KTH Royal Institute of Technology in Sweden has undertaken a holistic initiative to promote sustainable development through its education, research, collaboration, and operations. Key aspects of the initiative include systematically integrating sustainability into academic programs, increasing sustainability-related research, partnering with external organizations, and obtaining ISO 14001 environmental certification. Evaluation shows progress but also further work is needed. Objectives for 2016-2020 focus on expanding areas like sustainable education, research, travel reductions and responsible investment. The initiative aims to establish KTH as a leader in technical higher education for sustainable development.
Technology based teaching with a learner-centered access seems to be a promising access to teaching. A special learning sequence using Blended Learning fitting to a selected target group of youth learners was created. To develop an appropriate setting the research group selected a student’s group in the subject Project Management and Presentation Technique. The analyses of possible learning environments resulted in either a Blended Learning environment or a pure distance learning.
The course based on competence oriented learning outcomes (van Lakerveld 2011). From the beginning, a quality assurance system was defined based on a quality framework for Blended Learning (Mazohl 2014).
The feedback of the students was split in a pre-questionnaire, an intermediate and a final questionnaire.
The data analyzes focus on students’ expectations and students’ experience. To create indicators for quality-based Blended Learning a quantitative survey was conducted as well as a qualitative investigation. The quantitative survey was performed using a questionnaire in context with a practical implementation of the course in frame of regularly teaching. Additional, the prove of the quality framework was measured.
Technology based teaching with a learner-centered access seems to be a promising access to teaching. A special learning sequence using Blended Learning fitting to a selected target group of youth learners was created. To develop an appropriate setting the research group selected a student’s group in the subject Project Management and Presentation Technique. The analyses of possible learning environments resulted in either a Blended Learning environment or a pure distance learning.
The course based on competence oriented learning outcomes (van Lakerveld 2011). From the beginning, a quality assurance system was defined based on a quality framework for Blended Learning (Mazohl 2014).
The feedback of the students was split in a pre-questionnaire, an intermediate and a final questionnaire.
The data analyzes focus on students’ expectations and students’ experience. To create indicators for quality-based Blended Learning a quantitative survey was conducted as well as a qualitative investigation. The quantitative survey was performed using a questionnaire in context with a practical implementation of the course in frame of regularly teaching. Additional, the prove of the quality framework was measured.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
It is not simple to predict, and in particulate predict the future (and hype is always there). After having outlined state of play in ICT enabled pedagogy, using the US as an example, OER is presented as an opportunity for innovation in education - and a learning process facilitating innovation is presented. What is next? Exiting opportunities are knocking on our door: VR, AR, AI and more to come - take care, the learner is in the core.
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
Aect2013 Kaleidoscope Open Course IntiativeRonda Dorsey
The Kaleidoscope Project, funded by a Next Generation Learning Challenges (NGLC) Wave One grant, focuses on supporting the academic success of at-risk student populations by creating effective, sustainable, and collaborative courses using open educational resources (OER), open source software, sound instructional design, a closed-loop assessment process, and detailed analysis of learning and success results. The end result is an innovative scaling strategy with the potential to significantly disrupt higher education.
The Building Blocks for College Completion: Student Success infographic shares 7 lessons learned on blended and personalized learning from a study of 29 NGLC grant recipients. Five innovations to watch from universities across the country are also showcased.
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
PETS - Proactively ensuring team success through learning analytics aligned w...Blackboard APAC
While team work is intrinsic to authentic, collaborative learning in higher education, every student and academic has a horror story to tell about group dysfunction and social loafing. Dysfunctional teams often become apparent too late to rectify the problem. We will showcase a multifaceted approach to supporting students in complex team projects in two large (1200+) First-Year Engineering design and build courses at the University of Queensland. The PETS (Proactively Ensuring Team Success) process systematically utilises learning analytics from in-house LTI tools and Blackboard Learn for strategic intervention to support student teams.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Dr. Greg Evans 3M Fellow Lecture on Teaching InnovationJawwad Siddiqui
Learning to teach is often a private process, that we pursue on a public stage. In contrast with the way we
instruct fundamentals in our classrooms, or discover new knowledge in our laboratories, teaching is most
often learnt experientially with little to no scaffolding or focus on underlying theory. Is this really an
optimal approach to learning how to teach? Is there perhaps a better way?
