Research in the CGIAR: An urgent need for systems analysis and more integrati...ILRI
Presented by Anne-Marie Izac (CGIAR Consortium) at the Livestock and Fish Expert Workshop on Systems Analysis for Value Chain Transformation, Amsterdam, 19 November 2014
Developing the India smallholder dairy value chain impact pathway(s) ILRI
Presented by Michael Kidoido at the Workshop on Smallholder Dairy Value Chain Transformation in Bihar—Challenges, Opportunities and the Way Forward, Patna, India, 1-2 August 2014
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Research in the CGIAR: An urgent need for systems analysis and more integrati...ILRI
Presented by Anne-Marie Izac (CGIAR Consortium) at the Livestock and Fish Expert Workshop on Systems Analysis for Value Chain Transformation, Amsterdam, 19 November 2014
Developing the India smallholder dairy value chain impact pathway(s) ILRI
Presented by Michael Kidoido at the Workshop on Smallholder Dairy Value Chain Transformation in Bihar—Challenges, Opportunities and the Way Forward, Patna, India, 1-2 August 2014
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
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.
Online Educa Berlin 2014: Institutional Transition Towards Increased Technolo...Margaret Korosec
This presentation reflects on three scenarios of change towards increased use of technology to enhance learning. It questions institutional strategy and the role of change facilitators who are actively changing with or without infrastructure or operational structures.
Slides from the premier international energy and behaviour change conference in America, BECC, 2016. This paper presents findings from an EU funded international competition which discusses insights on a scale previously unseen. SAVES is an inter-dormitory energy-saving competition that is being run in five countries and has reached over 50,000 students over the last two years specifically, 484 dormitories at 17 Universities. Building on the successful UK ‘Student Switch Off; competition run by the National Union of Students, SAVES provides engagement with students, enabling, empowering and motivating them to save energy – focusing specifically on the last stage of the ‘Awareness, Interest, Desire, Action’ framework. Smart meter data is used to run real-time energy challenges, inform students how much energy they are using, and encourage peer to peer learning and international cooperation through a virtual twinning scheme.
This paper presents findings on the effectiveness of Student Switch Off competition, as it has been implemented in Europe. A mixed methods approach (pre/post intervention surveys, focus groups and analysis of the energy metering data) was taken to evaluate the level of energy savings and quantifiable behaviour change delivered in students across participating dormitories and countries. Reflections and recommendations are offered towards the role of dashboards and student led competitions.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts
発表者:スー・エリオット 氏(ニューイングランド大学教育学部教授、オーストラリア環境教育学会副会長) / Dr. Sue Elliott(Senior Lecturer, School of Education, University of New England, Vice President, Australian Association for Environmental Education Inc.)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
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.
Online Educa Berlin 2014: Institutional Transition Towards Increased Technolo...Margaret Korosec
This presentation reflects on three scenarios of change towards increased use of technology to enhance learning. It questions institutional strategy and the role of change facilitators who are actively changing with or without infrastructure or operational structures.
Slides from the premier international energy and behaviour change conference in America, BECC, 2016. This paper presents findings from an EU funded international competition which discusses insights on a scale previously unseen. SAVES is an inter-dormitory energy-saving competition that is being run in five countries and has reached over 50,000 students over the last two years specifically, 484 dormitories at 17 Universities. Building on the successful UK ‘Student Switch Off; competition run by the National Union of Students, SAVES provides engagement with students, enabling, empowering and motivating them to save energy – focusing specifically on the last stage of the ‘Awareness, Interest, Desire, Action’ framework. Smart meter data is used to run real-time energy challenges, inform students how much energy they are using, and encourage peer to peer learning and international cooperation through a virtual twinning scheme.
This paper presents findings on the effectiveness of Student Switch Off competition, as it has been implemented in Europe. A mixed methods approach (pre/post intervention surveys, focus groups and analysis of the energy metering data) was taken to evaluate the level of energy savings and quantifiable behaviour change delivered in students across participating dormitories and countries. Reflections and recommendations are offered towards the role of dashboards and student led competitions.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts
発表者:スー・エリオット 氏(ニューイングランド大学教育学部教授、オーストラリア環境教育学会副会長) / Dr. Sue Elliott(Senior Lecturer, School of Education, University of New England, Vice President, Australian Association for Environmental Education Inc.)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Charles Darwin University
Over the last few years the Australasian Council of Online, Distance and eLearning (ACODE) have facilitated two major Benchmarking Summits in Sydney and Canberra, using the ACODE Benchmarks for TEL. These have been unprecedented events within the Australasian higher education, with 35 higher education institutions from five countries involved. To participate each institution first had to undertake a self-assessment of their capacity in TEL against the Performance Indicators in the tool, and then be willing to share this with the other institutions involved. Each institution assessed, at a minimum, two of the benchmarks, with many institutions doing far more. However, for an institution to maximize its experience with this activity they need to be starting their engagement well prior to the formal benchmarking activity. This workshop will help those new to the ACODE benchmarks understand what is required when using this tool. It will provide the wherewithal to ensure your participation is undertaken in a rigorous way. More importantly, it will provide a practical way to facilitate an internal activity, potentially with a view to then be involved in an inter-institutional activity. We will work through a number of different scenarios to help you understand the many facets needing to be considered in undertaking such an activity, and you leave with a strong plan of action for your institution to enhance its capacity in TEL.
