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Scoop.it!
Mission
This site represents a community of Australian tertiary educators that is supported by the Australian Government. We aim to provide information on sustainabilitycourses in tertiary institutions in Australia and to share innovative sustainability teaching materials. Contact us for more information or register to contribute to the community. 
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Sophia Shaw: We need to give our kids the tools to observe and understand the effects of a changing climate – for their future and ours
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Turn down the Heat- Why a 4 degree warmer world must be avoided Do you wish to learn more about climate change and its impacts? Now is your chance. Through 18 fascinating episodes by globally distinguished scientists, this series provides an overview of the latest scientific research on climate change, focusing on likely impacts and risks in developing countries. The videos were part of the World Bank's first Massive Open Online Course (MOOC) that was launched in January 2014 which in turn is based on a World Bank flagship report with the same name which was commissioned from the Potsdam Institute for Climate Impact Research.
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ChangeGamer promotes the use of computer games to study themes such as energy, climate change, natural disasters, the environment, economics, politics, history and science. The main function of ChangeGamer is to find high-quality games, and to create student activities for each of those games. The vast majority of games are free, browser-based, and playable on a number of different platforms (e.g. PC, Mac, Chromebook, etc.). All of the posted activities are free and have been tested in middle and high school classrooms (Gr.7-12). We have created answer keys for a number of the student activities where applicable - if you are a teacher and require any of these email us through the contact page using your school email address.
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Introduction
The study of futures is intellectually stimulating and seeks to empower students. It draws on the innate capacity of the human mind to engage in foresight, or futures thinking enhanced by concepts, tools and techniques. When this enhanced capacity to engage with ‘the future’ is implemented in specific areas … Futures can contribute substantially to social and economic well-being. Students … [can] be encouraged to transform their view of the world. As they develop informed foresight about the 21st century they may experience many shifts of value, focus and attitude and they should discover that most fears, negative attitudes and ‘doomsday’ images of the future rest on misperceptions. In learning how present actions will shape future consequences, students gain access to new sources of understanding and action. Source: Slaughter, R. (2008) Futures Education: Catalyst for our Times, Journal of Futures Studies, 12(3), pp.15-30. Nevertheless the future is an essential ingredient of daily life and integral to all human experience. Virtually every activity we engage in presumes some future continuation in time. Whenever we have aims, ambitions, make plans or take precautions, speculate or make commitments, we are concerned with the future. Without some sense of the future we could not even begin to articulate our hopes and dreams, let alone realise them. Thus, thinking and planning for the future is an essential and constant ingredient in all human endeavour. This module introduces the concept of alternative futures and encourages you to explore your own expectations and aspirations for the future, both in relation to your own country and the wider world – and then to analyse how these views of the future need to be integrated into the objectives of education.
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Climate change is real, so why the controversy and debate? Learn to make sense of the science and to respond to climate change denial. About this Course
In public discussions, climate change is a highly controversial topic. However, in the scientific community, there is little controversy with 97% of climate scientists concluding humans are causing global warming.
This course examines the science of climate science denial. We will look at the most common climate myths from “global warming stopped in 1998” to “global warming is caused by the sun” to “climate impacts are nothing to worry about.” We’ll find out what lessons are to be learnt from past climate change as well as better understand how climate models predict future climate impacts. You’ll learn both the science of climate change and the techniques used to distort the science. With every myth we debunk, you’ll learn the critical thinking needed to identify the fallacies associated with the myth. Finally, armed with all this knowledge, you’ll learn the psychology of misinformation. This will equip you to effectively respond to climate misinformation and debunk myths. This isn’t just a climate MOOC; it’s a MOOC about how people think about climate change.
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The Sustainable University One-stop Shop provides guidance, information and inspiration while promoting networking for Sustainability in Higher Education.
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History of DeforestACTION
In March 2010, 12 schools and 90 students from the Asia Pacific region were invited to Singapore for Microsoft’s Regional Innovative Education Forum. This was the birthplace of DeforestACTION, originally titled “The High Noon Project” after JF Rischards’ book “High Noon, 20 Global Problems, 20 Years to Solve Them”. Students and teachers decided they wanted to tackle one global issue – as a pilot – and they chose deforestation. They agreed on the name DeforestACTION, and launched a global collaborative project with, for and by students around the world. Over the course of 8 weeks, TakingITGlobal moderated online learning activities and project planning webinars, where students and teachers took a collaborative approach to global problem solving. They formed student action groups and designed plans to address deforestation in their local communities. Using an online voting system, the students selected a number of key approaches: • Finding ways to preserve at risk forest and creating livelihoods for local landowners • Creating a global awareness campaign for the destruction caused by palm oil production • Collaborating with local people and helping animals who are victims of deforestation The students decided to focus awareness and fundraising efforts towards a project in Borneo, Indonesia.
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