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Learning to Teach Green: Developing and Teaching an Undergraduate EfS Subject for Sport & Recreation Management Greg Dingle Recreation & Sport & Colin.

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Presentation on theme: "Learning to Teach Green: Developing and Teaching an Undergraduate EfS Subject for Sport & Recreation Management Greg Dingle Recreation & Sport & Colin."— Presentation transcript:

1 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 11 th Australia & Sport

2 Sorry I couldnt make it to AASHE 2 Greg Dingle

3 1. Students are engaged by EfS (=ESD) 2. EfS can be taught well 3. SALM learning model works 4. Empower students to act (offer strategy) 5. Use multiple Learning Resources: Journal articles Case studies Guest speakers Websites Web-videos Field trips 5 Key Points - Sustn In Sports & Rec. Mgmnt 3 (C) Copyright – Greg Dingle, Colin Hocking and Victoria University, 2011

4 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 EfS at VU – since Sept 4

5 Bachelor Sport & Recreation Management 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 New degree course 5

6 merged courses => new subject needed AHS3505 Sport, Recreation and Sustainability (yr 2/3) Design subject & first intake Teach AHS3505 first time (12 mths early) 2010 & 2011 – subject taught again with upgrades Timeline 6

7 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 Challenges 7 Greg! Oh no! What have I got myself into?

8 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 More Challenges 8 Help!

9 What I didnt know... Best subject design? – how to explain emerging environmental, policy, economic & legislative context? Key problems? Concepts? Theories? 1. Objectives? 2. Resources? 3. Activities? 4. Assessments? Prerequisite knowledge? = Literacy needed for sustainable management? Subject Challenges 9

10 How does sport & rec. affect environment? How does environment affect sport & rec.? Attributes of sustainable organisations? Management strategies? Appropriate literature? Where to start? What to include? Leave out? How to make learning enjoyable? How to make learning relevant? What teaching methods? Subject Design Issues 10

11 Constructivist theory of knowledge: 1. Students CONSTRUCT meaning from what they DO to learn. 2. The teacher ALIGNS the planned learning activities with the learning outcomes Matt Nicholsons – Strategic Aligned Learning Model (SALM) Based on John Biggs Constructive Alignment Model (2003) Case studies: Widely used in management discipline Harvard Business School model No lectures: Teacher-centred, didactic, passive, selective Students dont attend to hear theory Teaching Philosophy? 11

12 Nicholsons 4 part learning framework: 1. Learning Objectives 2. Learning Resources 3. Learning Activities 4. Learning Assessments Nicholsons weekly student SALM tasks: SALM => Rapid Design 12 TASK1TASK 2TASK 3TASK 4 IDENTIFY OBJECTIVES USE RESOURCES COMPLETE ACTIVITIES COMPLETE ASSESSMENTS STRATEGIC ALIGNMENT

13 Nicholsons 4 part learning framework: 1. Learning Objectives 2. Learning Resources 3. Learning Activities 4. Learning Assessments Nicholsons weekly student SALM tasks: SALM – Student View 13 TASK1TASK 2TASK 3TASK 4 IDENTIFY OBJECTIVES USE RESOURCES COMPLETE ACTIVITIES COMPLETE ASSESSMENTS

14 Benefits 1. Rapid & Clear Design 2. Transparent Outline & Elements 3. Deeper Learning (if truly aligned) Example 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 SALM & Unit Objectives 14

15 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 urls Basic structure: 1. Key Points 2. Key Concepts 3. Key Questions 4. Key Words (glossary) *Reading Pack – journal, newspaper & magazine articles 1-2 Videos – An Inconvenient Truth WebCT/Blackboard + 3 x Guest Speakers WebCT/Blackboard Learning Resources 15

16 Learning Activities: 1 x 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. Short Essay – 1800 words (30%) 2. Case Study Analyses – 1500 words (35%) 3. Evaluation Report of Org. Sustainability (LiWC): a) Group presentation – 300 words (10%) b) Group Report (Eco. Footprint) words (25%) Activities & Assessments 16

