Recent Changes

The Learning through landscapes project enabled `young people to actively participate in the shaping of their environment'. (Adams 2007, p.1) There are many examples of people in the school community and wider community collaborating, making decisions and taking action together. At one school students designed and built a wind generator to produce electricity in a cross curricular project. At Weaverham Forest County Primary school a parent worked with teachers and students to develop a playground into an improved environmental, educational and social space. Pupils at Blaydon Comprehensive school worked with the Newcastle Architecture Workshop on a quadrangle. (Adams, 2007) Active participation allows people to express their views and opinions in a democratic process and influence decisions and actions.
What key features of education for sustainability are visible in these case studies of environmental education?
make real decsionsdecisions and organise
The schools involved with The Learning through landscapes project were involved as whole schools. The students, teachers, school administration, and management were all involved in the design, development and management of improving school grounds. Without the support of any one of these parts of the school community the projects would have struggled to be realised. School communities also considered the political, legal and economic implications of improving the environmental, social and educational values of the school grounds. This was evident when they examined the `hidden curriculum' of school grounds, the regulations pertaining to student safety (Adams, 2007) and the cost of maintenance for new designs.
The environmental education and computer conference project used inquiry learning and students using computer conferencing to share data, ideas, and opinions. These teaching/learning strategies are congruent with social constructivism. Participatory action research was also employed by the `project coordinators, teachers and students'. (Robottom, 2007b) The political dimensions of water quality were also directly experienced by this projects participants. Queenscliff High School students traced water pollution at local beaches to a sewerage outfall pipe. They generated community interest in this situation via the media which led to government intervention and an inquiry about sewerage disposal in the area. (Robottom, 2007b)

Educating for sustainability (EfS) `encompasses a vision for society that is not only ecologically sustainable but one which is socially, economically and politically sustainable as well.' (Fien 2000, p.1) Environmental education (EE) is described by Robottom as seeking to -
`develop the understandings, values and action skills necessary for people to work with others to improve the quality and sustainability of their natural and social environments.'
(Robottom 2007,2007a, p.3)
The difference between these definitions for education for sustainability and environmental education are the identification of economic and political dimensions of education for sustainability. Case study 2 Learning through landscapes project provides many examples of environmental education theory in practice e.g. schools improving the quality of the social environment for students with the development of quiet play gardens and flexible play spaces. Education for sustainability is also evident in this project, with schools considering the economic sustainability of their decisions e.g. maintenance issues and the cost of facilities. They also examine the community use of school grounds that generate income but may conflict with environmental and educative values.
Case study 4 also provides examples of education for sustainability and environmental education. The students participating in these water monitoring projects are trained in water testing skills and knowledge, they improve the sustainability of the natural environment by providing information and identifying problems. This project also was conducive for education for sustainability by serendipitously becoming a political issue for a Lorne school where students' efforts to monitor water quality at the town supply were subverted by a defensive local water authority. These students were not deterred and monitored the town water supply at higher risk sites.
The environmental education and computer conference project uses computer conferencing to establish networks connecting local and international school engaged in similar environmental investigations, which `involves/engages students and teachers in range of scientific and educational settings.' (Robottom & Muhlebach 1989, p.3) Deakin University also provided a support structure for this project with field equipment collaborative record keeping. The transmissive methods of instruction were used to teach water testing and data processing skills as these were essential aspects of the project.
Is the educated citizen a deferential or an active participant in decision making?
as active participants rather than
The Learning through landscapes project enabled `young people to actively participate in the shaping of their environment'. (Adams 2007, p.1) There are many examples of people in the school community and wider community collaborating, making decisions and taking action together. At one school students designed and built a wind generator to produce electricity in a cross curricular project. At Weaverham Forest County Primary school a parent worked with teachers and students to develop a playground into an improved environmental, educational and social space. Pupils at Blaydon Comprehensive school worked with the Newcastle Architecture Workshop on a quadrangle. (Adams, 2007) Active participation allows people to express their views and opinions in a democratic process and influence decisions and actions.
What key features of education for sustainability are visible in these case studies of environmental education?
Aiming to improve the quality of the environment with a consideration of social, economic and political dimensions are important features of education for sustainability. Social constructivist pedagogy should be used for education for sustainability, as people construct meaning together. A participatory action research approach also is important to allow the school community to make real decsions and organise appropriate actions. A whole school approach is also important as a `commitment from all sectors of the school to become more sustainable is crucial for a whole school cultural change.' (Gould League, 2005) The case studies of environmental education are in many ways aligned with education for sustainability.
The schools involved with The Learning through landscapes project were involved as whole schools. The students, teachers, school administration, and management were all involved in the design, development and management of improving school grounds. Without the support of any one of these parts of the school community the projects would have struggled to be realised. School communities also considered the political, legal and economic implications of improving the environmental, social and educational values of the school grounds. This was evident when they examined the `hidden curriculum' of school grounds, the regulations pertaining to student safety (Adams, 2007) and the cost of maintenance for new designs.
students'. (Robottom, 2007)2007b) The political area. (Robottom, 2007)2007b)
How has a critical viewing of the case studies of environmental education practice changed your understanding of ‘education for sustainability’ as developed in the readings in this unit?
The Learning through landscapes project and Environmental education and computer conference project are examples of environmental education and education for sustainability. These projects both are broad and deep, and rooted in reality. The outcomes of these projects have a positive educational, environmental, social and political direction. Analysis of these case studies in regards to the values and key elements of education for sustainability have allowed connections to be drawn with environmental education. If environmental education includes economic, social and political issues then it is education for sustainability.
Deakin University, 2009, `ESS715 Trends and Issues in Environmental Education' [Electronic resource - CDROM]
Fien, J., 2001, Education for sustainability: Reorientating Australian school for a sustainable future, Australian Conservation Foundation Inc, Fitzroy.
The Gould League, 2005, Sustainable schools, Retrieved 24 April 2009 from <http://www.sustainableschools.com.au/sustainableschools/key/commitment.html>
McGlashan, L., 2009, `Whole school approach' Retrieved 22 May 2009 from <http://ess715.wikispaces.com/Whole+school+approach>
McGlashan, L., 2009, `Participatory action research' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/Participatory+action+research>
McGlashan, L., 2009, `Social constructivism' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/social+constructivism>
Robottom, I., 2007,2007a, Professional development environmental education in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I., 2007b, The Environmental Education and Computer Conference Project in Trends
Robottom, I. & Muhlebach, R., 1989, `Expanding the scientific community in schools: A computer conference in science education' in
ESS715 Trends and Issues in Environmental Education, [Electronic resource - CDROM]