In this talk, I will share some lessons I’ve learnt about teaching. Drawing from the courses that I’ve
designed and delivered, I’ll describe instructional strategies and digital tools I use to enhance learning and
integrate transdisciplinary competencies such as communication, teamwork, and professionalism. I will
share my views on where I see education headed and how we might adapt our teaching accordingly, for
the betterment of our students, professors, and institution.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
It is not simple to predict, and in particulate predict the future (and hype is always there). After having outlined state of play in ICT enabled pedagogy, using the US as an example, OER is presented as an opportunity for innovation in education - and a learning process facilitating innovation is presented. What is next? Exiting opportunities are knocking on our door: VR, AR, AI and more to come - take care, the learner is in the core.
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
Aect2013 Kaleidoscope Open Course IntiativeRonda Dorsey
The Kaleidoscope Project, funded by a Next Generation Learning Challenges (NGLC) Wave One grant, focuses on supporting the academic success of at-risk student populations by creating effective, sustainable, and collaborative courses using open educational resources (OER), open source software, sound instructional design, a closed-loop assessment process, and detailed analysis of learning and success results. The end result is an innovative scaling strategy with the potential to significantly disrupt higher education.
The Building Blocks for College Completion: Student Success infographic shares 7 lessons learned on blended and personalized learning from a study of 29 NGLC grant recipients. Five innovations to watch from universities across the country are also showcased.
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
Presentation about exploring digital or online assessment strategies at the NADEOSA / DEASA Conference about Open Learning, hosted by Unisa and UP, Pretoria, South Africa on 6 September. Provides a conceptual overview of considerations for assessment strategies for open or distance learning providers, digital assessment benefits and challenges and assessment forms.
PETS - Proactively ensuring team success through learning analytics aligned w...Blackboard APAC
While team work is intrinsic to authentic, collaborative learning in higher education, every student and academic has a horror story to tell about group dysfunction and social loafing. Dysfunctional teams often become apparent too late to rectify the problem. We will showcase a multifaceted approach to supporting students in complex team projects in two large (1200+) First-Year Engineering design and build courses at the University of Queensland. The PETS (Proactively Ensuring Team Success) process systematically utilises learning analytics from in-house LTI tools and Blackboard Learn for strategic intervention to support student teams.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Dr. Greg Evans 3M Fellow Lecture on Teaching InnovationJawwad Siddiqui
Learning to teach is often a private process, that we pursue on a public stage. In contrast with the way we
instruct fundamentals in our classrooms, or discover new knowledge in our laboratories, teaching is most
often learnt experientially with little to no scaffolding or focus on underlying theory. Is this really an
optimal approach to learning how to teach? Is there perhaps a better way?
In this talk, I will share some lessons I’ve learnt about teaching. Drawing from the courses that I’ve
designed and delivered, I’ll describe instructional strategies and digital tools I use to enhance learning and
integrate transdisciplinary competencies such as communication, teamwork, and professionalism. I will
share my views on where I see education headed and how we might adapt our teaching accordingly, for
the betterment of our students, professors, and institution.
Opening day of WSSD-U-2016 at MIT on September 14. Slides from Opening remarks and first Panel: Are sustainability policies good indicators of commitment of higher education institutions?
Recently I went to Quantcast’s Big Data Summit to hear from the media and adtech industry about the latest trends in big data. These 5 ideas resonated with me.
With 400 days until the referendum on Scotland’s constitutional future, Ipsos MORI teamed up with journalist and broadcaster Steve Richards to look at the state of play in the polls and what ‘game changers’ might lie ahead in the year ahead. Mark Diffley looked at the number and profile of undecided voters and the information they are looking for ahead of the vote. Steve looked at the referendum from a Westminster perspective and in light of recent referendum experience across the UK.
The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.
