MoodleTIDE

Welcome to the Millennium Challenge: Turning Learning Into Action. Starting a community action plan. course! This course is designed to help you develop a community action plan that addresses the needs of your local community. Throughout this course, you will learn about the Sustainable Development Goals (SDGs), explore ways to apply them to your local community, and develop a plan to make a positive impact.

The course is divided into four phases, each focusing on a different aspect of community development. You will have the opportunity to learn from experts, work in groups, and develop your skills in areas such as project planning, communication, and collaboration.

By the end of this course, you will have a deeper understanding of the SDGs and how they can be applied to your local community. You will also have developed a community action plan that you can implement in your own community.

General Outline

This course will cover the following topics: introduction to the SDGs, community needs assessment, project planning, and implementation.

Guiding Question

How can we use our knowledge of the SDGs to improve our local community?

Learning Outcomes

By the end of this course, you will be able to: explain the SDGs and their importance, identify community needs and develop a plan to address them, and implement a community action plan.

¡Bienvenidos al curso de Reducción de Residuos de Papel en las Escuelas! Este proyecto tiene como objetivo abordar el problema del uso excesivo de papel en las escuelas. Los estudiantes investigarán el consumo de papel en la escuela, desarrollarán estrategias para reducir el desperdicio y promoverán la reciclaje. Utilizarán herramientas como hojas de cálculo para rastrear el progreso y crear campañas de concienciación, incluyendo carteles y presentaciones. El objetivo es concienciar sobre el consumo responsable y inspirar a la comunidad escolar a adoptar prácticas sostenibles.

Esquema general: El curso se divide en cuatro fases. En la Fase 1, los estudiantes analizarán el consumo de papel en la escuela y discutirán los impactos futuros del continuo desperdicio. En la Fase 2, investigarán cómo las escuelas y organizaciones reducen el desperdicio de papel y discutirán la sostenibilidad de varias estrategias. En la Fase 3, diseñarán planes de acción detallados para reducir el desperdicio de papel y crearán campañas de concienciación. En la Fase 4, presentarán sus soluciones a la administración escolar, maestros y compañeros.

Pregunta guía: ¿Cómo podemos reducir el desperdicio de papel en nuestra escuela y promover el consumo responsable?

Resultados de aprendizaje: Los estudiantes podrán identificar la escala del desperdicio de papel y las implicaciones futuras si no se realizan cambios. Podrán analizar críticamente y identificar las fuentes clave de desperdicio de papel. Crearán planes claros y estratégicos para reducir el desperdicio de papel y desarrollarán campañas de concienciación efectivas.

Objetivos de Desarrollo Sostenible: Este curso se alinea con el ODS 12: Consumo y Producción Responsables.

Áreas de aprendizaje: Este curso aborda las áreas de aprendizaje de Medio Ambiente Natural, Social y Cultural, Valores y Autonomía y Iniciativa Personal.

Edad: Este curso está diseñado para estudiantes de 16 a 18 años.

Welcome to the YOUTHxCLIMATE course! This project aims to generate a collection of interviews with diverse people and groups that young people consider close, inspiring, and real agents of transformation and change. It's a Service-Learning project that consists of 10 dynamic sessions, leading to a set of community service activities: creating different audiovisual materials and communication activities to disseminate the project's results.

General Outline: The course is divided into four phases, each with its own set of activities and learning outcomes. The course format is designed to be flexible and adaptable to each context.

Guiding Question: Do you know Autumn Peltier, the water warrior, or Berta Zuñiga Cáceres, the coordinator of COPINH? These young activists have made it clear that we need to act now to address the effects of climate change and defend the Earth and life.

Learning Outcomes: By the end of this course, you will have gained knowledge about the transversality and complexity of climate change, and you will have developed skills to investigate and value the contributions of young people in the fight against climate change.

Sustainable Development Goals: This course is aligned with SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, and SDG 17: Partnerships for the Goals.

Learning Areas: The course covers various learning areas, including Languages, Natural, social and cultural environment, Values education, Digital technologies, Learning to learn, and Autonomy and personal initiative.

Age: This course is designed for students aged 14-16, CFGM15, and 16-18.