Deakin University, 2009, `ESS715 Trends and Issues in Environmental Education' [Electronic resource - CDROM]
Fien, J., 2001, Education for sustainability: Reorientating Australian school for a sustainable future, Australian Conservation Foundation Inc, Fitzroy.
McGlashan, L., 2009, `Social constructivism' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/social+constructivism>
Robottom, I., 2007, Professional development in environmental education in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I. & Muhlebach, R., 1989, `Expanding the scientific community in schools: A computer conference in science education' in

References:
Adams, E., 1993, ‘Learning through landscapes’, Paper prepared for the Deakin–Griffith Environmental Education Project.
Commonwealth of Australia, 2009, `AuSSI in Schools' Retrieved 20 May 2009 from <http://www.environment.gov.au/education/aussi/schools.html>
Deakin University, 2007, Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Deakin University, 2009, `ESS715 Trends and Issues in Environmental Education' [Electronic resource - CDROM]

Fien, J., 2001, Education for sustainability: Reorientating Australian school for a sustainable future, Australian Conservation Foundation Inc, Fitzroy.
Robottom, I., 2007, Professional development in environmental education in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I. & Muhlebach, R., 1989, `Expanding the scientific community in schools: A computer conference in science education' in
ESS715 Trends and Issues in Environmental Education, [Electronic resource - CDROM]

