The document defines ecological literacy as understanding one's place in the ecosystem and discusses its key aspects. Ecological literacy requires shifts in perception, knowledge, and actions. It emphasizes seeing subjects as integrated relationships rather than isolated units, and understanding qualities and processes over quantities and structures. The goal is to develop people who are inquisitive, reflective, self-directed, responsible, and seek to transcend personal interests for the broader environment.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Ecological Literacy in Design Education: A Foundation for Sustainable DesignEcoLabs
'Ecological Literacy in Design Education: A Foundation for Sustainable Design' paper presentation at the DRS//CUMULUS Oslo 2013 - 2nd Int. Conference for Design Education Researchers. More information and paper available here: http://ecolabsblog.wordpress.com/2013/01/24/ecolabs-at-drs-cumulus-2013-2nd-int-conference-for-design-education-researchers/
Discover why environmental studies matters in this informative infographic. Explore the reasons why understanding and engaging with our environment is crucial for the planet and future generations. This visually engaging guide delves into the importance of environmental studies for sustainability, conservation, and global well-being. Learn how it shapes responsible citizens and decision-makers, fosters eco-consciousness, and addresses pressing environmental challenges. Delve into the impact of environmental studies on our world, from climate change to biodiversity conservation, and see why it's a subject of paramount importance in today's interconnected world.
Critical Thinking and Collaborative Problem-Solving for Improving Education P...IEREK Press
The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.
The components of environmental education are:PEYA winner and water monitor examining a snake
Awareness and sensitivity to the environment and environmental challenges
Knowledge and understanding of the environment and environmental challenges
Attitudes of concern for the environment and motivation to improve or maintain environmental quality
Skills to identify and help resolve environmental challenges
Participation in activities that lead to the resolution of environmental challenges
Environmental education does not advocate a particular viewpoint or course of action. Rather, environmental education teaches individuals how to weigh various sides of an issue through critical thinking and it enhances their own problem-solving and decision-making skills.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Objectives
Define ecological literacy;
Distinguish among environmental literacy, eco-literacy,
and ecological literacy;
Describe an eco-literate person; and
Recognize individual and collective roles in protecting
and rehabilitating the environment and ecosystem.
3. The development of ecological understanding is not
simply another subject to be learnt but a fundamental
change in the way we see the world.
-John Lyle, 1994
4. Ecological Literacy
Refers to an individual’s understanding not only of
ecological concepts, but also of his or her place in the
ecosystem (Meena & Alison, 2009)
5. Ecological Literacy
David Orr in 1998- indicated that knowing, caring, and
practical competence form the foundation for
ecological literacy.
He pointed out that the root of environmental crisis is
the individual’s inability to think about “ecological
patterns, systems of causation, and long-term effect of
human actions.”
6. Ecological Literacy
He emphasized the importance of experience in one’s
natural environment that can enable humans to shift
perspective from one of an economic emphasis to one
of balance amongst economics, ecology, and cultures.
7. Ecological Literacy
Orr argued that the ecologically literate person
understand the dynamics of the environmental crisis,
which includes and understanding of how people have
become so destructive.
Therefore, identifying school students’ ecological
literacy levels is a necessary step to investigate their
behavior, attitudes, sensitivity, and behavioral intention.
8. Ecological Literacy
Kahyaoglu (2009) also stated that positive attitudes and
values towards the environment are occurred with a
good knowledge.
Developing environmentally responsible behavior
requires correct knowledge about climate change, the
cause of global warming, carbon emissions, and carbon
footprint.
9. Ecological Literacy
Ecological literacy is meant to enable conscious and
participant citizens to make informed decisions or take
action on environmental issues (Jordan et al. 2009)
Efforts in this direction include books by experienced
ecologists for the general public, of which two
outstanding examples are Levin (2000) and Slobodkin
(2003).
10. Characterizing an Eco-literate Person
Dr. Tom Puk (2002)- “a responsible, lifelong learner who
strives to improve the human condition and the
environment within the context of self, human groups,
the biosphere, and the ecosphere.”
11. To achieve the ultimate goal a person
should become:
An inquirer
-who actively secures the basic skills and knowledge
in order to carry out ecological responsibilities. This also
enables her to reach her own potential and place in the
physical and natural environment.
12. To achieve the ultimate goal a person
should become:
A reflective learner
-who understands the value and limitations of
human knowledge, the power and limitations of the
natural world, the role of intuition in real life pursuits, and
the role of self as it is manifested in one’s personal
narrative.
13. To achieve the ultimate goal a person
should become:
Intelligently self-directed
-who engages in self-appraisal, sets new learning
objectives, develops plan to achieve those objectives,
carries out those plans in a flexible inquiry-directed
manner, and reflects on the whole process.
14. To achieve the ultimate goal a person
should become:
Morally responsible
-who governs actions with precepts (responsibility,
seeking justice and equality for all) that maintain
harmonious relationship.
