Are you satisfied with the platform functionality?

Good morning Jim Volp  

We do and will continue to do so of course.

We discuss it regularly in the Advisory Group. 

We can for sure define the questions of a possible survey in our next meeting. So far we have always put more focus on qualitative surveys more than quantitative. We try not only to focus on the platform but on community dynamics too. See also the journey

Let's explore what we could/should ask.

What would be yours? Yours questions and also your requirements. We have a Support group also, where we are happy to discuss them. Would you mind to post your post in that group? (I can help for sure if needed).

Hello Mr. Williquet, 

As you requested, I will follow up in the Support group.

kind regards,

Jim 

Hi Jim and Frederic 

I think Jim raises a really important question - I find the site and the messaging system being used very difficult to navigate / understand. I work with lots of teachers and when I asked them to register / get involved they also told me it was too complex for them - even the most enthusiastic teachers have been put off. Have you analysed those who don't get involved?

I am on the Advisory Group but I was not free the times the meetings have been held so far. I also wanted to be involved in the Policy Discussions but I am speaking at a conference about our Erasmus Plus climate change projects at the time/date this is taking place.

I am an educator/researcher who has worked in online learning for more than 30 years and with climate change and citizenship education for more than 40 years.

I am struggling to see how the activities on the platform fits in with current or recent research on how engage young people in learning about climate.

Have you actually considered how to promote what is most relevant / important for the students/teachers? 

As part of our Erasmus Plus "Teaching the Future" project (https:teachingthefuture.eu) we are analysing research / projects / examples about teaching climate change in schools and we hope to have the results of this available by September, with some recommendations.. 

Here are a couple of early examples of our findings:

Stevenson et al (2017) say:

•Climate change has to be addressed as a complex socio-scientific issue 

•best done through curricular with pedagogies that fully allow students to explore the nature of the problem, but there is lack of time or curriculum opportunities

•Youth need to engage with the climate information, enquire, understand, ask critical questions and take what they determine are appropriate actions

•the biggest challenge is one of rethinking the world

•should focus attention on futures  - the future we want

I discussed this and other issues in the meetings we had before the platform was launched.

It is vital that the right sort of climate education is offered - not just anything!! Climate change is really important for our/their future  .... 

Greer and Glackin (2021) talk about 6 qualities of meaningful climate change education

•alternative visions of the future and alternative approaches to education

•accept and embrace complexity

•avoid triviality, incorporate multiple types of knowledge – wider disciplines, including spiritual and emotional knowledge

•re-orient the challenge towards justice – what is right (not only for me)

•develop ecological worldviews – link human to the non-human world

•recognise and support students as agents of change

happy to discuss further when we get a chance to discuss this more fully at the Advisory Group or elsewhere.

References

Greer, K. and Glackin, M., 2021. ‘What counts’ as climate change education? Perspectives from policy influencers. School Science Review, 103(383), pp.15-22

Stevenson, R.B., Nicholls, J. and Whitehouse, H., 2017. What is climate change education?  Curriculum Perspectives, 37(1), pp.67-71 

I have also spent many years building "communities of practice" and networks of teachers and educators. I coordinated the largest Bologna Process network of HE educators - more than 380 partner organisations. My association (EUROGEO) currently have more than 20,000 followers on social media and 12,000 who subscribe to our newsletter - I have offered to use these to help the initiative grow!!  

Karl Donert

Hi Jim and Frederic 

I think Jim raises a really important question - I find the site and the messaging system being used very difficult to navigate / understand. I work with lots of teachers and when I asked them to register / get involved they also told me it was too complex for them - even the most enthusiastic teachers have been put off. Have you analysed those who don't get involved?

I am on the Advisory Group but I was not free the times the meetings have been held so far. I also wanted to be involved in the Policy Discussions but I am speaking at a conference about our Erasmus Plus climate change projects at the time/date this is taking place.

I am an educator/researcher who has worked in online learning for more than 30 years and with climate change and citizenship education for more than 40 years.

I am struggling to see how the activities on the platform fits in with current or recent research on how engage young people in learning about climate.

