Introduction

This workshop provides an overview of the Teaching and Learning for a Sustainable Future multimedia teacher education programme. It has been designed to be used as an introductory workshop.

Objectives

• To develop an understanding of the rationale, scope, content and multimedia education design of the Teaching and Learning for a Sustainable Future programme;
• To enhance appreciation of the important contribution of teacher education to educating for a sustainable future; and
• To identify opportunities and ways in which Teaching and Learning for a Sustainable Future may be used in participants’ own teacher education activities.

Activities

1. Sharing experiences
2. Exploring the programme
3. Reviewing a module
4. Reflection

Resources

This workshop requires:

• A personal computer and data projector for the facilitator
• A personal computer for each participant or pair of participants
• Slideshow 1
• Quick Tour
• Resource sheets 1.1, 1.2 and 1.3 – copies for each participant
• A whiteboard, flipchart or other means of recording participants’ ideas
• Chart paper or overhead projector transparencies for group reports

Credits

This workshop was developed by John Fien, Griffith University, Australia.

Sharing experiences

Introduction

Begin by welcoming the workshop participants.

Introduce yourself and any other facilitators/presenters at the workshop.

You may like to ask the participants to introduce themselves briefly.

Use Slides 2 – 4 in the slideshow to introduce the title, objectives and activity sequence of the workshop.

Key features of the Programme

Explain that the Teaching and Learning for a Sustainable Future programme has the following key characteristics:

• Provides a self-study resource.
• Relevant to pre-service teachers, experienced teachers and other educators.
• Can be used independently by individuals or small groups.
• Can be used as a resource in a teacher education course.
• Uses multimedia for presenting information and engaging learners.
• Uses interactive, experiential approach to learning.
• Contains 25 four-hour modules organised into four themes that address many aspects of teacher education.

Ask participants to think of: (one reason)

• Why they would want to use the programme; and
• One worry or question they might have about using it.

Ask participants to share their ‘hopes’ and ‘concerns’ and make lists of them on a whiteboard or flipchart that can be used as a reference point later in the workshop.

Quick Tour

Show the Quick Tour of Teaching and Learning for a Sustainable Future.

After the Quick Tour, refer participants to the lists of ‘hopes’ and ‘concerns’ and ask them to discuss, one by one, whether they think that Teaching and Learning for a Sustainable Future:

• Could satisfy their hopes and expectations; and
• Will answer any questions they have or overcome any concerns they may have.

Explain that closure on final answers to the lists of questions are not necessarily expected, and that the lists will remain available for reference during the workshop.

Exploring the programme

Computer workshop 1

Participants will work on computers, individually or in pairs, during this activity.

Distribute Resource Sheet 1.1 to participants and ask them to use the activities on it as a guide to exploring the navigational structure and content of Teaching and Learning for a Sustainable Future.

Allocate at least 60 – 90 minutes for this activity.

If you are working with a group that is not confident using a multimedia programme, either:

• Allow extra time for them to explore the ‘Getting Started’ section of Resource Sheet 1.1, or
• Use the images and text from the section called ‘Using the Programme’ in ‘Getting Started’ of Teaching and Learning for a Sustainable Future as a slideshow to explain the navigation structure of the programme.

Invite participants to re-convene as a whole group and to share their answers to the activities they have just completed.

Summarise these ideas by distributing a copy of Resource Sheet 1.2.

Ask for participants’ comments on each of these points about Teaching and Learning for a Sustainable Future:

• Relevant for diverse audiences.
• Available in several formats.
• Choice of many topics.
• Range of activities and learning styles.
• Simplicity of design and ease of use.
• Adaptable.

Ask participants to identify a way in which they might use Teaching and Learning for a Sustainable Future in their different work situations.

Refer participants to the lists of ‘hopes’ developed earlier and to discuss whether the Teaching and Learning for a Sustainable Future programme will satisfy their hopes and expectations.

Then ask them to discuss whether the process of exploring the programme they have just completed helps to answer any of the concerns on the ‘concerns’ list.

Reviewing a module

Computer workshop 2

Participants work on computers, individually or in pairs, during this activity.

Distribute Resource Sheet 1.3 to participants and ask them to use the activities on it as a guide to explore the objectives, content, navigational elements and educational approach in one module of Teaching and Learning for a Sustainable Future.

Allocate specific modules to individuals/pairs or invite them to choose module topics – but seek to ensure that a spread of modules across the four themes are explored.

Allocate 1.5 – 2 hours for this activity.

Reflection

After the individuals/pairs have finished, rearrange them into small groups and ask them to share their thoughts on the modules that were reviewed.

Allow 20 – 30 minutes for this.

Before they begin their discussions, remind the group that the modules were reviewed as samples of the scope, content and educational approach used in Teaching and Learning for a Sustainable Future.

After the group discussion, ask each group to prepare a 10 minute report on the following aspects of the whole Teaching and Learning for a Sustainable Future programme, using illustrative examples from the materials reviewed by group members.

• The approach to teaching and learning.
• The range of activities and learning styles.
• Multimedia design.
• Potential for local use.

Allow approximately 30 – 40 minutes for the groups to prepare a report. They could be provided with chart paper or overhead projector transparencies to summarise their reports and use when they report back to all the workshop participants.

Invite groups to make their reports.

Refer participants to the lists of ‘hopes’ developed earlier and to discuss whether the Teaching and Learning for a Sustainable Future programme will satisfy their hopes and expectations.

Then ask them to discuss whether their experience of reviewing a module in Computer Workshop 2 helps to answer any of the concerns on the ‘concerns’ list.