Esquema general

Pregunta guía

Resultados de aprendizaje

Objetivos de Desarrollo Sostenible (ODS)

Áreas de aprendizaje

Edad

Esquema general

Pregunta guía

Resultados de aprendizaje

Objetivos de Desarrollo Sostenible (ODS)

Áreas de aprendizaje

Edad

Hola estudiantes, a continuación, se presenta el diseño de aprendizaje para el proyecto Joves x Clima:

Esquema general:

Con el proyecto Joves x Clima se busca generar un recopilatorio de entrevistas de diversas personas y colectivos que los jóvenes consideren cercanos, inspiradores y agentes reales de transformación y cambio. Se trata de un proyecto de Aprendizaje y Servicio

La actividad educativa consta de 10 sesiones dinamizadas de Aprendizaje, que darán paso a un conjunto de actividades de Servicio a la comunidad: la confección de diferentes materiales audiovisuales divulgativos y actividades de comunicación para difundir los resultados del proyecto.

También se propone vehicular los resultados a través de los medios de comunicación locales y hacer una reunión con el alumnado para crear una red entre centros, ampliando el recopilatorio de referentes.

https://jovesxclima.cat/

Pregunta guía:

¿Conocen a Autumn Peltier, la guerrera del agua? A Berta Zuñiga Cáceres, coordinadora de la COPINH? ¿Y a Hilda Flavia Nakabuye, activista por los Derechos ambientales y climáticos del Sur global? ¿O a Lucas Barrero, impulsor de los Fridays For Future en España?

Todas son o han sido jóvenes activistas ambientales, y tienen claro que hay que actuar ya para hacer frente a los efectos del Cambio Climático y defender la tierra y la vida.

Resultados de aprendizaje:

• - Potenciar el papel de la transformación social y de la juventud en la lucha contra la emergencia climática.

  - Aprender sobre la transversalidad y complejidad del Cambio Climático

• - Investigar y valorar las aportaciones de jóvenes de todo el mundo en la lucha contra el Cambio Climático.

  - Interiorizar la necesidad de un cambio de modelo en temas de igualdad de género y desigualdades globales.

• - Aprender a realizar una entrevista radiofónica y otros formatos audiovisuales, así como editar un podcast.

  - Visibilizar los contenidos de una forma organizada/métodica, con profesionalidad: infografías o otros.

• - Activar la movilización, la corresponsabilidad y la acción, y tener elementos para analizar y emprender prácticas y acciones de justicia climática.

  - Mostrar una actitud participativa y democrática hacia el grupo.

ODS: ODS 11: Ciudades y comunidades sostenibles, ODS 13: Acción por el clima, ODS 17: Alianzas para lograr los objetivos

Áreas de aprendizaje: Lenguas, Entorno natural, social y cultural, Educación en valores, Tecnologías digitales, Aprender a aprender, Autonomía y iniciativa personal

Edad: 14-16, CFGM15, 16-18

Hello students!

General Outline: With the Joves x Clima project, we aim to generate a collection of interviews with various people and groups that young people consider close, inspiring, and real agents of transformation and change. This is a Service-Learning project.

The educational activity consists of 10 dynamic Learning sessions, which will lead to a set of Service activities in the community: the creation of different audiovisual materials for dissemination and communication activities to spread the project's results.

We also propose to disseminate the results through local media and hold a meeting with students to create a network between centers, expanding the collection of references.

https://jovesxclima.cat/

Guiding Question: Do you know Autumn Peltier, the water warrior? Berta Zuñiga Cáceres, coordinator of COPINH? And Hilda Flavia Nakabuye, activist for environmental and climate rights in the Global South? Or Lucas Barrero, promoter of Fridays For Future in Spain?

They are all or have been young environmental activists, and they are clear that we must act now to confront the effects of Climate Change and defend the Earth and life.

Learning Outcomes:

• - Empower the role of social transformation and youth in the fight against the climate emergency.

  - Learn about the transversality and complexity of Climate Change.

• - Investigate and value the contributions of young people from around the world in the fight against Climate Change.

  - Internalize the need for a change of model in terms of gender equality and global inequalities.

• - Learn to conduct a radio interview and other audiovisual formats, as well as edit a podcast.

  - Make the contents visible in an organized and methodical way, with professionalism: infographics or others.

• - Activate mobilization, co-responsibility, and action, and have elements to analyze and undertake practices and actions of climate justice.

  - Show a participatory and democratic attitude towards the group.

Sustainable Development Goals (SDGs): SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, SDG 17: Partnerships for the Goals.

Learning Areas: Languages, Natural, social and cultural environment, Values education, Digital technologies, Learning to learn, Autonomy and personal initiative.

Age: 14-16, CFGM15, 16-18.

Hello students!

General Outline: The Joves x Clima project aims to generate a collection of interviews with various people and groups that young people consider close, inspiring, and real agents of transformation and change. This is a Service-Learning project.

