Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece. Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html

1. GreeNET – Supporting green careers
through effective educational initiatives
Mona Schönfelder & Franz Bogner, University of Bayreuth

2. Background
 Current global change requires new ways of thinking. (Orr
1992)
 Key competencies are necessary to increase awareness for
environment and sustainable living. (Nicolae 2005)
(Environmental) Education as most important and prominent
tool. (Bogner 1998)
 Need for a turn towards green professions. (Orr 1992)
Young people must be supported and inspired choosing green
careers.

3. What is GreeNET?
 EU-project, funded by the COMENIUS
programme for Lifelong Learning
 Duration: 11/2012 - 10/2015
 Partner countries: Austria, Belgium, Germany,
Greece, Spain
 Formation of a network strengthening the
connection between the green labour
market and environmental education

4. GreeNET - Interface

5. Aims of GreeNET
 Successful and permanent link of environmental education
to career contexts
 Training pupils to correspond to major issues such as
sustainable development and climate change
 Inventory (Open educational resources) of Best Practices
linking curricula of participating countries to professions
related to sustainable development and environmental
protection

6. Methodology

7. Main Components
 Goals of the Belgrade Charter (UNESCO-UNEP 1976):
 Awareness
 Knowledge
 Attitude
 Skills
 Evaluation ability
 Participation
 Implementation of appropriate programmes.
Inquiry-Based
Learning
Green Labour
Market
ICT-Tools
Environmental
Education

8. Main Components
 Understanding green issues through knowledge and science.
 Science is defined as a body of knowledge, a process of
inquiry, and the people involved in the scientific enterprise.
 Students should understand the process of scientific inquiry.
 Inquiry may be considered as
“the intentional process of diagnosing problems, critiquing experiments, and
distinguishing alternatives, planning investigations, researching conjectures,
searching for information, constructing models, debating with peers, and
forming coherent arguments" (Linn, Davis & Bell 2004).
Environmental
Education
Green Labour
Market
ICT-Tools
Inquiry-Based
Learning

9. Main Components
 Green Jobs:
„are jobs that help to protect ecosystems and biodiversity; reduce energy,
materials, and water consumption through high efficiency strategies; de-
carbonize the economy; and minimize or altogether avoid generation of
all forms of waste and pollution” (Renner, Sweeney & Kubit 2008).
 Students do not have insight into green jobs and must get in
touch with them.
Environmental
Education
Inquiry-Based
Learning
Green Labour
Market
ICT-Tools

10. Main Components
 Part of the modern world
 ICT-Skills as part of recquired skills at the labour market
 Preparing learners for participation in an information society.
 Preparing teachers for the possibility toexchange and
network (OERs)
Environmental
Education
Inquiry-Based
Learning
Green Labour
Market
ICT-Tools

11. Criteria for the project‘s Best Practices
1. Relation to a green topic and curriculum
2. Being interdisciplinary: Drawing upon many academic disciplines and teaching methods
3. Relevance to the daily life of students
4. Based on accurate and factual professional expertise
5. Connection to professions in the green labour market
6. Learning by research and enquiry
7. Activation of the students by hands-on
8. Enhancement of students’ ICT skills
9. Support of the development of social skills
10. Adaptability of the programme
Environmental
Education
Inquiry-Based
Learning
Green Labour
Market
ICT-Tools

12. Methodology
May 2013
Crete, July 2013

13. Best Practices
 Collection of 26 outstanding good educational scenarios
from 5 countries
 Implementation & Evaluation of the Best Practices

14. Inventory
Moodle-Platform:
http://greenet.eummena.org/
Best Practice-Sammlung:
http://www.greenet-
education.eu/greenet/

15. Best Practice „To Be(e) or not to Be(e)“
 Learning programme for secondary
school
 Aims:
 Gaining an overview of the ecological and
economic importance of honeybees
 Developing an understanding for the necessity
of the conservation of the honeybee and its
habitat.
 Getting an inspiring insight into the structure of
an insect society, exemplified by the honeybee.
 Developing the ability to extract relevant
information from research data and charts by
using the internet portal HOBOS.

16. Best Practice „To Be(e) or not to Be(e)“

17. HOneyBee Online Studies
• Interactive educational platform
• Observing real objects
• Analysing and interpreting original data
• Developed by professionals
• Technical equipment: Sensors, webcams,
thermovision cameras, endoscopes
• Livestreams
• Offline data
• Additional information (pictures, texts)
• Educational resources
What is HOBOS?
How does HOBOS work?

18. Using eLearning
HOBOS-Beehive
HOBOS-Platform
Fig. 1: Homepage Fig. 2: Offline data Fig. 3: Livestreams

19. Effectiveness

20. THANK YOU!
 mona.schoenfelder@uni-bayreuth.de

21. References
BOGNER, F. X. (1998). The influence of short-term outdoor ecology education on long-term
variables of environmental perspective. In The Journal of Environmental Education, 29(4), (pp. 17–
29)
LINN, M. C., DAVIS, E. A., & BELL, P. (2004). Internet environments for science education. Mahwah,
N.J: Lawrence Erlbaum Associates
NICOLAE, L. (2005). Council of Europe Plenary Session: Youth education for sustainable
development
ORR, D. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany:
State University of New York Press
RENNER, M., SWEENEY, S., & KUBIT, J. (2008).Green jobs: Towards decent work in a sustainable,
low-carbon world. Nairobi, Kenya: UNEP
UNESCO-UNEP (1976).The Belgrade Charter: A global framework for environmental education.
Paris