The
2nd day dealt with
further aspects of environmental sustainability, focusing on the issue of
digitality and the use of games to teach climate crisis resilience. A partners’
meeting was also held in the afternoon.
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Students mustMark as done
LTP 2 Sustainability and Digitality (Unit 2: My smartphone, planet earth and me)
Florian Danhel, Elena Revyakina | University College of Teacher Education Vienna
The smartphone is a constant companion. Where does it come from? What is a smartphone made of and where does it end up after use? This session closely followed the life cycle of a smartphone and introduced the question of individual media use in terms of sustainability. The session was organised as a workshop with four stations where participants were engaged in various tasks. Participants were encouraged to reflect on their role on the use of technology and to experience the topics of digitality, environment and sustainability by means of deconstructing digital devices from real-life and track the process of their development. The workshop ended with a group discussion and reflection about future and alternative forms of action, as well as about the potential of the activity to bring primary and secondary school students' awareness about the digital technology they use on everyday basis.
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Students mustMark as done
LTP 4 Climate Crisis Resilience (Unit 3: Decision Making Game Challenge)
Bart Verswijvel, Arjana Blazic | EUMMENA
The participants took part in a serious game narrative. Their task was to confront a challenge where critical thinking skills were needed to provide solutions. According to the scenario the teams had to organise a trip to an island in the south of Europe and give advice about future developments.
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Students mustMark as done
LTP 4 Climate Crisis Resilience (Unit 2: Stop Disasters! Using the UNDRR game as a learning tool for Disaster Risk Reduction and Resilience)
Conor Galvin | University College Dublin
This session focused on using Stop Disasters! (a UNDRR one-person / multiplayer platform game) to teach disaster risk reduction and resilience. The unit introduced participants to the underpinnings of the game, the available resources to facilitate in-class activities to support the game, and to a teaching and learning strategy that allows for using the game either in class with groups or as a solo activity.
