- 1. Raising Awareness and Learning Practicesfor Sustainable
EnergyJoint European Summer School for Doctoral Candidates
onTechnology Enhanced Learning (JTEL 2013)Limassol, Cyprus May,
2013Sotiris ThemistokleousCARDET Assistant
[email protected] KamilarisPostdoc
Researcher, Uni. Of [email protected]
2. Raising Awareness is the process of informinga groups norms,
attitudes, beliefs and actions andinfluencing the group to
change/transform/ re-assess its norms, attitudes, beliefs and
actionstowards a theoretical or a practical issue.Raising Awareness
Theoretical Framework2 3. Raising Awareness as other information
and learning initiatives arehighly influenced by:1. The
medium/tool/action used to transmit information2. The perceptions
and experiences of the communicators andthe receivers3. The social,
political and economic environment in which aninitiative takes
place(cultural trends, meanings attached to themessage). Such
environment may not have a direct connectionwith the initiative4.
Diversity of the target groupsFactors Influencing Awareness
Raising3 4. Focus on the Local Level to achieve a Global Change
Local experiences of a community in managing energy areapplicable
in numerous other communities around the globe Local institutions
can act as transmission belts of policies andpractices between the
community, the region and the globe Local stakeholders can
influence directly the community andpromote global actions on the
local level Local stakeholders are more effective in reaching
citizens inthe community and adapting global trends in the needs of
thelocal community Local success stories generate domino effects at
global scale(Social Media)Raising Awareness from Local to Global4
5. How Social Change occurs (OXFAM International)Social
Change5KnowledgeUnderstandthe causeApprovalAccept
thecauseIntentionDecision toapplyPracticeApplicationof the causein
asustainablemannerAdvocacy Promotethe cause toothers 6. Know the
purpose of your awareness raising campaign How would the purpose
inform the message Study your target groups Map the potential
challenges and provide solutions How would you build trust with
your target groups Apply the right tools and mediums and use the
appropriatelanguage to reflect your target groups profile Manage
the quantity of the information you transmit Establish formative
and summative evaluation tools to measureoutreach and
impactDesigning an Action Plan6 7. CARDETs Project, Raising
Awareness on DevelopmentCooperation www.developmenteducation.org
Collaboration between academia and civil societyorganizations to
raise awareness on sustainable developmentRaising Awareness Case
Study7 8. Proposed CollaborativeLearning Approachesfor Sustainable
Energy8 9. Project Based Learning Framework Practical and obvious
relevance with the real world Motivation to get involved and learn
Life long learning approach Community level with local citizens
Sustainable knowledge Tasks with tangible outcomes Social media and
networks Assessment methodsGetting Involved, Acting and Learning9
10. Samples of Local Projects Measure energy efficiency of your
neighborhood andcompare it with others (i.e. Social Electricity
Project) Perform energy audits to your neighbors and suggestmethods
to reduce energy consumption Depending on the location of your
community developa small local hydroelectic, solar, wind system
ofproducing energy for the community Design and implement a raising
awareness campaignfor your neighborhoodGetting Involved, Acting and
Learning10 11. Case Study - Global Campus CARDET s EuropeAid
Project Global Campus Focus on Raising Awareness among Students
onSustainable Development Train students to carry out, on campus,
awarenessraising and learning activities Assign a project related
to sustainable development tovolunteer students in collaboration
with a local communityGetting Involved, Acting and Learning11 12.
Networks of Learning Preserve Relevance Value of Participation
Distribute-Communicate Resources Effective access, valuable return,
timely efficient Commitment Common Objectives Valid action plan and
targets Flexibility in administration and participation
Inter-Network Collaboration-CommunicationGetting Involved, Acting
and Learning12 13. Case Study: Life Long Learning Project
CommunityLearning Social Networks - NetBox (www.netboxproject.eu)
NetBox will capitalize on the pervasiveness of, andacquiescence to
social computing in todays society. NetBox responds to the
challenge of supporting smart,sustainable and inclusive growth and
the priorities of thetransversal programme NetBox exploits
ICT-based social networking tools andplatforms to connect people of
all ages and educationaldispositions to public services, learning
and civic engagementGetting Involved, Acting and Learning13 14.
