsep menjadikan masyarakat atau warga UTM sebagai warga yg Sehat, Gembira dan Lestari.
Ianya merupakan konsep yang menyeluruh yang berusaha untuk menjadikan persekitaran UTM sebagai persekitaran yang sihat, kondusif untuk bekerja, belajar, beriadah dan juga tinggal.
In order to response with the Climate Change, UTM Sustainable Campus technical expert conduct the UTM Carbon Footprint.
As an initial stage to identify the carbon source of emission and take the strategic action on that.
The result shows : Electricity, trasnport and solid waste generation.
