1. Raising Awareness and Learning Practicesfor Sustainable EnergyJoint European Summer School for Doctoral Candidates onTechnology Enhanced Learning (JTEL 2013)Limassol, Cyprus May, 2013Sotiris ThemistokleousCARDET Assistant Directorsotiris@cardet.orgwww.cardet.orgAndreas KamilarisPostdoc Researcher, Uni. Of Cypruscamel9@gmail.com

2. Raising Awareness is the process of informinga groups norms, attitudes, beliefs and actions andinfluencing the group to change/transform/ re-assess its norms, attitudes, beliefs and actionstowards a theoretical or a practical issue.Raising Awareness Theoretical Framework2 3. Raising Awareness as other information and learning initiatives arehighly influenced by:1. The medium/tool/action used to transmit information2. The perceptions and experiences of the communicators andthe receivers3. The social, political and economic environment in which aninitiative takes place(cultural trends, meanings attached to themessage). Such environment may not have a direct connectionwith the initiative4. Diversity of the target groupsFactors Influencing Awareness Raising3 4. Focus on the Local Level to achieve a Global Change Local experiences of a community in managing energy areapplicable in numerous other communities around the globe Local institutions can act as transmission belts of policies andpractices between the community, the region and the globe Local stakeholders can influence directly the community andpromote global actions on the local level Local stakeholders are more effective in reaching citizens inthe community and adapting global trends in the needs of thelocal community Local success stories generate domino effects at global scale(Social Media)Raising Awareness from Local to Global4 5. How Social Change occurs (OXFAM International)Social Change5KnowledgeUnderstandthe causeApprovalAccept thecauseIntentionDecision toapplyPracticeApplicationof the causein asustainablemannerAdvocacy Promotethe cause toothers 6. Know the purpose of your awareness raising campaign How would the purpose inform the message Study your target groups Map the potential challenges and provide solutions How would you build trust with your target groups Apply the right tools and mediums and use the appropriatelanguage to reflect your target groups profile Manage the quantity of the information you transmit Establish formative and summative evaluation tools to measureoutreach and impactDesigning an Action Plan6 7. CARDETs Project, Raising Awareness on DevelopmentCooperation www.developmenteducation.org Collaboration between academia and civil societyorganizations to raise awareness on sustainable developmentRaising Awareness Case Study7 8. Proposed CollaborativeLearning Approachesfor Sustainable Energy8 9. Project Based Learning Framework Practical and obvious relevance with the real world Motivation to get involved and learn Life long learning approach Community level with local citizens Sustainable knowledge Tasks with tangible outcomes Social media and networks Assessment methodsGetting Involved, Acting and Learning9 10. Samples of Local Projects Measure energy efficiency of your neighborhood andcompare it with others (i.e. Social Electricity Project) Perform energy audits to your neighbors and suggestmethods to reduce energy consumption Depending on the location of your community developa small local hydroelectic, solar, wind system ofproducing energy for the community Design and implement a raising awareness campaignfor your neighborhoodGetting Involved, Acting and Learning10 11. Case Study - Global Campus CARDET s EuropeAid Project Global Campus Focus on Raising Awareness among Students onSustainable Development Train students to carry out, on campus, awarenessraising and learning activities Assign a project related to sustainable development tovolunteer students in collaboration with a local communityGetting Involved, Acting and Learning11 12. Networks of Learning Preserve Relevance Value of Participation Distribute-Communicate Resources Effective access, valuable return, timely efficient Commitment Common Objectives Valid action plan and targets Flexibility in administration and participation Inter-Network Collaboration-CommunicationGetting Involved, Acting and Learning12 13. Case Study: Life Long Learning Project CommunityLearning Social Networks - NetBox (www.netboxproject.eu) NetBox will capitalize on the pervasiveness of, andacquiescence to social computing in todays society. NetBox responds to the challenge of supporting smart,sustainable and inclusive growth and the priorities of thetransversal programme NetBox exploits ICT-based social networking tools andplatforms to connect people of all ages and educationaldispositions to public services, learning and civic engagementGetting Involved, Acting and Learning13 14. Mediums/ToolsThree information and communications technologies underliethe explosion of the social web, (Willard, 2009): Mobile Communications extending Internet access through anew generation of mobile phones and handheld computers; Social Media enabling individuals to easily upload their owncontent (text, photos, video) and to find (and discuss) thecontent generated by others; and Online Social Networking enabling people to maintain and toextend their personal and professional networks, as well as tofacilitate the flow of information through these networks.Social Media and Networks - Communicating,Informing, Networking and Learning14 15. Securing Sustainability : Promote interaction Organize regular meetings F2F, via phone or via online tools Provide a minimum diversity of tools according to the needsand the objectives of the network (blogs, wikis, social networksect.) Establish clear management and administration process, rolesand hierarchy Support interactions with other networks and other fields Free exchange of ideasSocial Media and Networks - Communicating,Informing, Networking and Learning15 16. Case Study: Competencies and Transferable Skills for theGreen Energy Sector (Lifelong