{BLUEY2.GIF}
Part A: Appraising Environmental Education as Educating for Sustainability
The case studies selected for appraisal were chosen as they are most relevant to my teaching situation, personal interests and skills. Case study 2: Learning through landscapes project (Deakin University, 2009) illustrates examples of the `Learning through Landscapes Project'. This project investigated how school grounds can be developed and managed to improve and facilitate environmental, educational and social qualities. Case study 4: The environmental education and computer conference project (Deakin University, 2009) describes a water quality monitoring project that involved 5 Victorian west coast schools and used computer conferencing for communication between with the Victorian schools and international schools monitoring water.
With reference to the case studies, in what sense do you think that environmental education differs from education for sustainability?
for sustainability (Efs)(EfS) `encompasses a
`develop the understandings, values and action skills necessary for people to work with others to improve the quality and sustainability of their natural and social environments.'
(Robottom 2007, p.3)
The difference between these definitions for education for sustainability and environmental education are the identification of economic and political dimensions of education for sustainability. Case study 2 Learning through landscapes project provides many examples of environmental education theory in practice e.g. schools improving the quality of the social environment for students with the development of quiet play gardens and flexible play spaces. Education for sustainability is also evident in this project, with schools considering the economic sustainability of their decisions e.g. maintenance issues and the cost of facilities. They also examine the community use of school grounds that generate income but may conflict with environmental and educative values.
a Lorne school. Thisschool where students' initial and subsequent efforts to political contexts that apply toof the projects.
Are the methods of instruction “transmissive” or “socio-constructivist and transformative”?
is inappropriate. SocialA social constructivist approachesapproach to environmental sustainability education areis a more students as facilitators and participants of of instruction, but useand transmissive instruction achieve their goalsgoals, for example
The environmental education and computer conference project uses computer conferencing to establish networks connecting local and international school engaged in similar environmental investigations, which `involves/engages students and teachers in range of scientific and educational settings.' (Robottom & Muhlebach 1989, p.3) Deakin University also provided a support structure for this project with field equipment collaborative record keeping. The transmissive methods of instruction were used to teach water testing and data processing skills as these were essential aspects of the project.
Is the educated citizen a deferential or an active participant in decision making?
The Learning through landscapes project is very close to my preferred concept of EfS. There are real opportunities for the school community to work together on improving the school grounds. This facilitates real skill and knowledge development, allows people to imagine and create, and see the consequences of their actions. The only change to this project I would consider would be to discourage people working alone on projects. The Environmental education and computer conference project could be modified now to use Web 2.0 tools and social networking technologies to establish networks and develop a scientific community between local and international schools.
References:
Adams, E., 1993, ‘Learning through landscapes’, Paper prepared for the Deakin–Griffith Environmental Education Project.
Deakin University, 2007, Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Deakin University, 2009, `ESS715 Trends and Issues in Environmental Education' [Electronic resource - CDROM]
Fien, J., 2001, Education for sustainability: Reorientating Australian school for a sustainable future, Australian Conservation Foundation Inc, Fitzroy.
Robottom, I., 2007, Professional development in environmental education in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.

Method examples
What is the relationship between Biodiversity Up Close and student achievement of VELS?
Wha tWhat subject areas
Teachers
What VELS progression points are the students on before and after starting the Biodiversity Up Close project.

Part B: Researching Environmental Education
Proposal
and supports manya variety of indigenous birds in my curriculumteaching practice using Landlearn'sThe Department of Primary Industry (2008) education program Biodiversity Up
The Learning through landscapes project aims to improve the social, environmental and educational qualities of the school site with an analysis of school ground usage, design options and alternatives for improvements, development and the consequences for management. A similar process could be used by the four campuses for improving the quality of school sites using Biodiversity Up Close . This project aims to enable `teachers, students, and community members to measure the biodiversity present in school grounds, parklands and bushland and develop action plans to enhance these areas.' (Goyen 2009, p.25) This program also offers free professional development for teachers.
Research questions
Students participating in Biodiversity Up Close could achieve Victorian Essential Learning Standards (VELS) for Science, Interpersonal Development, Civics & Citizenship, Humanities (Geography), Mathematics, and Thinking Domains.(Goyen, 2009) Student achievement of outcomes could be used to inform success of using this project. Using Web 2.0 tools and mobile technologies would orientate students as generators of knowledge rather than consumers and allow the wider community to access and interact with student views and ideas.
Teachers
this project. LandLearnThe Department of Primary Industry (2008) offers teachers can participate in develop their
e-learning coordinator
government schools e.g.Youtube.come.g.Youtube & myspace.com.MySpace
School management
relevant government policies and schoolachool policies. These could include a discussion about auditing biodiversity onacross the school site.four campuses.
Parents
Interested parents could be invited to collaborate to the participatory action research process. They could also be surveyed about their ideas about biodiversity and sustainability, and provided with opportunities to contribute knowledge and skills to improving the quality of the school grounds.
Evaluation involves `the collection, analysis, and interpretation of evidence about the effects and outcomes of a selected activity.' (Thorpe 2001, p.126) This is achieved by designing and applying an appropriate methodology to for data collection. Methodology for this project has been influenced by outcomes based evaluation (McNamara, 2008) as the curriculum used at this school is the outcomes based Victorian Essential Learning Standards. A socially critical approach to environmental education research also informs the methodology with some methods collaboratively developed and applied to compile diagnostic, formative, and summative evaluation reports. These reports will be available to interested people in the school community via the intranet.
Methods
SurveyMonkey (SurveyMonkey.com, 2008).2009).
Research question
Related questions
Cohort
Method examples
Up Close (LandLearn, 2008) and student Biodiversity Up Close (LandLearn, 2008)Close.
Teachers
What VELS progression points are the students on before and after starting the Biodiversity Up Close project.
Summative evaluation report - The Checklist of student progression points, Usage statistics and Questionnaire could be compiled for a summative evaluation report. Outcomes students have achieved, the use of internet technologies to facilitate communication and the effectiveness of PAR as a framework to support the coordination of biodiversity education across four campuses can be drawn from the quantitative data of the Usage statistics and the progression point Checklist, and the qualitative data of the Questionnaire
References:
Department of Primary Industry, 2008 `Biodiversity Up Close' Retrieved 28 May 2009 from <http://www.landlearn.net.au/resources/bio_up_close.htm>
Goyen, K. 2009, `Auditing biodiversity and land management practices in the school ground and beyond', Labtalk, vol. 53, no. 2, pp. 25-32.
Kemmis, S. & Wilkinson, M, 1998, `Participatory action research and the study of practice.' in B Arwet, S Kemmis & P Weeks (eds), Action research in practice partnerships for social justice in education, Routledge, London.
Learning Technology Dissemination Initiative, 1998, "The Evaluation Cookbook" Retrieved 15 May 2008 from <http://www.icbl.hw.ac.uk/ltdi/cookbook/cookbook.pdf>
McGlashan, L., 2009, `Part B. Discourse on environmental education research' Retrieved 28 May 2009 from <http://ess715.wikispaces.com/Part+B+-+Discourse+on+environmental+education+research>
McGlashan, L., 2009, `Participatory action research' Retrieved 28 May 2009 from <http://ess715.wikispaces.com/Participatory+action +research>
McGlashan, L., 2009, `Social constructivism' Retrieved 28 May 2009 from <http://ess715.wikispaces.com/Social+constructivism>
McNamara, C. 2008, "Basic guide to program evaluation." Retrieved 24 September, 2008, from <http:www.managementhelp.org/evaluatn/fnl_eval.htm#anchor1581634>
MySpace.com, 2009, `MySpace' Retrieved 28 May 2009 from <www.myspace.com>
McNamara, C. 2008, "Basic guide to program evaluation." Retrieved 24 September, 2008, from <http:www.managementhelp.org/evaluatnfnl_eval.htm#anchor1581634>
SurveyMonkey.com, 2009, `The Simple Way To Make Surveys' Retrieved 7 October 2008 from <http://www.surveymonkey.com/>
Thorpe, M. 2001,"Evaluating the use of learning technologies", in EJ Burge & M Haughley (eds), Using learning technologies: international perspectives on practice, RoutledgeFalmer, New York. pp.125-34.
Victorian Curriculum Assessment Authority, 2009, `Victorian Essental Learning Standards' Retrieved 28 May 2009 from <http://vels.vcaa.vic.edu.au/index.html>
Youtube.com, 2009, `Youtube' Retrieved 28 May 2009 from <www.youtube.com>

