Archive for the ‘Wales Wide Web’ Category

Circular Economy and Lifelong Learning: Scenarios – Methodologies – In action

July 31st, 2019 by Graham Attwell

2019 ACR ZWS Circular Economy Lifelong learning Cover
The momentum for the circular economy has never been stronger. Global issues, such as climate change and natural resource consumption levels, urgently require a change in our lifestyles and a transformation in our ways of thinking and acting. To achieve this change, we need new skills, new values and new behaviours that lead to more sustainable societies. But is it even possible to find a shared definition of circular economy (CE) education?

As part of the Erasmus+ CYCLE project, in which Pontydysgu are a partner, on 19 February 2019, ACR+, in partnership with Zero Waste Scotland, organised a workshop entitled “Circular Economy Competencies. Making the Case for Lifelong Learning”.  brought together local authorities, experts and practitioners in the field of environmental and sustainability education to discuss this topic. The speakers of the workshop shared stories of vocational training and green jobs, sustainable consumption education and system thinking, of pedagogical models capable of empowering learners and urging institutions to include the principles of sustainability in their management structures. I introduced the project at the workshop and have contributed to the publication.

What this publication is about

This publication aims to make those experiences a shared treasure by sharing them with educators, policymakers and managers of NGOs and training organisations that intend to promote the development of local loops of circular economy through educational tools. The three chapters of this booklet are structured to cover different areas of the lifelong learning landscape:

  • Circular thinking in education. Educational designers will find useful insights on: the promotion of circular holistic approach in schools; a bird’s-eye view on how tertiary education is integrating the circular economy into its educational offer; the creation of attractive learning pathways in adult training;
  • Upskilling waste, repair & reuse industry. Policy makers and professionals in the field of vocational training will find useful references on the development of professional standards and competence profiles for 3R’s industries;
  • Facilitating the transition towards circular economy. The last chapter contains an analysis of the links between Industry 4.0 and circular economy in Italy and the case history of a network of municipalities that have developed training courses to equip local authorities’ staff for the circular transition. In conclusion, a final article analyses the possible positive correlations between entrepreneurial education and circular economy.

You can download the publication here.

Yo quiero estudiar espanol

July 9th, 2019 by Graham Attwell

Last year my new year resolution was to learn Spanish. It didn’t work out. I signed up for 10 private lessons in a local language school, doing one or two one hour lessons a week. Although I got on well with the teacher the course was not for me. It was based on Spanish grammar with weekly progression, regardless of whether or not I had understood the previous weeks lesson. The vocabulary to learn seemed to be an outcome of the grammar lesson to be tackled. I gave up after six lessons.

This year’s new year resolution is to learn Spanish. I am well motivated, given that I live most of the time in Spain. My goals are to be able to have a conversation with people I meet in the street and to be able to read the local newspaper. This time I have signed up on DuoLingo. And I love it.

DuoLingo introduces small chicks of grammar and new words at a time. And then you have to practice it endlessly, with short ‘units’ taking around two or three minutes to complete. If you make a mistake you repeat the exercise until you get it right.

One of the criticisms of DuoLingo is it provides little formal help or explanation of grammar. But I find myself more engaged in trying to work out the grammar rather than just reading about it. DuoLingo provides some gamification. XP points which are collected from the completion of each exercise can be exchanged in the ‘store’. This doesn’t greatly interest me, although I will have a go at the ‘flirting in Spanish’ unit that can be unlocked for 30 ‘lingots’ (the DuoLingo ‘currency’). The second gamification feature is ‘sprints’ – the number of days in a row you achieve your personally set target for learning. This is strangely compelling and certainly supports the idea that learning at least a little every day is central to language learning. The third feature is a leader board. There are five levels of leader boards with 50 leaners on each board and a competition lasting a week with relegation for the bottom ten and promotion for the top ten. It is not so much the competition which interest me (although I am surprised how competitive I am) but the visible presence of other people which is most valuable. We know learning is a social activity. We know the advantages of online learning – particularly for me the ability to go at your own pace, to go back to practice and probably most of all the flexibility in when you learn. But learning on your own can be a lonely and dispiriting experience. Just seeing my 50 co-leaners on the leader board and watching their progression breaks that isolation.

I will keep you updated on my progress. But now back to my language learning – I am doing a ‘module’ called school at the moment. Yo quiero estudiar espanol.

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