Mediums/ToolsThree information and communications technologies
underliethe explosion of the social web, (Willard, 2009): Mobile
Communications extending Internet access through anew generation of
mobile phones and handheld computers; Social Media enabling
individuals to easily upload their owncontent (text, photos, video)
and to find (and discuss) thecontent generated by others; and
Online Social Networking enabling people to maintain and toextend
their personal and professional networks, as well as tofacilitate
the flow of information through these networks.Social Media and
Networks - Communicating,Informing, Networking and Learning14 15.
Securing Sustainability : Promote interaction Organize regular
meetings F2F, via phone or via online tools Provide a minimum
diversity of tools according to the needsand the objectives of the
network (blogs, wikis, social networksect.) Establish clear
management and administration process, rolesand hierarchy Support
interactions with other networks and other fields Free exchange of
ideasSocial Media and Networks - Communicating,Informing,
Networking and Learning15 16. Case Study: Competencies and
Transferable Skills for theGreen Energy Sector (Lifelong Learning
Project CARDET) Development of an online analytical tool with a
projectfocus on investigating transferability of competencebetween
renewable energy and traditional energyproduction subsectors
Collaborative Skills Development Inputs and Feedback from EU
stakeholdersSocial Media and Networks - Communicating,Informing,
Networking and Learning16 17. The Value of Online Social
Networking: Sustainable Energy principles and practices are
diffusedthrough peers and network members Specialized knowledge is
becoming visible to allmembers of the network and its extended
periphery Local progress, practices and initiatives can
beextended/transmitted and adopted on a global scale Direct
communication and reflection from numeroususers Interdisplinary
contributions, feedback and solutionsNetworking for Sustainable
Energy17 18. To understandenergy, you firstneed to measure
it18Raising Awareness in General 19. 19Raising Awareness: Feedback
through ElectricityBills 20. 20Raising Awareness: Smart Metering
21. 21Raising Awareness: More Personalized SmartMetering 22.
22Raising Awareness: Feedback through SmartMetering 23. 23Raising
Awareness: Feedback through GooglePower Meter ProjectTimely
feedback of domestic electrical consumption cancontribute in
reducing the amount consumed by 5-15%. 24. 24Raising Awareness:
More Detailed Metering 25. 25Raising Awareness: Metering is not
enough Employed techniques are limited as they tend to use a
onesize fits all" approach. Same feedback to individuals who have
different motivationsand experiences in energy saving. The
long-term effect is limited. 26. 26Raising Awareness: Eco-Feedback
Systems 27. 27Raising Awareness: Goal SettingFeedback is most
helpful when combined with goal setting. 28. 28Raising Awareness:
Group Participation 29. 29Raising Awareness: CommitmentCommitment
to conserve is more successful than monetaryincentives in
encouraging conservation behavior. 30. 30Raising Awareness:
Competitions 31. 31Raising Awareness: Ranking 32. 32Raising
Awareness: Social Factors"Comparative feedback, in which ones
energy use is contrastedwith those of others, can generating
feelings of competition,social comparison or social pressure"People
tend to follow what otherpeople do and adapt their behaviourand
practices according to the stimulireceived by their friends,
relativesand neighbours.Social norms can motivatepeople to question
theirattitude, if they discover it isnot normal. 33. 33Raising
Awareness: Social Influence Informational: People serve as a
valuable source of informationto accurately evaluate ones behavior.
Normative: People have a tendency to agree on the values,beliefs,
attitudes or behaviors of others. Descriptive: Depict what happens
in a given situation based oninformational and normative influence.
Injunctive: Describe what should happen in a given
situation.Important for avoiding the boomerang effect. 34.
34Raising Awareness: Social Influence 35. 35Raising Awareness:
Social Influence"Strong participation in social movements is most
likelywhen activities can be easily integrated into daily life."