Developing academic practice in Foundation DegreesJo Smedley
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Policy Recommendation on Curriculum Development for Vocational Schools toward...ESD UNU-IAS
Policy Recommendation on Curriculum Development for Vocational Schools towards Education for Sustainable Development: Methods for Education for Sustainable Development (ESD) Competencies and Curricula
Detlev Lindau-Bank, RCE Oldenburger Münsterland
Europe Regional RCE Meeting 2018
28-31 August, 2018, Vannes, France
College Learning for Sustainability Champions ProgrammeESD UNU-IAS
College Learning for Sustainability Champions Programme
Case Study Presentation
Ms. Rebecca Louise Petford, RCE Scotland
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
Developing a technology enhanced learning strategySarah Knight
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This presentation covers opportunities for schools institutions. For slides with an overview of the programme and other sector-specific sessions (higher education, vocational education and training, adult education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
Welcome to the course Servitization, a hybrid mooc, provided by CTF, Service Research Center and Karlstad Business School. Join us for free on http://hhk.kau.se/servitization or for credit via https://www.kau.se/en/education/programmes-and-courses/courses/FEAD52 (free for EU citizens).
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
Artificial Reefs by Kuddle Life Foundation - May 2024punit537210
Situated in Pondicherry, India, Kuddle Life Foundation is a charitable, non-profit and non-governmental organization (NGO) dedicated to improving the living standards of coastal communities and simultaneously placing a strong emphasis on the protection of marine ecosystems.
One of the key areas we work in is Artificial Reefs. This presentation captures our journey so far and our learnings. We hope you get as excited about marine conservation and artificial reefs as we are.
Please visit our website: https://kuddlelife.org
Our Instagram channel:
@kuddlelifefoundation
Our Linkedin Page:
https://www.linkedin.com/company/kuddlelifefoundation/
and write to us if you have any questions:
info@kuddlelife.org
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
1. A holistic approach for integration of
sustainable development in education,
research, collaboration and operations
Göran Finnveden, Erica-Dawn Egan, Teresia Sandberg and
Emma Strömberg
KTH Royal Institute of Technology, Stockholm, Sweden
2. KTH Royal Institute of Technology
• The oldest and largest
technical university in
Sweden.
• More than 15 000
students
• Over 5000 employees
• Divided into 10 schools
plus university
administration
• Vice-presidents can be
appointed for specific
tasks
3. KTH’s sustainability initiative 2011
• Sustainable Campus – focus on campus activities and the
development of an Environmental Management System
led by the Environmental Manager
• KTH-Sustainability – focus on integrating sustainability in
education, research and cooperation led by the vice-
president for sustainable development.
• Two parts working together and since 2016 organised as
KTH Sustainability Office
4. KTH has ambitions regarding sustainable
development
• KTH shall be a leading technical universities also
regarding sustainable development and have an identity
and trademark that is associated with sustainable
development.
(KTH Development Plan, 2013-2017)
5. Some results 2012-2015
• A systematic work on integration of sustainable
development in all educational programs is giving results.
• Research on sustainable development is increasing
• KTH is climbing on the QS ranking in the category
”Environmental Science”
• KTH’s environmental management system is certified
according to ISO 14001 since 2015.
• KTH won ”The International Sustainable Campus
Network’s Excellence Award for Excellence in Campus
2015” för KTH Campus Plan 2014
• KTH has reduced energy use in buildings
• KTH has reduced CO2-emissions from air travels
6. Sustainable development in education:
Two complementary approaches
Evaluation of the progress of integration of sustainable
development on the program level
and
providing tools and support for Program directors and
teaching staff to achieve the goals set by the university
7. Integration of sustainable development at
the program level
2011 – Education Assessment Exercise and career surveys
pointed out the need for integration
2012 - all programs submitted self-assessments
2013 - follow-up through a dialogue with schools
2013 - all schools set up an action program for integration of
sustainable development into their educational programs
2014 - all schools followed the action programs
2015 - a follow-up
2016 - new action programs set up
8. Follow-up
Three-step process
- Survey containing courses that contribute to
fulfillment of the learning outcomes
- Interview with Program directors
- Summary for each educational program
9. Results from the follow-up
• Clear improvement overall
• All programs have sustainable development in the
curriculum on different scales
• Several programs have come a long way
• Several programs have plans for further development
• Some programs still have little integration and vague plans
for the future
8
12
7
10. Tools for integration of sustainable
development in educational programs
• Clarification of the overall learning outcomes
• Mapping of courses and programs with ESD-relevance
• "Coaching" of teachers and Program directors, contact
information on teacher resources
• Pedagogical course - Learning for Sustainable
Development
• Development of a Toolbox for Teachers
• Development of course modules
• Seminars and networking
11. Learning for Sustainable development
The general aim of the course is that teachers, based on their
own subject, should be able to integrate questions on sustainable
development in their teaching so that the students, during and
after their education include their integrated knowledge and
reflections in the subject sustainable development.
