{"id":352,"date":"2023-12-08T15:00:02","date_gmt":"2023-12-08T15:00:02","guid":{"rendered":"https:\/\/ascnet.ie\/blitt\/?p=352"},"modified":"2024-01-03T15:43:25","modified_gmt":"2024-01-03T15:43:25","slug":"greening-minds-blended-learning-for-sustainable-education-advocacy","status":"publish","type":"post","link":"https:\/\/ascnet.ie\/blitt\/2023\/12\/08\/greening-minds-blended-learning-for-sustainable-education-advocacy\/","title":{"rendered":"Greening Minds: Blended Learning for Sustainable Education Advocacy"},"content":{"rendered":"\t\t
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<\/span>Greening Minds: Blended Learning for Sustainable Education Advocacy<\/span><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  • \n\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/i>\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\tBlended Learning<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    This training aimed to explore climate-related issues and actions for a sustainable existence while focusing on integrating them into general education in a meaningful and impactful manner. The case study reflects the positive impact of this training.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    <\/span>Context<\/span><\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    The EU increasingly directs the education sector towards promoting sustainability throughout its curriculum, aiming to integrate it as an integral part rather than a separate subject. Often, climate crisis education can be overwhelming and leave students feeling powerless. Participants joined the course seeking up-to-date information and strategies to effectively convey the message of zero waste in a constructive way.
    This program offers an experiential introduction to both knowledge and approaches required for building green competencies.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    <\/span>People Involved<\/span><\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    The training was delivered internally among the institution’s interns, with ten participants aged 20-24. They possessed diverse educational backgrounds and were highly motivated due to their awareness of climate change.
    The course facilitator, an experienced virtual trainer, had taught a variety of relevant courses and previously taught this course but not in a blended format.<\/p>

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    <\/span>Before the transformation
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    The course required substantial input on the EU’s position and actions, and the severity of the issues addressed. Due to the majority of participants being non-native English speakers, it was often challenging to keep up with the pace, leading to frustration, particularly for those with lower English proficiency. This situation resulted in some activities being skipped.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    Blended learning aimed to reduce the reading load in workshops, allowing participants to acquire information at their own pace and think about application activities in advance. In-class discussions and shared best practices were encouraged, providing more time for participants to understand core concepts and plan next steps.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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    The blended approach received positive feedback from learners. They appreciated the flexibility of studying at their own pace and found the approach engaging, especially given their familiarity with technology.<\/p>

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    <\/span>\n \n \n \n\n \n Normal\n 0\n \n \n \n \n false\n false\n false\n \n EN-GB\n X-NONE\n X-NONE\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n \/* Style Definitions *\/\n table.MsoNormalTable\n\t{mso-style-name:\"Table Normal\";\n\tmso-tstyle-rowband-size:0;\n\tmso-tstyle-colband-size:0;\n\tmso-style-noshow:yes;\n\tmso-style-priority:99;\n\tmso-style-parent:\"\";\n\tmso-padding-alt:0in 5.4pt 0in 5.4pt;\n\tmso-para-margin-top:0in;\n\tmso-para-margin-right:0in;\n\tmso-para-margin-bottom:8.0pt;\n\tmso-para-margin-left:0in;\n\tline-height:107%;\n\tmso-pagination:widow-orphan;\n\tfont-size:11.0pt;\n\tfont-family:\"Calibri\",sans-serif;\n\tmso-ascii-font-family:Calibri;\n\tmso-ascii-theme-font:minor-latin;\n\tmso-hansi-font-family:Calibri;\n\tmso-hansi-theme-font:minor-latin;\n\tmso-bidi-font-family:\"Times New Roman\";\n\tmso-bidi-theme-font:minor-bidi;\n\tmso-ansi-language:EN-GB;}\n\nTechnologies Employed<\/span><\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    For the course’s blended transformation, the Moodle platform was used. Moodle enables educators to manage online courses, interact with students, deliver educational content, and assess learning outcomes. This online platform provides flexibility in terms of time and place, making it suitable for inclusive education.
    The course included various “food for thought” activities, such as examining the Sustainable Development Goals (SDGs), analyzing a country’s progress regarding SDGs, and watching videos to provoke reflection.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    <\/span>Reflections<\/span><\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    Challenges Faced<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    A challenge was that not everyone completed the pre-work, requiring the trainer to spend more time explaining topics, potentially leading to frustration and repetitive explanations.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    The participants came well-prepared and shared valuable best practices. It was rewarding for the trainer to shift quickly from theory to meaningful discussions and application activities.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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    What went well?<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \"\"<\/figure>

    <\/span> Was it worth it?<\/span><\/h3>

    It was a valuable learning experience that can be improved. Future iterations should include a brief Zoom call to establish a bond between the trainer and participants and encourage engagement. Interactive exercises, especially those related to raising awareness, should be incorporated into the call. A PowerPoint template should be provided to facilitate activities on country progress with SDGs.<\/p><\/div><\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Greening Minds: Blended Learning for Sustainable Education Advocacy Blended Learning This training aimed to explore climate-related issues and actions for a sustainable existence while focusing on integrating them into general education in a meaningful and impactful manner. The case study reflects the positive impact of this training. Context The EU increasingly directs the education sector […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"zakra_page_container_layout":"customizer","zakra_page_sidebar_layout":"customizer","zakra_remove_content_margin":false,"zakra_sidebar":"customizer","zakra_transparent_header":"customizer","zakra_logo":0,"zakra_main_header_style":"default","zakra_menu_item_color":"","zakra_menu_item_hover_color":"","zakra_menu_item_active_color":"","zakra_menu_active_style":"","zakra_page_header":true,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-352","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/posts\/352","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/comments?post=352"}],"version-history":[{"count":7,"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/posts\/352\/revisions"}],"predecessor-version":[{"id":742,"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/posts\/352\/revisions\/742"}],"wp:attachment":[{"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/media?parent=352"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/categories?post=352"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ascnet.ie\/blitt\/wp-json\/wp\/v2\/tags?post=352"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}