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/ UNESCO Chair ICT in Education for Sustainable Development
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Sustainable development is generally perceived as an overlapping of four pillars namely environment, society, culture and economy (UNESCO, 2008).
McLaren & Houston (2004) claim that radical pedagogy grounded in Freireian and Marxist traditions, with its already well developed critique of exploitative economic conditions, provides a rich theoretical landscape to address issues of ecological and environmental justice in educational theory and practice (p. 29). Sterling describes education for sustainability as overtly transformative (Huckle & Sterling, 1999, p. 1) whereby student learning moves from a focus on doing things better [to] doing better things [to] seeing things differently (Sterling, 2004, p. 56). Mezirow (1997) describes transformative learning as the process of effecting change in a frame of reference (p. 5). He goes on to describe a frame of reference as habits of mind and points influenced by assumptions that constitute a set of code which may be cultural, social, educational, economic, political, or psychological (p. 6).
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ICT-enabled ESD ICTs play an important role in advancing sustainable education in three ways: by increasing access to educational materials about sustainability (e.g., via distance learning, educational networks and databases); b) by helping to promote new ways of interactive learning addressing sustainable development issues and 3) by opening access to information and knowledge.
Why ESD is impoprtant to ICT?
ESD themes integrated into the school curricula could provide a worthwhile context for ICTs in education. For example, social, economic and environmental issues can provide meaningful and challenging contexts for developing a wide range of ICT skills.
ESD methods are conducive with constructivist and transformative learning theories, which can provide a context and rationale for using ICT-based learning tools such as concept mapping, modelling, social networking.
When considering areas such as cultural diversity and intercultural understanding, health, HIV/AIDS, governance, natural resources, climate change, rural development, sustainable urbanisation, poverty reduction, corporate responsibility and accountability, there is potential to assess the impact of ICTs in these key sustainable development areas.
What is participatory video? Participatory video is an iterative process, whereby communities use video to document innovations and ideas or focus on issues affecting their environment and community.
Local viewing of the material as the project progresses lies at the heart of the PV process and achieves a number of outcomes at the same time:opening communication channels locally;promoting dialogue and discussion; andsetting in motion a dynamic exchange of ideas and solutions.
Cont. on PVParticipatory Video (PV) is a set of techniques to involve a group or community in shaping and creating their own film. The idea behind this is that making a video is easy and accessible, and is a great way of bringing people together to explore issues, voice concerns or simply to be creative and tell stories. This process can be very empowering, enabling a group or community to take action to solve their own problems and also to communicate their needs and ideas to decision-makers and/or other groups and communities. As such, PV can be a highly effective tool to engage and mobilise marginalised people and to help them implement their own forms of sustainable development based on local needs.
Curriculum and Hypermedia Course Addresses the perception of curriculum as product, process and praxis. Discusses the three curriculum types in the context of hypermedia as transmissive, transactual and transformative learning technologies. Focuses on equipping students with the knowledge and skills to use participatory video and web-based social networking media as empowerment and transformative tools. Concentrates on developing participatory video-clips dealing with climate change and local/global issues related to sustainable human development. Examines the uploading of the participatory video clips produced into social networking media and then integrating them across the school curriculum. Engages participants in a self-reflective and reflexive process assessing the strengths and limitations of participatory video as a catalyst for transforming themselves and society.
Learning Outcomes Discuss the various epistemologies of curricula addressing issues of education for sustainabilityConnect curriculum theories with hypermedia-based learning and education for sustainability.Produce a 5-10 minute digital video (including storyboarding, lighting, shooting, editing sound tracks and graphics).Use social media to raise awareness for action and advocacy from the bottom up.Develop a lesson plan that integrates the produced digital artifact.Apply principles of transformative learning design. Demonstrate awareness and ability to discourse on ethical issues in using social media and social networking tools.
& Pre-planningStep 1- Searching and looking into good examples: Step 2- Identifying and analysing local problems: Step 3- Looking for participants: Step 4- Building participatory communication:
PlanningStep 5- Setting goals, objectives and strategies : Step 6- Deepening inquiry: Step 7- Scheduling: Step 8- Writing/revising script: Step 9- Storyboarding: ProductionStep 10- Editing:Step 11- Titles, text, credits: Step 12- Logging and capturing footage: Step 13- Formative assessment:PublicationStep 14- Print to CD/DVD/export for Web:
Some PV projects :http://youtu.be/ve48QR1g4bA
: ... http://www.youtube.com/watch?v=qrz03ZLmPi4