• What is sustainable development?
• Integration and progression
• What is sustainable development for engineers?
• What is learning for sustainable development?
• Course goals, activities and examination
School of Education and Communication in Engineering Science
Anna-Karin Högfeldt, Organisation and Leadership
Monika Olsson, Industrial Ecology
12. Tools for integration of sustainable
development in educational programs
• Clarification of the overall learning outcomes
• Mapping of courses and programs with ESD-relevance
• "Coaching" of teachers and Program directors, contact
information on teacher resources
• Pedagogical course - Learning for Sustainable
Development
• Development of a Toolbox for Teachers
• Development of course modules
• Seminars and networking
13. Developed modules at KTH
Interactive Introduction to Sustainable Development –
board games and interactive lectures
Jon-Erik Dahlin
14. Developed modules at KTH
Social sustainability in education at KTH
• Generic part – 4 lectures and 2 seminars
• Program specific part – developed in collaboration
with the course responsible teacher
(Elisabeth Ekener, Karin Edvardsson Björnberg,
Niccolas Albiz, Dominic Von Martens)
ÅF/KTH – Sustainable business development
• Social Responsibility: An organization's responsibility
towards society and the environment.
• Sustainable business: A business where sustainability
is a key driver of business strategy, process and
product development, and marketing.
15. Tools for integration of sustainable
development in educational programs
• Clarification of the overall learning outcomes
• Mapping of courses and programs with ESD-relevance
• "Coaching" of teachers and Program directors, contact
information on teacher resources
• Pedagogical course - Learning for Sustainable
Development
• Development of a Toolbox for Teachers
• Development of course modules
• Seminars and networking
• Seed funding for developing new courses etc.
16. Exemple of activities in research and
research education
• Seed funding for pilot projects, writing larger applications.
• Developing PhD courses
• Networks for PhD students
• Seminars, workshops, network meetings
• Information about research calls
• Funding for participation in networks
17. Collaboration with society, examples of
activities
• Established partner agreement with
• Akademiska Hus (our main landlord)
• IVL – Swedish Environmental Research Institute
• SEI – Stockholm Environment Institute
• Involvement in other partner agreements
• Active in national and international networks
• Internal and external newsletters
• Seminars and events, e.g.
• KTH-Sustainability Education Day
• KTH-Sustainability Research Day
18. Evaluation of KTH-Sustainability, winter
2015
• Self-evaluation, interview study, external experts.
• Conclusions:
• KTH has made progress
• KTH-Sustainability has played an important role
• Strong support for the vision that KTH should be a
leading actor
• We are not there yet.
• The initiative should continue
• Change of focus towards more cooperation with
society, students and faculty, e.g. ”Campus as a living
lab”, student engagement.
19. Role of the ISO 14001 certified
Environmental Management System
• Ensures a systematic approach for all areas included
• Ensures involvement with top management
• Regular internal and external audits
• A way of communicating our commitment
• An insurance towards a backlash
20. Areas for sustainable development
objectives 2016-2020
• Education
• Research
• Collaboration
• Work environment
• Campus
• Travels
• Procurement
• Hazardous chemicals
• Investement
• Organisation and management
21. Examples of objectives 2016-2020
• KTH's research for sustainable development shall increase.
• The integration of sustainable development in KTH's
research base shall increase.
• Achieve a 20% percent reduction in carbon emissions
resulting from business travel per full-time employee
equivalent.
• Funds of KTH’s affiliated foundations and donations shall be
invested so that they contribute to sustainable development.
• Environmental and sustainability issues shall be integrated
into regular activities and operations and be included in all
relevant processes, plans and decisions.
KTH in Stockholm is the largest, oldest and most international technical university in Sweden. No less than one-third of Sweden’s technical research and engineering education capacity at university level is provided by KTH.
Education and research spans from natural sciences to all the branches of engineering and includes architecture, industrial management and urban planning.