Learning Project CARDET) Development of an online analytical tool with a projectfocus on investigating transferability of competencebetween renewable energy and traditional energyproduction subsectors Collaborative Skills Development Inputs and Feedback from EU stakeholdersSocial Media and Networks - Communicating,Informing, Networking and Learning16 17. The Value of Online Social Networking: Sustainable Energy principles and practices are diffusedthrough peers and network members Specialized knowledge is becoming visible to allmembers of the network and its extended periphery Local progress, practices and initiatives can beextended/transmitted and adopted on a global scale Direct communication and reflection from numeroususers Interdisplinary contributions, feedback and solutionsNetworking for Sustainable Energy17 18. To understandenergy, you firstneed to measure it18Raising Awareness in General 19. 19Raising Awareness: Feedback through ElectricityBills 20. 20Raising Awareness: Smart Metering 21. 21Raising Awareness: More Personalized SmartMetering 22. 22Raising Awareness: Feedback through SmartMetering 23. 23Raising Awareness: Feedback through GooglePower Meter ProjectTimely feedback of domestic electrical consumption cancontribute in reducing the amount consumed by 5-15%. 24. 24Raising Awareness: More Detailed Metering 25. 25Raising Awareness: Metering is not enough Employed techniques are limited as they tend to use a onesize fits all" approach. Same feedback to individuals who have different motivationsand experiences in energy saving. The long-term effect is limited. 26. 26Raising Awareness: Eco-Feedback Systems 27. 27Raising Awareness: Goal SettingFeedback is most helpful when combined with goal setting. 28. 28Raising Awareness: Group Participation 29. 29Raising Awareness: CommitmentCommitment to conserve is more successful than monetaryincentives in encouraging conservation behavior. 30. 30Raising Awareness: Competitions 31. 31Raising Awareness: Ranking 32. 32Raising Awareness: Social Factors"Comparative feedback, in which ones energy use is contrastedwith those of others, can generating feelings of competition,social comparison or social pressure"People tend to follow what otherpeople do and adapt their behaviourand practices according to the stimulireceived by their friends, relativesand neighbours.Social norms can motivatepeople to question theirattitude, if they discover it isnot normal. 33. 33Raising Awareness: Social Influence Informational: People serve as a valuable source of informationto accurately evaluate ones behavior. Normative: People have a tendency to agree on the values,beliefs, attitudes or behaviors of others. Descriptive: Depict what happens in a given situation based oninformational and normative influence. Injunctive: Describe what should happen in a given situation.Important for avoiding the boomerang effect. 34. 34Raising Awareness: Social Influence 35. 35Raising Awareness: Social Influence"Strong participation in social movements is most likelywhen activities can be easily integrated into daily life." 36. 36Raising Awareness: Social InfluencePeople are willing to compete in online social networksand compare with real and known people 37. 37Raising Awareness: Social Influence in Large Scale 38. 38Raising Awareness: Summing Up Motivations Frequent Feedback Historical Feedback Goal Setting Group Participation Public commitment Competition Rankings Comparative feedback Social norms social influence Social pressure 39. 39Raising Awareness: Success of Online SocialNetworking 40. 40Raising Awareness: Success of Online SocialNetworkingPersuasion in online social networks follows regular,observable patterns. This conclusion has interesting implications.First, software developers can tap into these patterns tocreate applications that are more likely to succeed.That some applications succeed and others fail is notbased on pure chance; success can be learned and replicated. 41. 1. Sayers, R. 2006. Principles of awareness-raising: Information literacy, a case study. Bangkok:UNESCO Bangkok.2. Willard , T. 2009. Social Networking and Governance for Sustainable Development. InternationalInstitute for Sustainable Development.3. Ruhizan M. Y., Saemah R. 2011. Problem Oriented Project Based Learning (POPBL) in PromotingEducation for Sustainable Development. Social and Behavioral Sciences, Volume 15, Pages 289-293.4. Yamin,S. 2010. Education for Sustainable Development through Problem Based Learning: A Review ofthe Monitoring and Assessment Strategy. 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Accessed at http://www.crlra.utas.edu.au/files/discussion/web-only/Country.pdf on 20/05/13References I41 42. 11. The Energie Visible Project. Accessed at: http://www.webofthings.org/energievisible/12. Jennifer Mankoff, Deanna Matthews, Susan R Fussell, and Michael Johnson. Leveraging socialnetworks to motivate individuals to reduce their ecological footprints. In System Sciences, 2007. HICSS2007. 40th Annual Hawaii International Conference on, pages 8787. IEEE, 2007.13. Brewer, R. S., Lee, G. E., & Johnson, P. M. (2011, January). The Kukui Cup: a dorm energycompetition focused on sustainable behavior change and energy literacy. In 44th Hawaii InternationalConference on System Sciences (HICSS), (pp. 1-10). IEEE.14. Maio, G.R., and Haddock, G. The psychology of attitudes and attitude change. London: SAGE, 2010,67-77.15. GreenPocket, Social Metering Project. Accessed at: http://www.greenpocket.de/en/products/residential-customers/social-metering/16. OPOWER Social Application. Accessed at: https://social.opower.com/17. Social Electricity Facebook Application. Accessed at: http://apps.facebook.com/socialelectricity/18. G Weiksner, B Fogg, and Xingxin Liu. Six patterns for persuasion in online social networks. PersuasiveTechnology, pages 151163, 2008.References II42 43. Contact:Sotiris Themistokleous Andreas Kamilarissotiris@cardet.org camel9@gmail.comwww.cardet.org www.netrl.cs.ucy.ac.cy/Thank you.43