"U-learning to Start Early Green Skills for Future Green Careers" by Soraya García-Sánchez

"U-learning to StartEarly Green Skills for Future

Green Careers"

Soraya García-Sánchez

Outline

• 1. U-learning + green skills

• 2. Green Hero + technology + learning

• 3. An interdisciplinary approach: EFL communicative competences?

• 4. Competences & results achieved

Soraya García-Sánchez, ULPGC

A hero / heroine

“A person who is admired for having done something very brave or having achieved something great”

(Cambridge dictionary)


http://dictionary.cambridge.org/dictionary/british/person_1

http://dictionary.cambridge.org/dictionary/british/admire

http://dictionary.cambridge.org/dictionary/british/brave

http://dictionary.cambridge.org/dictionary/british/achieve

http://dictionary.cambridge.org/dictionary/british/great_1

Green Hero

• Successful LIFELONG Learning at Primary Ed.• Conscious about the environment• For Digital Students to be aware of the issuessurrounding sustainability such as water, energyand waste• A support pack For Teachers at Schools• Collaborative contributions by promotingcompetitive tasks in Europe


1. GH: 3 initial concepts

21st century

skillsGreen skillsU-learning


U-learning environment (ULE)

• Ubiquitous learning– Accessed anywhere and at anytime

• More context awareness than e-leaning– Adapted to learners

• Ss are prepared for real life– Technology forms part of that preparation

– M-learning: mobile devices

• Knowledge is produced & presented by ss

• SS interact more often


“A key step to understanding paradigm shifts in e-learning: Towards context-aware ubiquitous learning” by Gi-Zen Liu nd Gwo-Jen Hwang (2009)


Green skills & careers

• “Skills for sustainability, also known as green skills, are the technical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community.”

(Green Skills Agreement, Council of Australian Governments (COAG), 2008)


http://www.training.qld.gov.au/resources/information/pdf/green-skills-agreement.pdf

21st century skills

“There is no single set of “21st-Century Skills” and hundreds have been suggested. Many lists include life skills (agility, flexibility, and adaptability), workforce skills (collaboration, leadership initiative, and responsibility), applied skills (accessing and analyzing information, effective communication, and determining alternative solutions to problems), personal skills (curiosity, imagination, critical thinking, and problem solving), interpersonal skills (cooperation and teamwork), and noncognitive skills (managing feelings).”

(William F. McComas, 2014)


21st century skills

• “An emphasis on what students can do with

knowledge, rather than what units of knowledge

they have, is the essence of 21st-century skills.”

• “Assessment is designed to focus on

measuring students’ results.”

(Elena Silva, 2009)


Teachers’ challenges…

• To identify students’ emerging skills

• To provide the right– Support

– Time

– Level


2. GH Project is an example

• Innovation in education– Teaching, learning & research

– A path to the optimum learning qualities for learners

Technology

• Nothing or everything?• The appropriate use can change the relationship

– ss and ss & - ss and t

• Physical space: The classroom• Digital Spaces: U-learning

• New Learning (Cope and Kalantzis, 2012) - New design– Intense interaction (ss-ss)– Problem solving– Ss involved in constructive feedback– Active knowledge produced by learners


Adding Interactive Teaching Methods

• A success for social and congitive skills– TBL: Task-Based Learning

– PPP: Presentation Practice Production

– PBL: Project Based Learning (Green Hero)

• u-learning tools to enhance collaborative & IT competences– Flipped classroom

• no schedule or timetable limitations

• Practical activities in the classroom


GH Sustainability Competition

INSTRUCTIONS• “The competition will be for schools aiming to design a sustainability project. This

project can help satisfy the Key stage requirement 7c that requires the learners to complete a conservation project. The list below is example projects, (but not limited to):

– Communication (e.g. posters) – Planting trees– Creating a garden (vegetable or wildlife) – Litter Picking– Community involvement (e.g. food can or clothes drives) – Recycling waste in the school (e.g. can recycling) – School presentation to the school (assembly) – Research project on climate change in another country – Create an art project out of waste from the school (e.g. old water bottles) – Raise money for a charity (of their choice) by creating an event (e.g. bake sale, school fair,

raffle competition, silent auction) – http://www.greenhero.eu/en/teacher-resources/story/


http://www.greenhero.eu/en/teacher-resources/story/

GH Sustainability Competition

ASSESSMENT

• Each project will be scored using the below criteriaCategory Percentage

– Creativity 25

– Quality and Presentation 25

– Link to sustainability 25

– Learner involvement 25

Total: 100%


GH Goals

•Creation of digital content using ITC tools• Lifelong learning & practical interactions• Collaboration among schools• Intercultural conversations amongparticipants• Access to high-quality education for all

http://www.greenhero.eu/


3. Communicative approach: EU languages

• Communicative competence (Canale & Swain, 1980) :

– grammatical competence: words and rules

– sociolinguistic competence: appropriateness

– strategic competence: communication strategies


Case scenario

Active Learning = Active Language

• Any compulsory subject of EFL + Natural Sciences (Interdisciplinary)

• A heuristic methodology for students to discover and experience participatory learning

• A task-based instruction

• EFL ss can successfully produce numerous u-learning activities under individual and collaborative learning strategies


Planning

Careful plan of instructions, tools, resources and evaluation criteria for these tasks


• Successful learners

• Acquiring & constructing knowledge (digital input/output)

• Performing communicative competences(digital output)

• Learners creating knowledge by doing– independent, collaborative and interactive IT skills


Assessment is transformed

• Formative

• Summative

• Informative

• Interactive

• Internet Based

• Interventionist


4. GH + Results & Competences

• Social and cultural interaction in class and online• Environmental awareness• More engaged and participatory ss• Collaboration and creativity = Freedom on

• What / how to create KNOWLEDGE

• A high discourse potential– EFL form is also improved: linguistic & communicative

competences

• Satisfactory digital learning environment• what learners can do


Future OBJETIVE ?

• More creativity, interaction & collaboration among schools, languages

• Lifelong learning

• Conscious about life issues

• u-learning environment


Any questions/ Comments

• Soraya García-Sánchez: [email protected]


mailto:[email protected]

"U-learning to Start Early Green Skills for Future Green Careers" by Soraya García-Sánchez

Education

Transcript of "U-learning to Start Early Green Skills for Future Green Careers" by Soraya García-Sánchez