Download Survival, sustainability & sport

Australia & Sport
Learning to Teach Green:
Developing and Teaching an
Undergraduate EfS Subject for
Sport & Recreation Management
Greg Dingle
Recreation & Sport
& Colin Hocking
Office of PVC Academic & Students
Victoria University
Melbourne, Australia
AASHE 2011
October 11th
Greg Dingle
Sorry I couldn’t make it to AASHE
2
5 Key Points
- Sustn In Sports & Rec. Mgmnt
1.
2.
3.
4.
5.
Students are engaged by EfS (=ESD)
EfS can be taught well
SALM learning model works
Empower students to act (offer strategy)
Use multiple Learning Resources:
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―
―
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Journal articles
Case studies
Guest speakers
Websites
Web-videos
Field trips
(C) Copyright – Greg Dingle, Colin Hocking3and
Victoria University, 2011
EfS at VU
– since Sept
 Six high-level goals:
― Learning & Teaching:
“VU ...committed to EfS to ensure our graduates
contribute to ... long-term sustainability of ... natural
environment”
― VU will be ... a dynamic & prosperous
organisation and employer & partner of choice:
“...committed to achieving environmental sustainability
& fostering EfS”
4
New degree course
 Bachelor Sport & Recreation Management -2008
 3 year single degree (4 year double degree)
 7 streams (majors) including
o
Recreation & Outdoor Recreation
o
Sport Management
o
Event Management & Marketing
o
Human Movement & Exercise Science
5
Timeline
 2007 - merged courses => new subject needed
AHS3505 Sport, Recreation and Sustainability (yr 2/3)
 2008-2009 - Design subject & first intake
 2009 - Teach AHS3505 first time (12 mths early)
 2010 & 2011 – subject taught again with upgrades
6
Challenges
 Rushed deadline – ready for 2009
 Never taught EfS before
 No resources - start from scratch
 No direct examples –sport mgmt
 No EfS policy at VU (then)
 No guidance from faculty or school.
 One book – not a textbook
“Oh no! What have I got myself into?”
Greg!
7
More Challenges
Help!
 No colleagues with EfS expertise
 No lesson plans or assessments
 Vague ideas about objectives
 One colleague openly opposed to subject
 Support from two colleagues
 Unfinished Ph.D. => On hold for 6 months
8
Subject Challenges

What I didn’t know...
―
―
―
Best subject design? – how to explain emerging
environmental, policy, economic & legislative context?
Key problems?
Concepts? Theories?
1.
2.
3.
4.
Objectives?
Resources?
Activities?
Assessments?
Prerequisite knowledge?
= Literacy needed for sustainable management?
―
9
Subject Design Issues



How does sport & rec. affect environment?
How does environment affect sport & rec.?
Attributes of sustainable organisations?
―

Appropriate literature?
―
―



Management strategies?
Where to start?
What to include? Leave out?
How to make learning enjoyable?
How to make learning relevant?
What teaching methods?
10
Teaching Philosophy?

Constructivist theory of knowledge:
1.
2.



Matt Nicholson’s – Strategic Aligned Learning Model (SALM)
Based on John Biggs’ Constructive Alignment Model (2003)
Case studies:



“Students CONSTRUCT meaning from what they DO to learn”.
“The teacher ALIGNS the planned learning activities with the
learning outcomes”
Widely used in management discipline
Harvard Business School model
No lectures:


Teacher-centred, didactic, passive, selective
Students don’t attend to hear theory
11
SALM => Rapid Design

Nicholson’s 4 part learning framework:
1.
2.
3.
4.

Learning Objectives
Learning Resources
Learning Activities
Learning Assessments
STRATEGIC
ALIGNMENT
Nicholson’s weekly student SALM tasks:
TASK1
TASK 2
TASK 3
TASK 4
IDENTIFY
OBJECTIVES
USE
RESOURCES
COMPLETE
ACTIVITIES
COMPLETE
ASSESSMENTS
12
SALM – Student View

Nicholson’s 4 part learning framework:
1.
2.
3.
4.

Learning Objectives
Learning Resources
Learning Activities
Learning Assessments
Nicholson’s weekly student SALM tasks:
TASK1
TASK 2
TASK 3
TASK 4
IDENTIFY
OBJECTIVES
USE
RESOURCES
COMPLETE
ACTIVITIES
COMPLETE
ASSESSMENTS
13
SALM & Unit Objectives

Benefits
1.
2.
3.

