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Courses / Sustainable Education (Neta, Raleigh, Julia)

"Sustainable Education" (Neta Nakash, Raleigh McCoy, Julia Harrison)

Summary

This action is to create a short, but powerful video to be shown to all IES students as a form of sustainability education eventually during the orientation period. The video is intended to change the habits and attitudes of the students in regards to sustainability.

1. What is the action

This action is to create a system of sustainablility education for all IES students. As of now there are resources that IES students can choose to seek out, such as the Sustainable Lifestyle Webpage, if they are looking for sustainable guidelines. However, for most students this is not a concern, so they do not seek out the sustainble guidelines. The project is to create a video using the sustainable guidelines on the Sustainable Lifestyle Webpage and showing it to all IES students, possible during their spanish class the first year, but during orientation in future years. The video only needs to be a few minutes long, but can be as long as the students feel necessary to get across the value of living sustainably in Barcelona. The video should be introduced properly when presented to the students and followed with a short discussion as to the importance and respect of living sustainably in Barcelona. Perferebly the video should contain actions that are sustainable and show actions that can easily be eliminated from daily habits that are not. The video should contain minimal words and be direct.

1.1. Similar actions from previous semesters

Actions from previous semesters include the Sustainable Lifestyle Website, the video can use information from this website, such as transportation, habits, and food. From this action we learned the importance of living a sustainable lifestyle while abroad, and that this can be achieved more easily with resources such as the created webpage. However since this action requires students to seek out the information we decided to improve upon this and the new action will require students to be shown a video presenting this information.

Another similar project is the Welcome Kit. This is similar because it incorporates the same idea of educating students in sustainability within their very first days in Barcelona. However, we feel like the welcome kit idea promotes consumer culture because IES will have to order hundreds of pencils, water bottles, and other trinkets to fill the welcome kit. We think it is a more sustainable idea to make a video, because it does not use any resources and creates no waste.

In the past, students have created a Sustainability Video, but it has since been abandoned. We want to create a video that is engaging, entertaining, and of course educational. We think IES students can make a better video. Furthermore the students need to be more effective in ensuring that IES maintain the video and present it to all students.

1.1.1. Why this or a similar action didn't succed in previous semesters?

Sustainable Lifestyles Website - This action did not fully succeed in previous semesters because students did not visit the webpage. The opportunity to look at sustainable guidelines were there, but the students were not required to learn about them. A website is probably not the most engaging and attractive education tool.

Welcome Kit - Required too much work on the part of IES staff. After the students who created the proposal departed Barcelona, the IES staff was charged with the responsibility of seeing the program through to completion. A staff member would have to order the supplies, assemble hundreds of kits, and distribute them.

Video - The production quality was low and the video was not very engaging. Also, the creators did not work with IES staff to try to get the video integrated into orientation.

1.2. SWOT Analysis


Strengths
  • Since this project requires that all IES students see the video, it will directly provide students with guidelines to living sustainably while in Barcelona and in the future.
  • Inexpensive
  • Increasing the knowledge or repetition of knowledge to get students to remember or understand how to be sustainable
  • Use of shocking imagery to make student remember to be sustainable


Weaknesses
  • Many students may disregard the information in the video if they do no wish to change their habits and lifestyle.
  • Being sustainable can´t be forced. Therefore, whether or not students are willing to make sustainable changes is up to them.
  • Time Consuming
  • Video made by student doesn´t clearly explain how to be sustainable


Opportunities
  • Students can learn sustainable habits that will save them money, such as transportation methods, shopping, and other habits.
  • Students will learn more about spanish culture because they will be buy local products, talking local forms of transportation, etc.
  • Educating students on what it means to be sustainable or have environmental awareness
  • Student may enchance their lifestyles of living sustainable while abroad
  • This project is needed now because it is the best method to create awareness of the current sustainable habits and lfestyle choice
  • Student can develope proper living habits before a catastrophic sustainability crisis.


Threats
  • Students won´t pay attention or don´t care about the environment
  • IES staff may not want to show video or teach it
  • Students not willing to make video

We can present the sustainability with all benefits, however we can not physically force students to live a sustainable lifestyle, thus this weakness can not be avioded through redesign. Also this project will be time consuming. If students nor faculty do not put time into this project, then it will fail. The only way for the IES community to effectively understand the material given in the video is if everyone puts time into the project.