36. 36Raising Awareness: Social InfluencePeople are willing to
compete in online social networksand compare with real and known
people 37. 37Raising Awareness: Social Influence in Large Scale 38.
38Raising Awareness: Summing Up Motivations Frequent Feedback
Historical Feedback Goal Setting Group Participation Public
commitment Competition Rankings Comparative feedback Social norms
social influence Social pressure 39. 39Raising Awareness: Success
of Online SocialNetworking 40. 40Raising Awareness: Success of
Online SocialNetworkingPersuasion in online social networks follows
regular,observable patterns. This conclusion has interesting
implications.First, software developers can tap into these patterns
tocreate applications that are more likely to succeed.That some
applications succeed and others fail is notbased on pure chance;
success can be learned and replicated. 41. 1. Sayers, R. 2006.
Principles of awareness-raising: Information literacy, a case
study. Bangkok:UNESCO Bangkok.2. Willard , T. 2009. Social
Networking and Governance for Sustainable Development.
InternationalInstitute for Sustainable Development.3. Ruhizan M.
Y., Saemah R. 2011. Problem Oriented Project Based Learning (POPBL)
in PromotingEducation for Sustainable Development. Social and
Behavioral Sciences, Volume 15, Pages 289-293.4. Yamin,S. 2010.
Education for Sustainable Development through Problem Based
Learning: A Review ofthe Monitoring and Assessment Strategy.
Acceded
athttp://iveta2010.cpsctech.org/downloads/materials/full%20papers/20.%20Education%20for%20Sustainable%20Development-%20Sulaiman%20Yamin.pdf
on 20/05/135. Steinemann A. 2003. Implementing Sustainable
Development through6. Problem-Based Learning: Pedagogy and
Practice. Journal of Professional Issues in EngineeringEducation
and Practice, Vol. 129, No. 4.7. Cummings, S. and A. van Zee. 2005.
Communities of practice and networks: reviewing twoperspectives on
social learning. KM4D Journal, 1(1): 8-22.8. United Nations
Development Programme. 2012. The Power of Local Action: Communities
on theFrontline of Sustainable Development. New York, NY: UNDP.9. W
ilcox, K. 2011. Building An Online Learning Community. Learning
Solutions Magazine. Accessed
athttp://www.learningsolutionsmag.com/articles/761/ on 20/05/1310.
Kilpatrick S. Community learning and sustainability: Practice and
policy. Centre for Research andLearning in Regional Australia.
Accessed at
http://www.crlra.utas.edu.au/files/discussion/web-only/Country.pdf
on 20/05/13References I41 42. 11. The Energie Visible Project.
Accessed at: http://www.webofthings.org/energievisible/12. Jennifer
Mankoff, Deanna Matthews, Susan R Fussell, and Michael Johnson.
Leveraging socialnetworks to motivate individuals to reduce their
ecological footprints. In System Sciences, 2007. HICSS2007. 40th
Annual Hawaii International Conference on, pages 8787. IEEE,
2007.13. Brewer, R. S., Lee, G. E., & Johnson, P. M. (2011,
January). The Kukui Cup: a dorm energycompetition focused on
sustainable behavior change and energy literacy. In 44th Hawaii
InternationalConference on System Sciences (HICSS), (pp. 1-10).
IEEE.14. Maio, G.R., and Haddock, G. The psychology of attitudes
and attitude change. London: SAGE, 2010,67-77.15. GreenPocket,
Social Metering Project. Accessed at:
http://www.greenpocket.de/en/products/residential-customers/social-metering/16.
OPOWER Social Application. Accessed at:
https://social.opower.com/17. Social Electricity Facebook
Application. Accessed at:
http://apps.facebook.com/socialelectricity/18. G Weiksner, B Fogg,
and Xingxin Liu. Six patterns for persuasion in online social
networks. PersuasiveTechnology, pages 151163, 2008.References II42
43. Contact:Sotiris Themistokleous Andreas
[email protected] [email protected]
www.netrl.cs.ucy.ac.cy/Thank you.43