Have you actually considered how to promote what is most relevant / important for the students/teachers? 

As part of our Erasmus Plus "Teaching the Future" project (https:teachingthefuture.eu) we are analysing research / projects / examples about teaching climate change in schools and we hope to have the results of this available by September, with some recommendations.. 

Here are a couple of early examples of our findings:

Stevenson et al (2017) say:

•Climate change has to be addressed as a complex socio-scientific issue 

•best done through curricular with pedagogies that fully allow students to explore the nature of the problem, but there is lack of time or curriculum opportunities

•Youth need to engage with the climate information, enquire, understand, ask critical questions and take what they determine are appropriate actions

•the biggest challenge is one of rethinking the world

•should focus attention on futures  - the future we want

I discussed this and other issues in the meetings we had before the platform was launched.

It is vital that the right sort of climate education is offered - not just anything!! Climate change is really important for our/their future  .... 

Greer and Glackin (2021) talk about 6 qualities of meaningful climate change education

•alternative visions of the future and alternative approaches to education

•accept and embrace complexity

•avoid triviality, incorporate multiple types of knowledge – wider disciplines, including spiritual and emotional knowledge

•re-orient the challenge towards justice – what is right (not only for me)

•develop ecological worldviews – link human to the non-human world

•recognise and support students as agents of change

happy to discuss further when we get a chance to discuss this more fully at the Advisory Group or elsewhere.

References

Greer, K. and Glackin, M., 2021. ‘What counts’ as climate change education? Perspectives from policy influencers. School Science Review, 103(383), pp.15-22

Stevenson, R.B., Nicholls, J. and Whitehouse, H., 2017. What is climate change education?  Curriculum Perspectives, 37(1), pp.67-71 

I have also spent many years building "communities of practice" and networks of teachers and educators. I coordinated the largest Bologna Process network of HE educators - more than 380 partner organisations. My association (EUROGEO) currently have more than 20,000 followers on social media and 12,000 who subscribe to our newsletter - I have offered to use these to help the initiative grow!!  

Karl Donert

Hi Jim and Frederic 

I think Jim raises a really important question - I find the site and the messaging system being used very difficult to navigate / understand. I work with lots of teachers and when I asked them to register / get involved they also told me it was too complex for them - even the most enthusiastic teachers have been put off. Have you analysed those who don't get involved?

I am on the Advisory Group but I was not free the times the meetings have been held so far. I also wanted to be involved in the Policy Discussions but I am speaking at a conference about our Erasmus Plus climate change projects at the time/date this is taking place.

I am an educator/researcher who has worked in online learning for more than 30 years and with climate change and citizenship education for more than 40 years.

I am struggling to see how the activities on the platform fits in with current or recent research on how engage young people in learning about climate.

Have you actually considered how to promote what is most relevant / important for the students/teachers? 

I have also spent many years building "communities of practice" and networks of teachers and educators. I coordinated the largest Bologna Process network of HE educators - more than 380 partner organisations. My association (EUROGEO) currently have more than 20,000 followers on social media and 12,000 who subscribe to our newsletter - I have offered to use these to help the initiative grow!!  But it needs to be really easy to get engaged. 

Karl Donert

Hi Jim and Frederic 

I think Jim raises a really important question - I find the site and the messaging system being used very difficult to navigate / understand. I work with lots of teachers and when I asked them to register / get involved they also told me it was too complex for them - even the most enthusiastic teachers have been put off. Have you analysed those who don't get involved?

I am on the Advisory Group but I was not free the times the meetings have been held so far. I also wanted to be involved in the Policy Discussions but I am speaking at a conference about our Erasmus Plus climate change projects at the time/date this is taking place.

Karl Donert

Hi Jim and Frederic 

I think Jim raises a really important question - I find the site and the messaging system being used very difficult to navigate / understand. I work with lots of teachers and when I asked them to register / get involved they also told me it was too complex for them - even the most enthusiastic teachers have been put off. Have you analysed those who don't get involved?

Karl Donert