USAID LEAF Regional Climate Change Curriculum Development - PowerPoint Presentation

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USAID LEAF

Regional Climate Change Curriculum Development

B

ASIC

C

LIMATE

C

HANGE

(BCC)

0.0 Using

the

RECCCD BCC Module

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Basic Climate Change (BCC) Module TeamAcknowledgements

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What is RECCCDCurriculum materialsEducators and education administration and supportA NETWORK of educators and facilitatorsDelivery SystemsFeedback SystemsImprovement CyclesAll in service to society and STUDENTS

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Regional and Global Focus But Local ExamplesThe BCC Module is designed to provide students with a strong regional focus on climate changes and adaptation in SE Asia and the Asian Pacific; Also, Recognizing that climate change is a global issue; and that some students will go on to work in other countries and regions, a global and international perspective is offered. Instructors should endeavor to add more local examples, data, case studies, and so on to increase the regional and local relevance of the courses they offer.

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Priority setting and simplifying the materials for varied students and audiencesThe full BCC Module was developed as a set of materials designed for advanced university students, as a semester-long course. The Module can be viewed as a "superset" that can be adapted to varied educational contexts.For most other educational contexts, the materials have too much complexity and depth of treatment. Filtering the materials appropriately by instructors is expected; to adapt them to less advanced students, as needed.

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Priority setting and simplifying the materials for varied students and audiencesThis approach is based on the consensus in the BCC team that simplifying is readily accomplished -- that professional educators are adept at this -- But making materials more advanced is difficult and time-consuming. That is, a detailed course can be adapted without further basic information resource development, but a simplified course would require expensive new development. We suggest reviewing all the materials and determine the most important and learnable concepts for any given learner group and then simplifying the PPT decks to logically present and teach these concepts. Please share your modifications with your colleagues.

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Designing a Course--Adapting the materials to a specific educational context

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Using BCC ModuleThe BCC Module is built:as a toolboxas a “menu planner”but NOT a “cookbook”Materials are for YOU to use and customize to your curriculum needs and course design.

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BCC is a “toolbox” that consists of:Compilations of slides from varied sources, arranged by topic, subtopics, and concepts.Slides may contain annotations and references in the Notes window below each slide.Slides are organized by topic and sub-topic heading. Instructors can adjust the slide resources to fit the educational context they deliver.

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Why?

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Earth is the only planet we have.This is our atmosphere, upon which all life depends Earth is the only planet we have

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InspirationArt.jpg‘Ocean of Air’

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Why?The Earth is our only home.Science has established that anthropogenic global warming is happening rapidly, and threatens the well-being of humanity.There is still time to change our behavior and limit warming and impacts. We must greatly reduce GHG emissions to the atmosphere. Warming is “cooked in” to our atmosphere, regardless of what we do. We have no choice but to adapt. The sooner we recognize and meet the need, the less suffering and loss will happen. Higher learning students are the most important asset to accomplish this. Without good students, we can have no hope. With good students, we will survive and thrive.

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Climate change is a fundamental forestry and wildland management issueLong-termCross-institutional, cross-nationalCross-generational, multi-generationalAffects everything and everyoneFundamental to all other environmental effectsA risk multiplier for nearly all risks, problems and impacts, especially population impacts “What’s in it for me?” is obvious to everyone (and makes it “inconvenient” too).Global scale, global awareness

. Transcends all boundaries, disciplinary, international, sectoral, and across long frames of time. Issue is continually refreshed by the weatherHere to stay

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Process used to develop BCCOctober 2012A climate change taxonomy of all topics was presented Top-level Priority Topics Identified4 Modules for these topics plannedBCCSESCMMLE-LUPBCC November 2012Priority Setting Collaborative Spreadsheet (WIKI) to identify topics to develop within the BCC Module. All current team members voted on priority topics. December 2012. Focus topics chosen based on input from all team members at the time.

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Slide decks

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Organization of topics in slide decks

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BCC Module has four sectionsHow and Why the Climate is Changing The Effects of Climate Change on People and The EnvironmentResponses and Adaptation to Climate ChangeCurriculum Module Resources and Tools

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1. How and Why the Climate is Changing 1.1. Introduction to Climate Science and Climate Change1.2. The Causes of Climate Change1.3. Climate Intensification: Floods and Droughts1.4. Climate Modeling

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2. The Effects of Climate Change on People and The Environment2.1. Introduction to Climate Change Impacts2.2. Sea Level Rise2.3. Climate Change and Water Resources: Effects2.4. Climate Change and Food Security2.5. Climate Change and Human Health

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3. Responses and Adaptation to Climate Change3.1. Climate Change and Forest Management3.2. Climate Change and Water Resources: Responses3.3. Principles and Practice of Climate Vulnerability Assessment3.4. Dealing with Uncertainties in Climate Change3.5. Introduction to Ecosystem Services3.6. Introduction to REDD+3.7. Bioenergy and Forests3.8. Communications and Engagement

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4. Curriculum Module Resources and Tools4.1. Curated Video Collection4.2. Literature – Annotated Bibliography4.3. Climate Change Glossary4.4. Reading Assignments and Problem Sets

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Basic Climate Change Curriculum ModuleHOW AND WHY THE CLIMATE IS CHANGING1.1. Introduction to Climate Science and Climate Change1.2. The Causes of Climate Change1.3. Climate Intensification: Floods and Droughts1.4. Climate ModelingTHE EFFECTS OF CLIMATE CHANGE ON PEOPLE AND THE ENVIRONMENT2.1. Introduction to Climate Change Impacts2.2. Sea Level Rise