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
Preparing your institution to benchmark technology enhanced learning in 2016: Using the ACODE Benchmarks. Presented at The ascilite 2015 Conference in Perth 30 Nov - 3 Dec
Developing a sustainable OER ecosystem in HEcetisli
This presentation was for the Open Ed conference 2010. It was to examine the sustainability issues in UKOER projects and to develop a sustainable OER ecosystem in HE
Developing Sustainable Leadership: Changing MBA Curriculums to Breed Responsi...Cleaner Greener China
The presentation was just given as part of a Pre-COP15 conference on developing sustainable leaders through traditional management schools.
This presentation is very much focused on our model, and while only half way through the current year's program, we are already seeing great things as:
1) the course actively engages student concerns, and supports them as they develop a business case for change
2) The course is not an elective, but is part of the core curriculum (i.e. required for graduation), and integrates with other core topics (finance, operations, marketing, etc)
3) The course is tangible. Lessons learned through the first semester are put into place through the second semester partnership.
Oxford Brookes Case Study - ISO 14001 (Environmental Management)NQA
One of the UK’s leading modern universities, Oxford Brookes has gained an international reputation for teaching excellence and innovation. However, staff and students needed to improve their education with regard to environmental impact and a step-by-step environment management system was introduced. Targets were set in transport, energy, water and waste management and ISO 14001 enables them to achieve these objectives.
1. Case Study: Otago Polytechnic Case Study: University of Otago
Action to Date
2004
2005
2006
2007
2008
2009
2010
2011
Otago Polytechnic Centre for
Sustainability
established, Wanaka.
Projects with industry,
local government
and community.
* All schools
& departments
report on progress
toward graduate
profile goal.
‘Living Campus’
hands-on experience
stimulates thinking
and discussion.
‘What’s
Best’ local
business
showcase
‘Poly
bikes’.
National
Coordination
of SHaC
* Education
for Sustainability
(EFS) content
within each
programme.
Compulsory
full day work
shops for
staff
Continual
& significant
improvement in
sustainable practices in all
polytechnic operations,
including procurement,
waste, open-source
information, travel,
energy.
Multiple
committed,
salaried
positions
Leadership
Team commits to
becoming a sustainable
organisation and
leader in the field of
education for
sustainability.
* Goal:
all graduates
are capable and
confident to act as
sustainable
practitioners.
‘ The Natural Step’
invested in to
manage integration
into all areas of
curriculum, teaching
operations, industry
& community
involvement.
* Specialist
courses, Wanaka:
certificate and
graduate diploma
in sustainable
practice.
University of Otago
2004
2005
2006
2007
2008
2009
2010
2011
Working
Party on
Environmental
Sustainability
(ES) formed.
Report
presented
to V.C.
Environmental
Sustainability
Advisory Committee
(ESAC) formed.
Green
Star rating
on new
building.
Building
Management
System significantly
upgraded. Salaried
Energy Manager.
Recycling
on Campus.
New,
salaried role
pending.
Exploring
possibility of
incorporating a
Sustainability
Objective in
Strategic Plan
ES
Website
Campus
Master Plan
published; section
on sustainability
vision.
Vision
* Emphasis on Curriculum
Tangible Action
Selected to be indictive of preliminary
findings on levels of commitment.
• means different things to different people
• has no blueprint or prescriptive approach for implementation
• is evolving new common languages within disciplines
• is best understood through a reflective process by each individual.
• Clear policy influences integration into decision making by
demanding understanding.
3., F.T.
Understanding Sustainability
1.
• top-level commitment to sustainability objectives is essential for change. F.T.
• tertiary institutions have a responsibility to lead by example in society.
Leadership is key
3.
Commitment over time.
4.
1• Shove, Elizabeth, and Walker, Gordon. (2007) Commentary. Environment and Planning A,
(39), 763-770.
2. Voss, Jan- Peter, Bauknecht, Dierk, Kemp, Rene (Eds.) (2006) Reflexive Governance for
Sustainable Development. Edward Elgar. U.K.
3. Robinson, John. (2004) Squaring the Circle? Some Thoughts on the Idea of Sustainable
Development. Ecological Economics, 48, 369-384.
4. Vatn, Arlid. (2005) Institutions and the Environment. Cheltenham. Edward Elgar
Publishing Limited.
F.T. Preliminary research findings.
From Policy to Action: Governance for Sustainability Transitions
In Otago’s Tertiary Education Institutions.
Introduction:
• In response to a changing moral and legal decision-making environment in New Zealand, institutions are devising and managing strategies that improve environmental sustainability.
• The transitions represent a complex new challenge, for which there is no singular definition or blueprint.
• Taking two tertiary education institutions as case studies, this research aims to identify and investigate key elements associated with the implementation of sustainability measures.
• Of particular interest is the governance practice of reflexivity, strongly identified in current discourse as a means to achieve the adaptation and to identify the innovation necessary to respond to and manage complex, shifting goals.
• Actions and achievements to date suggest current levels of commitment.
• The roles and responsibilities of tertiary institutions are questioned.
Reflexive Governance is optimal
2. • a framework to correct concepts and practices
• supports adaptation to changing conditions
• optimise systemic change when results are unpredictable
• manages innovation from diversity
• self reflects, challenging established cultures and inherently political agenda 1. 2. 4.
“Putting in a report
would make no
difference”
We don’t really feel
listened to.’
“Things have to go
through the top to
be taken seriously.’
“I have the
freedom and support
to try out my ideas.”
“The door is
always open.”“If I want to try
something, I can just
go ahead.”