Innovative Methods for Tertiary Education for Sustainable Development ICEBE
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Transcript of Innovative Methods for Tertiary Education for Sustainable Development ICEBE
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 1
Methods for Education for Sustainable Development
Innovative Methods for Tertiary Education for Sustainable Development
International Conference on Engineering and Business Education
Ulrich Holzbaur 1,2
Gerrit Jordaan 2
Monika Bühr 1
1 Aalen University of Applied Science, Aalen, Germany2 Central University of Technology, Bloemfontein, South Africa
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 2
Concept
Innovative Non-traditional
Methods EducationTraining
Tertiary University
Education ESDfor Sustainable Development SD
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 3
Outline
Education for Sustainable Development (ESD) has been identified by theUN as the most important measure to reach Sustainable Development.> Implemented ESD in tertiary educationWhy:
orientation towards the future, shaping competences How:
innovative methods of teaching and learning What examples
Experiential methods:Planning Games Success in Small Business, Eco² Project Learning PPM / ESPRESSO
Mathematical Modelling Modelling for Insight not for Numbers Science Education Explorhino
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 4
Sustainable Development
World Commission on Environment and Development, 1987 Integration of
Socioeconomic Development Environmental protection
Integration of Intergenerational Justice Intragenerational Justice
.. to meet the needs ofthe present withoutcompromising thechances of futuregenerations to meettheir own needs ..
.. to meet the needs ofthe present withoutcompromising thechances of futuregenerations to meettheir own needs ..
.. to meet the needs ofthe present withoutcompromising thechances of futuregenerations to meettheir own needs ..
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 5
Methods for ESD
EcoGamesPlanning Games
Education for Sustainable Development
ModellingProjects Project Method
Experiential Methods
Science Education
STEMMINT
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Planning Games
Learning by playing Didactics Situations
Planning Game: Initial Conditions = Starting Position Decisions to be made Dynamics = Rule Criteria
Conceptual Basis: Dynamics Decision Goal Didactics
Planning game is more than hard + soft - ware
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 7
Example:Success in Small Business
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 8
Development of modular set of planning games From basic economic knowledge to the business plan Foster entrepreneurship and economic knowledge (pillar of ESD) Create employment and safe workplaces (impact on SD) Joint project of Aalen University and CUT + VUT South Africa
- faculty of management and economics- science park, technology transfer, entreprenurship/innovation/ center - sustainable development teams, communtiy development - teacher´s education with partners from industry and business
Example:Success in Small Business
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 9
Students will be involved in the Requirements Analysis and Development of game and manuals Testing and training the trainers
Game can be adapted to tertiary and higher education (university: economics and general education, industry, administration)
Example:Success in Small Business
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 10
Project Method (PPM)
Carry out projects that have real-life training effect for the students excellent chances of success positive impact on community development
Treat projects like planning games
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 11
Ecology and Ressources
Quality
Entreprenurship
Science and Statistics
Transdisciplinary Work
Documentation
Literature Survey
Team Work
Communication
Setting Targets
Project Mangement
Project Number P1 P2 P3 P4 P5 P6 P7 PN
Project Portfolio
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 12
Experiential aspects of projects
Activation and Decision: Students plan and control, decide and act Dynamics: as the projects evolves, problems arise and are solved Didactics: the supervisor considers didactical aims and principles Skills: Soft skills and competences are supported Experience: the supervisor considers didactical aims and introduces
activation Model orientation: the project can be seen as a real world model of
real problems Success: the preparation and control by the supervisor ensures
training success and achievement of project results Shaping competences: Project portfolio convers subjects and
competences for ESD
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 13
Course on Engineering Managemen Bachelor
Project management Sustainable development
Master Mathematical Modelling Excellence and Sustainability
Support of projects on Green Eel EMS Experiential orientation in ESD Regional marketing Aalen for All / barrier free Energy information public transportation security feeling and crime prevention
Project Examples fromAalen University
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 14
Project Example Aalen for all – Barrier free
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Project Examples -Regional marketing
Aalen 2006 …
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Project ExampleEMS for schools
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Education for Sustainable Development
UNESCO Decade Education for Sustainable DevelopmentProjects (2 years each) Integrate ESD systemically via Projects (4) Green Eel Environmental Management System (4) Experience sustainability in the city of Aalen (3) Sustainability@CUT (2) Contributions Day of open University + Sustainable Event Management “Sustainability kitchen “format + Manager´s cookbook Guide Aalen barrier freeAalen as a City of the EDS Decade (2)
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ESPRESSO
Experience Science and Practical RElevanceand learn Sustainablyby means of Sustainability prOjects
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Mathematical Modelling as ESD
Shaping competences are general Sustainable development needs also the competence to assess the
consequences of our activities The basis for SD was a mathematical model and a simulation
© Prof. Dr. Ulrich D. Holzbaur, AAUAS STZAM - 20
Modelling and shaping Competences
Modelling is essential for perception, communication, knowledge creation and planning. Hence, modelling supports the following shaping competences: foresighted thinking; interdisciplinary work; planning and implementation; reflection on individual and cultural models.
Shaping competences and modelling: 1. ethics as a very abstract level of thinking. 2. knowledge: competency to acquire and integrate new knowledge 3. planning as a model of the future 4. action: competency to implement plans 5. reflection: competency to analyse and reflect on processes
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The optimal use of renewable energy needs models on several scales of Space Time Number Reliability Decisions Carriers
Example: Modelling for Renewable Energy
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Problems in Sustainable Development are too complex to be modeled with one formal mathematical model (Network, differential equation, …)
Important aspects need to be modeled: Structure and relations Dynamics and feedback loops Decision and behavior Uncertainty
The Atlas covers all aspects with common semanticsand compatible syntax
Modelling Atlas
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Science Education by Teaching: Explorhino
Explorhino has a focus on young learners Students learn by contributing to teaching units and classes.
examples: Water analysis CO2 Acids Paper recycling Cooking skills Biogas plant Brewing beer Soap production Cleaning Energy Fire and safety
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Work supported by a grant from Baden-Württemberg ministry of science, research and culture within the programme
„Welcome at Science“
ESPRESSO:Experience Science and Practical RElevanceand learn Sustainablyby means of Sustainability prOjects