Rapid & Clear Design
Transparent Outline & Elements
Deeper Learning (if truly aligned)
Example
―
―
―
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Objective? – “Identify & understand basics of Climate Change”
Resources? – peer-reviewed article, CSIRO website, film doco.
Activities? – read article, watch doco, class discussion, website
Assessment? - write 300-word summary for short essay
14
Learning Resources
 Learning Module – Substitute for lecture:
― “...what the student does is actually more important in
determining what is learned than what the teacher does’’
(Shuell, 1986: 427)
― Intro. to Topic & *Reading Pack - lots of images
― Linked to websites – embedded url’s
― Basic structure:
1.
2.
3.
4.



Key Points
Key Concepts
Key Questions
Key Words (glossary)
*Reading Pack – journal, newspaper & magazine articles
1-2 Videos – An Inconvenient Truth
WebCT/Blackboard + 3 x Guest Speakers
15
Activities & Assessments

Learning Activities:
1 x 1-1.5 hour class plus 1 x hour for Learning Module
1. Discuss key questions (from Learning Module)
2. Weekly case study – read then discuss
3. Discuss Guest Speaker presentations

Learning Assessments:
1.
2.
3.
Short Essay – 1800 words (30%)
Case Study Analyses – 1500 words (35%)
Evaluation Report of Org. Sustainability (LiWC):
a) Group presentation – 300 words (10%)
b) Group Report (Eco. Footprint) - 1500 words (25%)
16
Themes & Topics

4 Themes – 2 knowledge & skills
– 2 practical application
1.
2.
3.
4.
Sustainability Foundations
Sport & Rec. Sustainability Issues
Strategy - People Management
Strategy - Water, Waste, ESD & Green Procurement
17
Key Concepts
THEORY = ‘sustainability literacy’
1.
Sustainability (3 P’s) – Social, Environmental, Economic
(People, Planet, Profit)
2.
Five Capitals (esp. Natural Capital)
3.
Ecological Footprint
4.
Climate Change
5.
Carbon Footprint
6.
Carbon Management
7.
Precautionary Principle
8.
Enviro. Sustainable Design
9.
Waste Management
18
Teaching Methods


Management strategy
1.
Carbon Management
2.
People Management
3.
Waste Management
4.
Water Management
5.
E.S.D.
6.
Green Procurement
Apply to a workplace:
=> Group Enviro Assessment report
STEM =
Strategy Toolkit
for Enviro.
Management
19
The students

2009 – 21 students
2010 – 100 students (4 tute grps)
2011 – 113 students (4 tute grps)

Profile of students = not your average greenie!


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18-25 yr. old
Gender imbalance – 60+% male students
Most never studied environmental sustainability
Various streams (majors):
―
―
Single & double-degree
Various student interests & career preferences
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Subject Design Feedback
SEU
ITEM
QUESTION
Q. 1
AHS3505 RESULTS 2009-2011
2009
2010
2011
FAEHD University
It was clear what this unit was about.
4.6
-
4.4
4.2
4.2
Q. 2
I had a clear idea of what was to be completed in this unit.
4.4
-
4.3
4.2
4.2
Q. 3
I understood what was expected from me.
4.4
-
4.2
4.2
4.1
Q. 4
The learning activities were useful in this unit.
4.6
-
4.3
4.1
4.1
Q. 5
The learning activities were well planned in this unit.
4.6
-
4.4
4.1
4.1
Q. 6
The learning activities were well managed in this unit.
4.7
-
4.4
4.1
4.1
Q. 7
The content in this unit was up to date.
4.6
-
4.5
4.3
4.2
Q. 8
The assessment tasks in this unit were well planned.
4.4
-
4.4
4.1
4.1
Q. 9
The assessment tasks were strongly linked to the unit
outcomes.
4.6
-
4.4
4.2
4.2
Q. 10
The assessment assisted my learning in this unit.
4.6
-
4.4
4.1
4.1
Q. 11
I am satisfied with the teaching in this unit.
4.7
-
4.5
4.3
4.2
Average Score
4.9
-
4.4
4.2
4.2
21
Student Surveys

Student Feedback from VU surveys:
―
―
―

2009 – SEU (91% return)
2010 – No data
2011 – SEU (88% return)
2011 Teaching Feedback – additional survey
―
―
64 Survey Respondents / 141 students (45% return)
How does the Learning Module compare to a lecture?
a) Much better 40% (n = 26/64)
b) Somewhat better 34% (n = 22) v
c) About the same 20% (n = 13)
d) Prefer lecture 6% (n = 5)
74%
22
2011 Student Feedback

Did you use the hyperlinks in the Learning Modules?
a) Regularly 12% (n = 8/64)
b) Sometimes 82% (n = 53)
c) Never 6% (n = 4)

Did the case studies assist learning about strategy?
a) Very helpful 43% (n = 28/64)
b) Somewhat helpful 56% (n = 36)
c) Not helpful 1% (n = 2)