What technologies were most effective in facilitating communication between participants?
PAR participants
Student wiki usageUsage statistics
Analysing
Managing the data analysed by SurveyMonkeySurveyMonkey.com (2009) at no and provide the teacher with user friendly results. These reportsresults can be printed forcompiled into the teacher's records,following reports and the shared with other teachers andthe school management. They can be compiled to inform the diagnostic, formative and summative evaluation of the course.community.
Diagnostic evaluation results from resource questionnaire and resource questionnaire willthe Checklist could be compiled starting the course.project.
Formative evaluation from the resource questionnaires, confidenceConfidence log and wiki usageUsage statistics willcould be compiled participation and engagement with the activities.community engagement. Issues that improve the courseproject for the - The checklistChecklist of student progression points, wiki usageUsage statistics and questionnaire willQuestionnaire could be compiled students have achieved andachieved, the relationship between new mediause of internet technologies to facilitate communication and learningthe effectiveness of PAR as a framework to support the coordination of biodiversity education across four campuses can be of the wiki usageUsage statistics and progression point checklist,Checklist, and the of the questionnaire.Questionnaire
References:
Learning Technology Dissemination Initiative, 1998, "The Evaluation Cookbook" Retrieved 15 May 2008 from <http://www.icbl.hw.ac.uk/ltdi/cookbook/cookbook.pdf>
McNamara, C. 2008, "Basic guide to program evaluation." Retrieved 24 September, 2008, from <http:www.managementhelp.org/evaluatnfnl_eval.htm#anchor1581634>
Rice, M 2006 "Evaluating media, text and technology in flexible, online and distance education [sound recording]" Deakin University, Geelong
SurveyMonkey.com, 2008,SurveyMonkey.com, 2009, `The Simple from <http://www.surveymonkey.com/>
Thorpe, M. 2001,`Evaluating the use of learning technologies', in EJ Burge & M Haughley (eds), Using learning technologies: international perspectives on practice, RoutledgeFalmer, New York. pp.125-34.
Victorian Curriculum and Assessment Authority, 2006a, Science Standards and progression points. [Electronic resource - pdf]
Victorian Curriculum and Assessment Authority, 2006b, Thinking Standards and progression points. [Electronic resource - pdf]
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