15. To achieve the ultimate goal a person
should become:
Ecologically responsible
-who embodies ecological ideals in daily life
16. To achieve the ultimate goal a person
should become:
Seek self-transcendence
-who moves beyond the limitations of personal ego
by identifying with human groups (past and future), flora
and fauna, ecosphere, that transcend the individual life in
scope and time
17. Environmental Literacy
General Conceptions of Environment
Problem Field of Values
Dominant Educational Objectives
Develop problem-solving skills, from diagnosis to action
Develop a system of ethics
Adopt environmentally responsible
18. Environmental Literacy
Primary Pedagogical Approaches
Cognitive Pragmatic Affective Moral
Example of Strategies
Case study, issue analysis, problem-solving project
Analysis and clarification of values, criticism of social values
19. Ecological Literacy
General Conceptions of Environment
Object of study system
Dominant Educational Objectives
Acquire knowledge of ecological concepts and principles
Develop skills related to the scientific method: observation
and experimentation.
20. Ecological Literacy
Dominant Educational Objectives
Develop systems thinking: analysis and synthesis
Understand environmental realities in view of informed
decision-making
21. Environmental Literacy
Primary Pedagogical Approaches
Cognitive Experiential
Example of Strategies
Observation, demonstration, experimentation
Case study, environmental system analysis, construction of
ecosystem models
22. Eco-literacy
General Conceptions of Environment
Shared resource for sustainable living Gaia
Dominant Educational Objectives
Promote and contribute to economic development that
addresses social equity and ecological sustainably
23. Eco-literacy
Dominant Educational Objectives
Develop the many dimensions of one’s being in interaction
with all aspects of the environment
Develop an organic understanding of the world and
participatory action in and with the environment
24. Environmental Literacy
Primary Pedagogical Approaches
Cognitive, Pragmatic, Holistic, Intuitive/Creative
Example of Strategies
Case study, social marketing, sustainable consumption
activities, sustainable living management project
Immersion, visualization, creative workshops.
25. Significant Benefits of Greening
Initiatives
Environmental and economic sustainability
A system-wide culture of sustainability helps
preserve and enhance what the institution values today
as well as for the future.
26. Significant Benefits of Greening
Initiatives
Reputation as a leader through example
As colleges and universities offer courses in environmental
management, engineering, laws and regulations, and assessment,
greening initiatives provide them opportunities to practice what
they preach and make their mark as environmental leaders.
Colleges and universities need to examine their own
organizations and implement on their own campuses what they
and the public expect their industry to do.
27. Significant Benefits of Greening
Initiatives
Economic benefits
A routine, curriculum-based, environmental audits and
program that reveals waste and inefficiency associated with
campus activities, coupled with the identification of environment-
friendly alternatives, can yield significant cost savings for the
institution.
28. Significant Benefits of Greening
Initiatives
“Real-life” work experience for your students
Environmental audits and pollution prevention evaluations
can be integrated into the curriculum, providing students with
hands-on investigative and problem-solving experience that they
can take with them when they enter the workplace . This
experience not only makes your students more marketable, it also
provides them with the kinds of broad-thinking skills that allow
them to succeed and thrive once they are employed.
29. Significant Benefits of Greening
Initiatives
Improved quality of life in the campus
A Green Campus is a cleaner, safer, and healthier place to
live and work.
30. Ecological Literacy
Is a form of transformative education that
requires shifts in three related areas:
1. Perception (seeing)
2. Conception (knowing)
3. Action (doing)
31. Ecological Literacy
Is a form of transformative education that
requires shifts in three related areas:
1. Perception (seeing)
2. Conception (knowing)
3. Action (doing)
32. Ecological Literacy
From parts to whole- subjects are to be taught as
integrated not as isolated units in the curriculum.
From objects to relationships- an ecosystem is a
community. Communities are characterized by sets,
networks, or relationship. School put premium on
relationship-based processes such as cooperation,
collaboration, and decision-making by consensus.
33. Ecological Literacy
From objective knowledge to contextual knowledge-
this shift requires one to explain properties of the parts
within the context of the whole or in terms of
environments and systems.
34. Ecological Literacy
From quantity to quality-assessments have traditionally
emphasized standardized testing in terms of quantities,
numeric scores, and measurements. Schools are
challenged to design assessment more adequate than
the standardized tests if they are to practice this
principle.
35. Ecological Literacy
From structure to process- systems are dynamic and
evolving. Thus, the understanding of living structures is
linked to understanding renewal, change, and
transformation. This shift is embodied in project-based
learning, which highlights the application of knowledge
within evolving real-life contexts.
36. Ecological Literacy
From contents to pattern- when we draw maps of
relationships, we discover certain configurations of
relationships that appear again and again. We call these
configurations patterns. Instead of focusing on what a
living system is made of, we study patterns
