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ERASMUS Intensive Program in Sustainable Technology Development:

Multicultural Constructive Community learning course for EESD, applying Backcasting https://is.upc.edu/seminaris-i-jornades/seminaris/std-2014

Jordi SegalĂ s, Gemma Tejedor jordi.segalas@upc.edu gemma.tejedor@upc.edu


Framework

Sostenible-2015 Action Plan PhD on Sustainability

Master in Sustainability Science and Technology ďƒ International Seminar on Sustainable Technology Development (STD)


Objectives

• • • •

To increase the understanding of a sustainable development in the long term and the role of technology embedded in systems To increase the capability to apply backasting To contribute to the development of scientific work competences of students To increase the capability of teachers to teach the approach of future envisioning, foresighting, forecasting and backasting To become an experts’ meeting point and create networking activities among different groups and institutions


Methodology Conceptual Approach: perspectives

envisaging


Methodology. Conceptual Approach: the backasting process

build-up

added value

decide steps backwards

TO FRAME: system boundaries stakeholders analysis needs analysis

considering stakeholders

(Adopted from Leo Hansen, 2000, Netherlands)


Structure. Learning Environment

Transdisciplinary

Problem-Based learning approach

International

Applying Backasting to 2 case studies

Intergenerational

Current sustainability relevant issues

Intercultural


Structure. Participating Universities • • • • • • • • • • •

UPC Barcelona Tech, (Master of Sustainability, Master of Environmental Engineering) Barcelona. Spain Delft University of Technology, (Master of Industrial Ecology) Delft, The Netherlands Chalmers University of Technology, (Master in Industrial Ecology for a Sustainable Society and Master in Sustainable Chemical Processes) Goteborg. Sweden Royal Institute of Technology, KTH, (Master in Sustainable Technologies) Goteborg, Sweden Graz University of Technology, (Master in Sustainable Development) Graz, Austria University of Maribor (Master in Food safety in the agrofood chain) Maribor, Slovenia Parthenope University (Master in Environmental Science) Naples, Italy. Purdue University (Master in Technology). Indiana. USA. Dublin Institute of Technology (Master un Sustainability, Technology and Innovation) Dublin, Ireland Arizona State University ASU (PhD in Sustainability), Arizona, USA La Sapienza, Rome, Italy


Structure. Issues Real & hot issue

In 2008, the issue was water sanitation and treatment In 2009, the issue was decoupling in food & beverage packaging In 2010, the issue was overfishing and marine

ecosystem degradation In 2011, the issue was the mobility concept and global transport In 2012, the issue was agroecology and the alimentary model In 2013, the issue was sustainable energy systems and community participation In 2014, the issue has been sustainable clothing and slow fashion Around 2 case studies, as a reference ďƒź Developed/Developing region ďƒź Global/Local aspects


Structure. Issue example

2014 Issue: Sustainable Clothing Relevant questions raised as guidelines to work (students, professors, experts): • What is sustainable clothing/fashion? What specific requirements make a clothing company ‘sustainable’? • Why should we have sustainable clothes? • How is it possible to attain a cultural shift in consumption? What is the impact of perceived obsolescence in the clothing culture? • What factors prevent the ethical clothing market from booming and expanding? Why does it remain a niche in the clothing market? • Who are the key stakeholders involved? What is/should be their role in creating a more sustainable garment industry?


Structure. Case study example

2014 Sustainable clothing- Case Studies 1. Global case study (Spanish fashion in Morocco) Analysis of the negative social and environmental impacts caused by the clothing industry in Morocco. Challenges/limitations of small ethical organisations to change this trend.

2. Local case study (Local booming sustainable clothing market) Study of the attempts made by ethical and environmentally friendly small companies in Spain, to attain a sustainable and stable market in the textile sector. International, inter-university groups of 4 - 5 people


Structure. Planning example

2014 Schedule Overview PARTICIPANTS will work in the virtually on two activities:

1. Work in local universities groups : Poster on Local Situation Analysis 2. Work in international groups: Report on State of the art of Case Study

FUTURE ORIENTATION STD Seminar

starting April (08/04 -6 weeks)

middle March (18/03 -6 weeks)

9/20 June

22/04 Working Plan deadline

06/05

27/05

Reference Reports deadline

Final Report on Study Case deadline

Work in local university groups: POSTER Work in interdisciplinary groups: REPORT

20/05 POSTER deadline

INDIVIDUAL EVALUATION


• Dates: 11-18 June • Team-building among students – Students arrive on Friday 11th – Social activities during the weekend

TASK • Presenting posters (local groups) • Sharing the groups analysis (international groups) • Stakeholders interaction • Backcasting & Scenario building • Solutions development & discussions


Assessment. Participants nationality


Assessment. Contents

Contents Issues The seminar has fulfilled my expectations

7,5

I think the seminar had been intellectually…

8,22

My motivation in these issues has increased…

8,28

The workload was appropriated for 5 ECTS

7,71

The information provided in the website was…

6,76

The objectives of the seminar are clearly…

7,2

The plan of the seminar was clearly presented

7 0

1

2

3

4

5

6

7

8

Assessment carried out by questionnaires, free and individual evaluations and group dynamics

9


Assessment. Methodologies

Pedagogical Methodologies Would you recommend this course to other‌

8,78

Final presentations

7,89

Case studies in working groups

7,34

Visits

7,17

Lectures on sustainability

7,06

Posters presentations

6,94

Pre-work in international teams

6,39

Pre-work in national teams

7,37 0

1

2

3

4

5

6

7

8

9

10


D. G. de Educación y Cultura

ERASMUS Intensive Program in Sustainable Technology Development Jordi Segalàs, Gemma Tejedor jordi.segalas@upc.edu gemma.tejedor@upc.edu

Thank you for your attention

Multicultural constructive community learning course for ES  
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