2.3. Climate Change and Water Resources: Effects2.4. Climate Change and Food Security2.5. Climate Change and Human Health2.6. Climate Change and Terrestrial EcosystemsREPONSES AND ADAPTATION TO CLIMATE CHANGE3.1. Climate Change and Forest Management3.2. Climate Change and Water Resources: Response and Adaptation3.3. Principles and Practice of Climate Vulnerability Assessment3.4. Dealing with Uncertainties in Climate Change3.5. Introduction to Ecosystem Services

3.6. Introduction

to REDD+

3.7. Bioenergy

and the Forest

3.8. Communications

and Engagement

CURRICULUM

MODULE

RESOURCES AND TOOLS

4.1. Curated Video Collection

4.2. Literature – Annotated Bibliography

4.3. Climate Change Glossary

4.4.

Reading

Assignments and Problem Sets

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The key ingredient is... YOUAs you learn the concepts ... Design your courses ... Teach Basic Climate Change ... Improve the materials ... Share your improvements

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Important Questions How can we mobilize determination and passion?How can we use social media to foster education and progress in knowledge? How will we make smartphones part of the educational solution? Can we use remote education, Massive Open Online Courses (MOOCs) and other educational technology to enhance our courses?How can we develop the "flipped classroom" so we use student time most efficiently and effectively?How can we best use educational technology, especially Education Management Systems (EMS. Such as Moodle) most effectively?

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Some germane Principles of EducationMotivation is keyIf people are strongly motivated to learn something, they’ll devote enough energy to learn it however they can, irrespective of the situation.If motivation levels are lower, they’ll put in less energy, and care less if they fail; more of the responsibility for enabling learning falls on the instructor.If motivation level is very low, failure becomes an agreeable option. Here you need to trick people into learning.

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Some germane Principles of EducationMotivation comes from:Intellectual curiosity / it’s interestingKnowledge is power / the application is compellingFinancial gainKnow-how is needed to advance socially/professionallyKnow-how is needed to surviveKnow-how is needed to do something you want to doCompetitionPeer expectations / fear of embarrassment

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Some germane Principles of EducationMotivation comes from (cont.):Entertainment—this is fun, and I didn’t know I was learning something....Wanting to live up to expectations of someone you respect and who cares about how you’re doing (like a particular teacher)Short-term rewards (....dog biscuits)There are multiple (often coexisting) pathways to learning:Learning a skill is different than learning an idea

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Some germane Principles of EducationPrimary learning modes:learning-by-doingmotor/kinetic (maybe taking notes, maybe learning-by-doing)visualauralconceptual / theoreticalA surprisingly small proportion of the population is capable of learning through a primarily conceptual approach

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Major impediments to learningboredomprocrastinationconflicting time commitmentsfrustrationlack of motivationlack of self-confidence (no expectation of success)ego (e.g., feeling you’re being talked down to)getting out of step and not being able to catch up lack of clear goal or opportunity to put knowledge into practicebad setting (temperature, static, uncomfortable seat, and so on.)fear

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Learning is easiest when...you have clear, consistent, and timely feedback on your successes and failuresyou’re not scaredyou’re paying attentionpractice is incorporatedthere are clear goalsthere are clear timelines and responsibilitiesyou have multiple paths to achieve those goals so you can switch back and forth when you need clarificationrewards are relatively frequentyou have immediate meaningful applications for the materialthere is some kind of participatory role for the studentnew material relates to experience or to things already known

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Lectures and Flipped Classrooms?Lectures are necessary, but alone are not sufficient for learning. Learners, after being exposed to the fundamentals, need to engage the material. In the new "flipped classroom" approach, Students complete the lectures remotely via video, as self-paced learning, ideally with testing. This is efficient and puts an emphasis on active learning during live, same-time/same-place sessions (class time). That is, class time is used for engagement, not passive listening. Learning outcomes increase.

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Time-Place communications modes USE THEM ALL TimePlacedifferentdifferent

samesameMJ Furniss 2009

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A Vision of HopeClimate change can seem apocalyptic for the public.Without hope, people will not act, and will disengage. Young people are sensitive to defeatism and are easily overwhelmed by predictions of harm. There is a LOT we can do to adapt. We mostly know how adapt, but it requires university students to design and implementWe know how to reduce emissions. Progress is real and can be done. Predictions of impacts are important, but should be paired with responses. Keep thinking about the younger folks, who will be getting this handed to them soon, with higher stakes.

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Guidelines for scholarly activityScholarship of DiscoveryScholarship of Integration Scholarship of ApplicationScholarship of Teaching Ernest L. BoyerA leader of educators, an educator of leaders 1928-1995

Scholarship Reconsidered: Priorities of the Professoriate (1990)

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“Discovery involves being the first to find out, to know, or to reveal original or revised theories, principles, knowledge or creations.”Ernest L. BoyerA leader of educators, an educator of leaders1928-1995Scholarship of Discovery

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“Integration creates new knowledge by bringing together otherwise isolated knowledge from two or more disciplines thus creating new insights and understanding.”Ernest L. BoyerA leader of educators, an educator of leaders1928-1995Scholarship of Integration

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“Application involves the use of knowledge or creative activities for development and change.”Ernest L. BoyerA leader of educators, an educator of leaders1928-1995Scholarship of Application

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“Teaching means not only transmitting knowledge, but transforming and extending it as well.”Ernest L. BoyerA leader of educators, an educator of leaders1928-1995Scholarship of Teaching