Most valuable topics?
1st) Climate change – features (n = 29)
1st) Sustainability & Eco. Footprint (n = 29)
2nd) Sustainability & Sport/Rec. (n = 22)
3rd) Water & Waste Management ( n = 18)
23
2011 Student Comments
 “I think this has been by far the most organised, well executed
subject I have ever done”
 “Learned new things about a subject I didn’t realise I was
interested in”
 “A really insightful subject, I really enjoyed it”
 “Sustainability is part of everyday practice in sport and
recreation”
 “Can use this in any job we venture into in the future”
 “For a subject so bland, Greg did his best to make it enjoyable”
 “This is a sustainability subject, not a sport subject”
24
Conclusions




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Best ever teaching experience
SALM works
Time (months) are needed to write EfS subject (time release?)
Resources needed - research and textbooks
Climate change – essential topic (carbon literacy)
Students...
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
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Learning Modules – good lecture substitute (max. 10 pages)
―

Are engaged by environmental issues
Assessments drive learning – if not assessed, they won’t read it
Must enjoy learning
Make it personal – connect to student lifestyles (e.g. Impact of mobile
phones, iPods, Lifestyle, etc.)
Lots of preparation needed
Field trip worked - MCG (2009 & 2010) – a highlight – tangible
―
Some things can only be learned in the field
25
Recommendations




Be bold
Argue ‘the case’ for sustainability overall (globally & Aust.),
then in your discipline
Write case studies
Empower students to change the world
―

Use...
―
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―
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They can and will if they believe they can
Your passion – it rubs off on students – inspire them
Peer-reviewed journal articles
Guest speakers – students appreciate different perspectives
Films & web-videos (strong response to visual stimuli)
 YouTube, www.ted.com
Explore the 3P’s = People, Profits, Planet
Share ideas, ask other teachers
26
Designing Subjects

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1.
2.
3.
4.
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
Start with SALM
Ask yourself...
What learning objectives are needed?
What learning resources are needed to achieve objectives?
How can learning activities link to resources?
What learning assessments are needed to achieve
objectives? (link to activities)
Use Biggs SOLO Taxonomy & verbs (Biggs, 2003)
– OR AN EQUIVALENT LEARNING MODEL
Overall, aim to change the way students think & act
Emphasise opportunities – not just risks:
―

Show positives, not just negatives
Maximise student choice over assessments
27
5 x Key Points
1.
2.
3.
4.
5.
Students are engaged by EfS
EfS can be taught well
SALM model works
Empower students to act (offer strategy)
Use multiple Learning Resources:
―
―
―
―
―
―
Journal articles
Case studies
Guest speakers
Websites
Web-videos
Field trips
(C) Copyright – Greg Dingle, Colin Hocking and
Victoria University, 2011
28
Queries?
[email protected]
Tel. +61 3 9919 5373
[email protected]
Tel. +61 3 9919 2322
29
Further Reading?
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University:
What the Student Does. (3rd Ed.). Maidenhead: Open University Press.
Biggs, J. (2003). Aligning teaching and assessing to course objectives,
Teaching and Learning in Higher Education: New Trends and
Innovations. Uni. Of Aveiro.
Nicholson, M. & Stewart, B. (2004). The Strategic Alignment Learning
Model – A Framework for Teaching and Learning. [conference
presentation] presented at Learning Matters Teaching and Learning
Symposium, Victoria University, Melbourne.
Shuell, T. J. (1986). Cognitive conceptions of Learning, Review of
Educational Research. 56(4): 411-436.
Hoffman, A. J. (2008). Memo to the CEO: Climate Change, What’s Your
Business Strategy? Harvard Business School Press,
http://andrewhoffman.net/
Carbon Business www.carbonbusiness.com
30
Carbon Planet www.carbonplanet.com
Other sources?
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Australian Research Institute in Education for Sustainability (ARIES)
Australasian Campuses Towards Sustainability, http://www.acts.asn.au/
CSIRO website
B.O.M. website
Climate Group, www.theclimategroup.org/
ECOS Corporation, www.ecoscorp.com/index.htm
Dept. of Climate Change
EPA
IPCC
Local government websites
Sustainability Victoria
The Sustainability Institute,
www.sustainabilityinstitute.org/limits/index.html
United Nations Environment Programme
University databases & research institutes (e.g. Global Change , UQ)
31
World Forum for the Future
Recent developments




EfS - embedded in VU Strategic Plan
University-wide commitment to EfS:
― EfS in every faculty & course
― Curriculum Development Unit (CIU)
EfS Sub-committee - driving curriculum change
EfS Officer plus...
―
―
―


Website
Case studies
Professional development, mentoring
Green Gown Awards – subject shortlisted
Colleagues more supportive but...some staff anxiety
―
“How do we do EfS?” “Who will teach EfS?”
32