Some ways in which we can prevent potential threats is to place some rules while the presentation or video is being shown to the students. Some rules such as: asking students to place phones in a box or cubby protected by an IES faculty while the video is being shown, so that students will not be texting or distracted.

There are not too many other way to prevent other threats because like said before, we cannot force anything, such as we cannot force IES to show the video, nor can we force students to actively make the video for the presentation.

1.3. Feedback loops

Feedback loop:
(like the apple rippening, once one person starts to live more sustainably, he/she will encourge his/her friends to live the same, and so on)

1. Students watch video about sustainability and IES Barcelona
2. Students learn more about sustainability, get interested
3. Students want to share the video and information with other students.
4. Other students watch the video and learn about sustainablility (cycle repeats)

This reinforcing positive feedback loop will create more and more sustainability allies and will advance the cause of sustainability.

1.4. Advertising

This action will not need to be advertised, rather all students will be required to go through this short sustainablility education by watching the video and having a short follow up disscusion in a class. It is advantageous that we do not have to advertize because this requires extra resources, such as paper and ink.

2. Why this action makes things more sustainable?

This action is improving the sustainablility of IES Abroad Barcelona because it will not only teach students about sustainability in general, but also teachs students about local opportunities in Barcelona, such as transportation and food locations. Furthermore the sustainability education will teach students about Barcelona culture that may be different than the students home culture, thus the students will learn to respect the local culture and habits. This action encourages a change in attitude of the students which has positive long term effects, because the students will be more likely to continue a sustainable lifestyle when they return home. The habits stressed in this action will encourage students to reduce their ecoogical, water, and carbon footprints. Furthermore by following a more sustainable lifestyle, students may save money. This education is an eco-effective solution to sustainability because it changes attitudes of students rather than finding solutions that reduce the problem, but do not eliminate it. (For example taking shorter showers eliminates water use, while using certain shower head filters that are more sustainable reduces, but do not solve the problem of having a large water footprint.) Other aspects learned from the video will be the idea of buying local which supports the LOIS ideology. The positive feedback loops are mentioned in section 1.3. The education will create more resiliant people, meaning that if a time comes when a resource becomes limited, students will be able to adapt becuase they will have had sustainability education.

2.1. Potential Costs

No money or products will be needed from students to design the project. The students implementing the project will have to spend time creating the video, communicating with IES Abroad Staff on showing the video, and create proper introduction and discussion of the video. IES Abroad Staff will need to determine the most effective method to show the video to all IES students and take the time to show the video. All IES students give time in their class schedule to watch the video and learn about sustainability.

3. How will you implement it

During the first half of fall semester 2013, Raleigh and Neta added to the Sustainable Lifestyles website. We recommend the information in the video be based on the information in the website. This is a good foundation for sustainability in Barcelona and includes information on food, transportation, and general lifestyle habits.

For the implementation-
First, students should write the script. Then, they should film the segments. They should also look for clips from other media sources, such as public information campaigns and pictograms. The next step is to edit the video and create a final finished product. They will also need to create an online document with discussion points to follow up the video that they can email to IES staff. Once they have the finished product, the students should approach IES staff and ask them to integrate the video into the upcoming semester´s orientation. Finally, a few weeks before the next orientation, they should send an email to IES staff reminding them to integrate the vide.

3.2. "Cradle to Cradle" design

This project creates no waste and requires no materials other than a camera, computer, and editing software. Therefore, there is no need to create a cradle to cradle system. We would recommend to the next group of students that they use FLOSS software for their editing if they do not have access to another form of closed source software.

3.3. Flyers?

We are not planning to create any flyers for this project, the sole form of material will be the video which can be reused year after year. Also there will be an online document with discussion points to follow up the showing of the video. Thus there will be no waste from advertising for this project.

3.4. Incentives

Incentives include:
- being sustainable will save you money
- IES is incentivized to cooperate because the increased knowledge of sustainable habits will lead to a decrease in utility use in the IES center and in the housing assignments, saving IES money.

