Sustainable Technology Innovation course. Constructive and community‐orientedConstructive and community oriented learning postgraduate educationhttps://is.upc.edu/seminaris‐i‐jornades/seminaris/international‐seminar‐std

Jordi SegalàsdCoordinator D. G. de Educación y 

Cultura

Contents

Add t t

1. Framework2 ObjectivesAdd contents page2. Objectives3. Methodology4. Structure

i. Phase 1. Local Situation Analysisii. Phase 2. Seminar in Barcelonaiii Ph 3 I di id l l tiiii. Phase 3. Individual evaluation

5. Assessment

Framework

Master in Sustainability Science and Technologyy gy

Framework Master specialisms

1. Sustainable construction

2. Infrastructure and sustainable land‐use planning

3 I i l i f d l3. International cooperation for development

4 Sustainability assessment and policy4. Sustainability assessment and policy

5. Industrial ecology and technological innovation

6. Master in Sustainability, Technology and Innovation (Atlantis program)Innovation (Atlantis program)

Framework ‐ The Learning Environment

InterdisciplinaryInterdisciplinary

PBL InterculturalInternational

Intergenerational

Framework ‐ Participating Universities

• UPC Barcelona Tech, (Master of Sustainability, Master of Environmental Engineering) Barcelona. Spain• Delft University of Technology, (Master of Industrial Ecology) Delft, The Netherlands• Chalmers University of Technology, (Master in Industrial Ecology for a Sustainable Society and Master in y gy ( gy y

Sustainable Chemical Processes) Goteborg. Sweden• Royal Institute of Technology, KTH, (Master in Sustainable Technologies) Goteborg, Sweden • Graz University of Technology, (Master in Sustainable Development) Graz, Austria• University of Maribor (Master in Food safety in the agrofood chain)  Maribor, Slovenia• Purdue University (Atlantis Master in Sustainability, Technology and Innovation). Indiana. USA.

Objectives• To increase the understanding of a sustainable development in the long term and the 

role of technology therein embedded in systems

• To increase the capability to apply foresighting, forecasting and backcasting.

• To contribute to the development of scientific work competences of students.

• To increase the capability of teachers to teach the approach of future imaging, foresighting, forecasting and backcasting.

• To become an experts’ meeting point and create networking activities among different groups and institutions.

The Conceptual Approach ‐Methodology

1 W t it ti d t t tTopics

1. Water sanitation and treatment2. Decoupling in food & beverage packaging 3 Overfishing and marine ecosystems degradation3. Overfishing and marine ecosystems degradation4. Sustainable mobility 5. Agroecology (Erasmus Intensive  Programme)6. Sustainable Energy (EIP)

• Around 2 case studies Developed/Developing region Developed/Developing region Global/Local problem

Structure

PHASE 2

FUTURE ORIENTATION

STD

PHASE 1

PARTICIPANTS Will work in virtual phase in two main activities:1. Work in local universities groups :  Poster on Regional /Local Situation Analysis

2. Work in interdisciplinary groups:  Report on Case Study

PHASE 3

INDIVIDUALEVALUATION

STD 2012

seminarp y g p p y

EVALUATION

4/5Working

Pl

14/5 ReferenceR t

23/5POSTER deadline

28/5PRELIMINARY REPORT onen

ding

Mar

ch

star

ting

Apr

il

Plan Reports deadlineCase Study

Work in local universities groups 

e

Work in interdisciplinary groups

Phase 1. Local Situation AnalysisPOSTER Assignment

Students will have to make a poster by May 23th

• Work in groups with students from  your university/region (except UPC, divided into 3 groups)

• Synthesise your ideas• Synthesise your ideas

• Estimated individual work load: 35 h

TASK

l f h f /

TASK

l f h f /• Analysis of the situation of topic in your region/country

Answer  the following question:

• Analysis of the situation of topic in your region/country

Answer  the following question:

• From your daily life, how do you think you contribute to the current global situation in relation to the topic?

• From your daily life, how do you think you contribute to the current global situation in relation to the topic?

Phase 1. Case StudiesTwo Case Studies

1 . Global case study (COMPETE)1 . Global case study (COMPETE)Examination of the factors that contribute to the 

debate over how land should be used in rural AfricaAfrica. 

2. Local case study (Ortoll)y ( )Analysis of a civil society movement that tries to 

safeguard a periurban space in Vilanova i la Geltrú, which is in a state of,

deterioration. 

International, inter‐university groups of 4 ‐ 5 peopleEstimated individual work load: 30 h

Phase 2. Seminar in Vilanova• Dates: 4‐15 June

• Estimated individual work load: 80 h

TASKTASK

• Presenting posters (local groups) • Sharing the groups analysis (international groups)

• Stakeholder interaction

• Presenting posters (local groups) • Sharing the groups analysis (international groups)

• Stakeholder interaction• Stakeholder interaction• Backcasting & Scenario building

• Solutions development & discussion

• Stakeholder interaction• Backcasting & Scenario building

• Solutions development & discussion

TASKTASK• Dates: 11‐18 June

• Team‐building among studentsSt d t i F id 11th

TASK

• Presenting posters (local )

TASK

• Presenting posters (local )– Students arrive on Friday 11th

– Social activities during the weekendgroups) 

• Sharing the groups analysis (international groups)

groups) • Sharing the groups analysis (international groups)

• Stakeholders interaction• Backcasting & Scenario building

• Stakeholders interaction• Backcasting & Scenario building

• Solutions development & discussions

• Solutions development & discussions

Phase 3. Individual Evaluation

Learning assessment: evaluation & feedbackg

• To be submitted before 19th June, 12 a.m. 

• To be developed during the presential weeks

TASKTASK

• What have I learnt? (essay)• Assessment of STD organisation, contents, etc.

• What have I learnt? (essay)• Assessment of STD organisation, contents, etc.

Assessment

Content Issues

4,42

4,15

I think the seminar had been intellectually interesting and stimulating

The seminar has fulfilled my expectations

4,31

4,42

The workload was appropriated for 5 ECTS

My motivation in these issues has increased after this seminar

4,23

3,96

The objectives of the seminar are clearly stated

The information provided in the website was clear and useful

4,58

0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5

The plan of the seminar was clearly presented

Average rating out of 5

Assessment

Organizational Issues

4 16

4,68

Social program

Personal involvement of organizers

3,72

4,16

Lunch tickets and available food

Social program

4

4,15

Logistical organization of the event

Accommodation 

4,12

2 2 5 3 3 5 4 4 5 5

Facilities for the seminar 

2 2,5 3 3,5 4 4,5 5

Assessment

Pedagogical Methodologies

4 09

4,43

4,86

Study cases in working groupsFinal presentation

Would you recommend this course to other students? …

4,17

3,82

3,84

4,09

Dialogue 1  (Thursday 7 June: Carlos/José; Chair: Oskar)Dialogue 2  (Wednesday 13 June: Marta/Dionís/Albert)

VisitsStudy cases in working groups

3 81

4,05

4,18

4,32

Pre work in international teamsPosters presentations (on Monday 4 June)

Lectures on general sustainabilityLectures on agroecology

4,38

3,81

2 2,5 3 3,5 4 4,5 5

Pre‐work in national teamsPre‐work in international teams

Seminar 2013 (June) – Topic: Sustainable Energy

Welcome!!!

International Seminar inSustainable Technology innovationSustainable Technology innovationhttps://is.upc.edu/seminaris‐i‐jornades/seminaris/international‐seminar‐std

Thank you for your attentionThank you for your attention

D. G. de Educación y Cultura