17 4 Themes – 2 knowledge & skills – 2 practical application 1. Sustainability Foundations 2. Sport & Rec. Sustainability Issues 3. Strategy - People Management 4. Strategy - Water, Waste, ESD & Green Procurement Themes & Topics 17

18 THEORY = sustainability literacy 1. Sustainability (3 Ps) – 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 Key Concepts 18

19 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 Teaching Methods 19 STEM = Strategy Toolkit for Enviro. Management

20 2009 – 21 students 2010 – 100 students (4 tute grps) 2011 – 113 students (4 tute grps) Profile of students = not your average greenie! yr. old Gender imbalance – 60+% male students Most never studied environmental sustainability Various streams (majors): Single & double-degree Various student interests & career preferences The students 20

21 Subject Design Feedback 21 SEUAHS3505 RESULTS ITEMQUESTION FAEHDUniversity Q. 1It was clear what this unit was about Q. 2I had a clear idea of what was to be completed in this unit Q. 3I understood what was expected from me Q. 4The learning activities were useful in this unit Q. 5The learning activities were well planned in this unit Q. 6The learning activities were well managed in this unit Q. 7The content in this unit was up to date Q. 8The assessment tasks in this unit were well planned Q. 9 The assessment tasks were strongly linked to the unit outcomes Q. 10The assessment assisted my learning in this unit Q. 11I am satisfied with the teaching in this unit Average Score

22 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) Student Surveys 22 74%

23 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? 1 st ) Climate change – features (n = 29) 1 st ) Sustainability & Eco. Footprint (n = 29) 2 nd ) Sustainability & Sport/Rec. (n = 22) 3 rd ) Water & Waste Management ( n = 18) 2011 Student Feedback 23

24 I think this has been by far the most organised, well executed subject I have ever done Learned new things about a subject I didnt 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 2011 Student Comments 24

25 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... Are engaged by environmental issues Assessments drive learning – if not assessed, they wont read it Must enjoy learning Make it personal – connect to student lifestyles (e.g. Impact of mobile phones, iPods, Lifestyle, etc.) Learning Modules – good lecture substitute (max. 10 pages) Lots of preparation needed Field trip worked - MCG (2009 & 2010) – a highlight – tangible Some things can only be learned in the field Conclusions 25

26 Be bold Argue the case for sustainability overall (globally & Aust.), then in your discipline Write case studies Empower students to change the world They can and will if they believe they can Use... 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, Explore the 3Ps = People, Profits, Planet Share ideas, ask other teachers Recommendations 26

27 Start with SALM Ask yourself What learning objectives are needed? 2. What learning resources are needed to achieve objectives? 3. How can learning activities link to resources? 4. 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 Designing Subjects 27

28 1. Students are engaged by EfS 2. EfS can be taught well 3. SALM model works 4. Empower students to act (offer strategy) 5. Use multiple Learning Resources: Journal articles Case studies Guest speakers Websites Web-videos Field trips 5 x Key Points 28 (C) Copyright – Greg Dingle, Colin Hocking and Victoria University, 2011

29 Tel Tel Queries? 29

30 Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University: What the Student Does. (3 rd 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): Hoffman, A. J. (2008). Memo to the CEO: Climate Change, Whats Your Business Strategy? Harvard Business School Press, Carbon Business Carbon Planet Further Reading? 30

31 Australian Research Institute in Education for Sustainability (ARIES) Australasian Campuses Towards Sustainability, CSIRO website B.O.M. website Climate Group, ECOS Corporation, Dept. of Climate Change EPA IPCC Local government websites Sustainability Victoria The Sustainability Institute, United Nations Environment Programme University databases & research institutes (e.g. Global Change, UQ) World Forum for the Future Other sources? 31

32 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? Recent developments 32


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