3.5. Relationship with the Other initiatives being impelemted

This action is very generic, it´s not one particular way to be sustainable, but it will show the audience how to become more sustainable in different ways that students will teach other students. It holds a strong relationship with the "Sustainability Club" because Students are making a presentation about every thing and all the information about being sustainable and what the "Sustainability Club" really stands for. This action offers a message about sustainable awareness to students and it will educate them and give them confidence to try to be sustainable.

Also this action will provide shocking facts or information that will let students know and understand why being sustainable is important or why it needs to be this way.
For example, one fact that could be told is about the amount of water left for human use.
First, "Of all the water on Earth, 97.5% is salt water, leaving only 2.5% as fresh water. Almost 70% of that fresh water is frozen solid in Antarctica´s and Greenland´s icecaps, and the majority of the remainder is in the earth´s soil or lies as groundwater in deep underground aquifers.
So, Less than 1% of all fresh water on earth is accessible for human use."
Hopefully this statistic will help students look at the way he or she uses water differently and will give them more confident decisions the next time they overuse or waste water.

3.6. How will this action be sustained when you are not here?

After the students create the video and work with IES staff to show the video to all IES students, it will be the responsibility of IES to show the video every year, perhaps during orientation week. Responsibility is transferred to IES staff, and all they have to do is show a video. It is not a burden. Insentives for IES staff to do this have been mentioned during the SWOT analysis.

3.7. Comparison to similar actions form previous semesters

Sustainability Video Attempt 1-
Ours is different because it will be a complete redo. The first attempt is not engaging and does not seem likely to inspire anyone to live more sustainably. Also, it is not being shown to anyone and is not linked to any IES websites that we have seen. If we have not seen it, that is not a good sign that other students are seeing it. Our Action Plan calls for a video that is interesting and incorporates talking heads as well as pictograms, graphics, et cetera.

Welcome Kit -
Our action is different because it approaches student education in a way that goes against consumer culture and generates no waste. The welcome kit is a good idea, but our Action Plan requires much less effort on the part of IES staff and is much more likely to be sustained through semesters to come. It is also a more sustainable way of educating students.

Sustainable Lifestyles Website
While the website and the video both have the same purpose of education, the video is a potentially more engaging way of getting the same information across. There is also the potential to have the video become mandatory viewing (that is our ultimate goal), thus reaching the widest audience possible

4. Time-sheet / Chronogram

All students should work on all the tasks together.
Task 1: Writing the script for the video - about 2-3 hours
Task 2: Filming the video - about 2-3 hours
Task 3: Edit the video - about 1-2 hours
Task 4: Communicate with IES - about 1 hour
Task 5: Prepare discussion questions for video follow up - about 1 hour
Task 6: Other miscellaneous tasks - about 1 hour

4.1. Who will do what

About 2 to 4 students should be involved with this project. Collaboration with IES staff is necessary, most likely multiple members of staff will be involved.
Listed are some more specific tasks that can be broken up:
One student should look for pictograms and other clips to include in the video.
One student should summarize the information on the Sustainable Lifestyles Website
One student should take the information and generate a script.
One student should film and edit
One student should be the liason with IES
All students should act in the video

4.2. What has been done this semester?

The information has been gathered on the sustainable lifestyles website which will be used in the video. The concept of a video is simple enough and an example of a video scene has been given in the prototype section.

4.3. What needs to be done to repeat the action in the future?

MONTH YEARACTIONWHO WILL DO IT
January1Brainstorm Video Ideas (One student should look for pictograms and other clips to include in the video, One student should summarize the information on the Sustainable Lifestyles Website) All Students
February1Final Video Decision, Have Entire Video Idea, Ready to Shoot Production (One student should take the information and generate a script) All Students
March1Meet or Contact IES Staff about Production and get the "Okay" for the video to be played at orientation (One student should be the liason with IES, making sure IES approves the project idea and agrees to show the video) 1 or 2 Students
April1Shoot film, and make all editing and finishing touches (All students should act in the video, One student should film and edit) All
May1Introduce Final Video to IES Staff1 or 2 Students
June1none
July1none
August1Video is played during Orientation to New Incoming IES Students IES Staff
September1
October1
November1
December1
January2IES staff shows the video during every orientation period, during all semesters. IES Staff

5. Document format

No paper documents were produced to support this action. The Sustainable Lifestlye Webpage can be used as a reference for students making the video. We recommend the video be uploaded to Vimeo so it can be accessed without a hard copy file. However, it is also a good idea for IES to maintain a hard copy file in case there is no internet connectivity in the place they want to play the video. The follow up discussion questions will be maintained in an online formate such as OpenOffice, which is free and will aviod paper waste.