The educational activity consists of 10 dynamic Learning sessions, which will lead to a set of Service activities in the community: the creation of different audiovisual materials for dissemination and communication activities to spread the project's results.

It is also proposed to channel the results through local media and hold a meeting with students to create a network between centers, expanding the collection of references.

https://jovesxclima.cat/

Guiding Question: Do you know Autumn Peltier, the water warrior? Berta Zuñiga Cáceres, coordinator of COPINH? And Hilda Flavia Nakabuye, activist for Environmental and Climate Rights in the Global South? Or Lucas Barrero, promoter of Fridays For Future in Spain?

They are all or have been young environmental activists, and they are clear that we must act now to confront the effects of Climate Change and defend the Earth and life.

Learning Outcomes:

• - Empower the role of social transformation and youth in the fight against the climate emergency.

  - Learn about the transversality and complexity of Climate Change.

• - Investigate and value the contributions of young people from all over the world in the fight against Climate Change.

  - Internalize the need for a change of model in terms of gender equality and global inequalities.

• - Learn to conduct a radio interview and other audiovisual formats, as well as edit a podcast.

  - Make the contents visible in an organized and methodical way, with professionalism: infographics or others.

• - Activate mobilization, co-responsibility, and action, and have elements to analyze and undertake practices and actions of climate justice.

  - Show a participatory and democratic attitude towards the group.

Sustainable Development Goals (SDGs): SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, SDG 17: Partnerships for the Goals.

Learning Areas: Languages, Natural, social and cultural environment, Values education, Digital technologies, Learning to learn, Autonomy and personal initiative.

Age: 14-16, CFGM15, 16-18.

The sustainability project "Reducing Paper Waste in Schools" aims to tackle the issue of excessive paper use. Students will investigate paper consumption within the school, develop strategies to reduce waste (such as digital alternatives), and promote recycling. They will use tools like spreadsheets to track progress and create awareness campaigns, including posters and presentations. The goal is to raise awareness about responsible consumption and inspire the school community to adopt sustainable practices. Through this project, students will become active contributors to a more sustainable environment.

Guiding question:

How can we reduce paper waste in our school and promote responsible consumption?

Learning outcomes:

• Students will be able to identify the scale of paper waste and the future implications if no changes are made.

  Students will be able to critically analyze and identify key sources of paper waste.

• Students will differentiate how paper waste fits into broader systems of resource consumption.

  Students will identify practical, sustainable solutions that align with environmental values.

• Students will create clear, strategic plans for reducing paper waste.

  Students will develop awareness campaigns that effectively communicate their plans to others.

• Students will demonstrate their ability to integrate research, collaboration, and strategic thinking to solve the problem of paper waste.

  Students will reflect on how their proposed solutions can make a real-world impact.

SDGs: ODS 12

Age: 16-18

The project aims to raise awareness of climate change and positive iniatives that could create a more sustainable future on earth such as green communities, and clean energy. Students will be asked to create short campaign videos to raise awareness of the effects current habits have and propose solutions for a better sustainable future.

Guiding question:

How can social media be used to empower sustainability?

Learning outcomes:

• Students will be able to explore different sustainability areas and identify how they can affect the future. 

• Students will be able to identify different perpsectives on their selected problem and identify solutions to benefit different stakeholders. 

  Students will be able to critically analyze existing campaigns, identifying their key strategies, target audiences, and effectiveness in their stated goals.

• Students will be able to reflect on existing products and start identifying key elements for their campaign projects. 

  Students start developing their own material to raise awareness on their selected topic.

• Students develop a final product to communicate their approach to an audience, demonstrating their understanding of key concepts and strategies.

  Students receive feedback for their work and are able to reflect on it, demonstrating their ability to adapt and improve their approach.

  Students participate in a discussion for climate change with their classmates based on the final products, drawing on their own final products and the insights gained from analyzing existing campaigns.

SDGs: ODS 7, ODS 11, ODS 13

Age: 18+

RemixED es un proyecto europeo orientado al desarrollo de un enfoque de aprendizaje en equipo para el desarrollo profesional docente. En este programa, los maestros participarán en una serie de talleres de desarrollo profesional. Estos talleres utilizan metodologías para el diseño del aprendizaje que facilitan al profesorado aprender cómo apoyar al alumnado en los procesos de alfabetización de salud mental (regulación de las emociones y manejo del estrés) y cómo crear experiencias de aprendizaje más inclusivas para los y las estudiantes mediante la aplicación de los principios del Diseño Universal para el Aprendizaje.

Los materiales didácticos sobre regulación emocional y manejo del estrés provienen de otro proyecto europeo llamado Spotlighters, diseñado en colaboración con neurocientíficos, investigadores y educadores. A continuación, se muestran estos recursos como Materiales Spotlighters.

Το RemixED είναι ένα ευρωπαϊκό πρόγραμμα που στοχεύει στην ανάπτυξη μιας προσέγγισης σχεδιασμού μάθησης με βάση την ομάδα (team based learning approach) για την επαγγελματική ανάπτυξη των εκπαιδευτικών. Σε αυτό το πρόγραμμα, οι εκπαιδευτικοί θα συμμετάσχουν σε μια σειρά εργαστηρίων επαγγελματικής ανάπτυξης. Τα εργαστήρια αυτά χρησιμοποιούν διάφορες μεθοδολογίες για να βοηθήσουν τους εκπαιδευτικούς να μάθουν πώς να υποστηρίζουν τον γραμματισμό των μαθητών/μαθητριών σε θέματα ψυχικής υγείας (π.χ. αυτορρύθμιση και διαχείριση άγχους) και πώς να δημιουργούν πιο συμπεριληπτικές μαθησιακές εμπειρίες για τους μαθητές και τις μαθήτριες τους (π.χ. εφαρμόζοντας τις αρχές του καθολικού σχεδιασμού για τη μάθηση).

Το υλικό των μαθημάτων για την αυτορρύθμιση των συναισθημάτων και τη διαχείριση του άγχους προέρχεται από ένα ευρωπαϊκό πρόγραμμα με την ονομασία Spotlighters, το οποίο αποτέλεσε συνεργασία μεταξύ νευροεπιστημόνων, ερευνητών και εκπαιδευτικών. Παρακάτω, το υλικό αυτό αναφέρεται ως υλικό Spotlighters.

RemixED es un proyecto europeo orientado al desarrollo de un enfoque de aprendizaje en equipo para el desarrollo profesional docente. En este programa, los maestros participarán en una serie de talleres de desarrollo profesional. Estos talleres utilizan metodologías para el diseño del aprendizaje que facilitan al profesorado aprender cómo apoyar al alumnado en los procesos de alfabetización de salud mental (regulación de las emociones y manejo del estrés) y cómo crear experiencias de aprendizaje más inclusivas para los y las estudiantes mediante la aplicación de los principios del Diseño Universal para el Aprendizaje.

Los materiales didácticos sobre regulación emocional y manejo del estrés provienen de otro proyecto europeo llamado Spotlighters, diseñado en colaboración con neurocientíficos, investigadores y educadores. A continuación, se muestran estos recursos como Materiales Spotlighters.

RemixED es un proyecto europeo orientado al desarrollo de un enfoque de aprendizaje en equipo para el desarrollo profesional docente. En este programa, los maestros participarán en una serie de talleres de desarrollo profesional. Estos talleres utilizan metodologías para el diseño del aprendizaje que facilitan al profesorado aprender cómo apoyar al alumnado en los procesos de alfabetización de salud mental (regulación de las emociones y manejo del estrés) y cómo crear experiencias de aprendizaje más inclusivas para los y las estudiantes mediante la aplicación de los principios del Diseño Universal para el Aprendizaje.

Los materiales didácticos sobre regulación emocional y manejo del estrés provienen de otro proyecto europeo llamado Spotlighters, diseñado en colaboración con neurocientíficos, investigadores y educadores. A continuación, se muestran estos recursos como Materiales Spotlighters.

RemixED is a European project working to develop a team-based learning design approach to teacher professional development. In this programme, teachers will participate in a series of professional development workshops. These workshops use learning design methodologies to help teachers learn how to support student mental health literacy (i.e. emotion regulation and stress management) and how to create more inclusive learning experiences for their students (i.e. by applying Universal Design for Learning principles).

The lesson materials on emotion regulation and stress management are from a European project called Spotlighters that was a collaboration between neuroscientists, researchers, and educators. 

In this Illumine 3-Day LTT course, teachers from Spain, Estonia, Serbia and Portugal will work toward teaching/co-teaching Illumine workshops based on one of their case studies, while improving their understanding of team-based learning design and evidence-based strategies. 

Illumine is an Erasmus+ co-funded project that aims to support school education teachers in implementing evidence-based teaching practices with technology and in understanding the science of learning theory (cognitive science, neuroscience) that underlies these practices. Illumine facilitates teachers in sharing their implementations via case studies, lesson plans, and learning activities that are documented in an online community platform, published in a digital handbook, and shared via research publications. Together, these efforts strive to develop the inquiry stance of educators and foster a mindset of “teachers as researchers”.