6. Bibliography

-Sustainable Lifestyle Webpage - http://sustainability.seeds4c.org/Courses%3A_%3ASustainable+Lifestyle+Website+%28Neta+and+Raleigh%29?structure=Courses%3A_%3A2013b+Fall%3A_%3AAction+Pages

- Sustainability Video Attempt 1 - http://sustainability.seeds4c.org/G.Nardi+Sustainability+Video+by+the+Students+for+the+Students?structure=2011a+Spring+Actions

- Welcome Kit - http://sustainability.seeds4c.org/Courses%3A_%3AFrom+2012+Fall+-+IES+Environmentally+Friendly+Welcome+Kit+%28Sean+-+Anthony+-+Jose%29?structure=Courses%3A_%3A2013a+Spring%3A_%3AImplementing+Formerly+Designed+Actions

7. Other References

The Israeli government often aired commercials encouraging people to preserve the limited water resources available. One commercial was very strong and powerful and has thus stayed with me. This commercial is part of the influence in the idea for a sustainable education video.

http://www.foodandwaterwatch.org/water/take-back-the-tap/ - About a year ago I watched this movie for a club called "Take Back the TAP" and it was about how everyone should drink tap water over bottled water. Anyway, the images and facts in the movie shocked into drinking tap water more often, which took me forward a step toward living a more sustainable lifestyle.

8. Annexes

This website hosts our report:
http://iesgogreen.seeds4c.org

Example of scene for video:

Footage of student brushing his/her teeth. The student leaves the faucet running while they are brushing their teeth, but are not using the water. Voice over and bold text: DONT WASTE WATER

The video can be filmed on an iPhone or borrowing IES video cameras. Basic software can be used to edit the video.

Unless elsewhere noted, the contents of this report are released with a CC-BY copyright license.

CC-BY allows the work to be used and shared by others.

Attribution-NonCommercial-ShareAlike CC BY-NC-SA
This license works best for our project because it allows the video to be developed, non-commercially, but gives the original credit and any new creations must have our identical copyright.

8.2. What did you learn and what did you incoporate from the feedback received?

We learned that the video can be posted on the IES Facebook page as well as the Sustainability Lifestyle Webpage to allow for further sustainability education and awareness. Furthermore the students creating the video need to make sure that it is powerful and memorable to that they follow the practices set in the video.We like the idea of providing unique sustainable methods for dorms, homestays, and apartment living.

8.3. Acknowledgements

Professor Invers has helped to answer questions as we completed the report.
FLOSS Software: Tiki, Tiki for IES Go Green which supports the Sustainable Lifestyle Webpage

8.4. Students involved in this action

Neta was the offical leader of this action, coming up with the idea to create a video as a means of providing sustainablility education to IES students. All students collaborated in developing the idea. Neta started the report and worked on all sections, mainly the summary and sections 1, 1.1, 1.2, 1.4, 2 and 2.1, 3.1, 3.4, 3.6, 4, and 8. All students worked on the report. Neta made sure that every section was complete before the deadline.

Raleigh was in charge of the sections "similar actions from previous semesters," "why didn´t the actions succeed in past semesters?" "feedback loops," "how will you implement it," "cradle to cradle design,"how will the action be sustained when you are not here," "comparison to past semesters actions," "who will do what," and "document format."

Julia did sections 1.2 SWOT Analysis, 3.5 Relationship with Other Initiatives, 4.3 What needs to be Done to Repeat Chart, and also included some personal comments in 7. Other References .

All students worked together to improve the paper after peer-editing period.

Page last modified on Monday 03 of November, 2014 19:22:03