Tree Huggers 6170 Project

Living a Green Life : 

Jordan Cameron Courtney Lowe Shanna Weaver 6170E – Introduction to Instructional Design Living a Green Life

Slide 2: 

Background The Greendex survey shows that the U.S. ranks 17th out of 17 countries for environmentally sustainable consumption that includes the use of green products, energy conservation, transportation choices, food sources, attitudes towards environmental sustainability, and knowledge of environmental issues. Problem Statement As indicated by the Greendex survey, American consumers display some of the least environmentally sustainable behaviors in the world.

Slide 3: 

Needs Analysis Green Living Survey that measured environmentally sustainable behaviors such as recycling, consumption of green products, and carbon footprint reduction. 87% of the responders recycle in their home or workplace; however, most of them are recycling paper and plastic, but not aluminum and glass as well. 13% of the responders are not recycling because they are unsure which household items can be recycled. 87% of the responders are familiar with the term carbon footprint, but more than half but more than half do not know which measures will reduce their carbon footprint. 90% of the responders willing and eager to exchange traditional products for green products, especially in their homes. Again, they are unsure which items will have the greenest impact on the environment.

Slide 4: 

Learner Analysis Learners will have the ability to: classify and separate materials like glass, plastic, metal, and paper. discriminate between traditional consumer products and green consumer products. Learners should have: an understanding of carbon dioxide and its contribution to global warming. creativity and flexibility about their routine when adopting lifestyle changes. basic computer, web-browsing, and email skills. Many of our target learners have full schedules. In order to accommodate their busy lives, the “Living a Greener Life” course will be offered via the internet. Target learners will be able to access course information and complete each unit at their leisure. To satisfy the learner’s desire to actively participate, each lesson will contain interactive and visually stimulating components such as graphics, links to websites, and videos.

Slide 5: 

Course Design Environmentally sustainable behaviors encompass many different aspects of a consumer’s life such as the use of green products, energy conservation, transportation choices, food sources, and recycling. While there are numerous ways to teach environmentally aware behaviors, the simplest and most profound impact consumers can have on the environment are taking measure to reduce their carbon footprint, recycling or repurposing materials, and using green products. Therefore, the course “Living a Greener Life” is divided into three main units: recycling, exchanging traditional products for green products, and reducing your carbon footprint. The goal of instruction is not for learners to make complete lifestyle changes overnight but to generate a plan that can be instituted over a period of time and practiced throughout their life. More importantly, the learner will have to make responsible choices that are representative of a green lifestyle.

Slide 6: 

A Goal: The environmentally aware consumer will generate a plan for recycling, reducing their carbon footprint, and consuming green products in their home, workplace, and community. The environmentally aware consumer will choose to institute and consistently follow their plans for recycling, reducing their carbon footprint, and consuming green products. The environmentally aware consumer will be able to generate a recycling plan for their home, workplace, and community, which will include establishing recycling initiatives, setting up designated recycling bins for paper, plastic, aluminum, and glass, recycling all designated materials, reducing the use and repurposing as many consumer products as possible. The environmentally aware consumer will generate a plan to exchange traditional products for green products in their home, workplace, and community by budgeting for the purchase of green products, utilizing reusable shopping bags instead of plastic bags, installing or using energy star rated appliances, building products, and electronic equipment, purchasing seasonal and/or organic produce, and avoiding over packaged products. The environmentally aware consumer will generate a plan for offsetting their carbon footprint, as well as their family’s carbon footprint, over the course of a year by reducing the number of unnecessary trips by car, airplane, or other motorized vehicle, carpooling often, walking to destination when possible, and conserving energy in their home, workplace, and community. Course ICM

Slide 7: 

Unit Design In deciding which unit to design, the Tree Huggers referred to the results of the Green Living Survey course participants completed. Analysis of the results showed that many learners are making efforts to live a green life by recycling and consuming some green products. While there was room for improvement in each of those areas, most responders had little to no understanding of their carbon footprint. It was clear that the Tree Huggers could achieve the most gains in promoting environmentally sustainable behaviors by designing and developing instruction for carbon footprint reduction.

Slide 8: 

The environmentally aware consumer will generate a plan for offsetting their carbon footprint, as well as their family’s carbon footprint, over the course of a year by reducing the number of unnecessary trips by car, airplane, or other motorized vehicle, carpooling often, walking to destination when possible, and conserving energy in their home, workplace, and community. A The environmentally aware consumer will choose to institute and consistently follow their plan for reducing their carbon footprint. V LWBAT demonstrate knowledge of the human carbon footprint on our earth. LWBAT generate a plan for reducing their personal carbon footprint in the home and workplace. LWBAT generate a transportation plan to help reduce their family’s carbon footprint. LWBAT summarize the following terms: carbon footprint, ecology, global warming, carbon dioxide, fossil fuels, and energy conservation. Learners will have basic emailing skills and capabilities. Learners will have basic knowledge of Internet browsers and web navigation. Unit ICM

Slide 9: 

Lesson Design Lesson Objective: Given access to all documents and web links necessary, the LWBAT generate a plan for reducing their personal carbon footprint. Media Choices: www.youtube.com/watch?v=c0fFAgAOvAk&feature=related www.nature.org/initiatives.climatechange/calculator http://www.stopglobalwarming.org/take-action/action-items

Formative Evaluation Plan : 

Formative Evaluation Plan Pre-Instructional Survey Self-Assessments throughout lesson Four Phases of Formative Assessment SME (Completed; given lesson and asked to evaluate) One to One Evaluation Small Group Evaluation Field Test (Completed with 5 participants)

Formative Evaluation : 

Formative Evaluation SME (Subject Matter Expert) “I think that the strengths are the layout, it is very clean and neat. Nothing is overwhelming and the information is easy to follow. You can tell that you took time to find great resources.” “I think that it needs to be clearer that this is not something to be turned in and the students should know that this is an ongoing evaluation.” Do you feel as if the websites in this lesson are relevant and usefully for the purposes of the activities in the website? “Yes, I use these sites myself and with my students.”

Formative Evaluation : 

Formative Evaluation Field Trial The field trial was conducted with 5 participants. The 5 participants were respondents to our initial needs assessment survey. All 5 participants were given the full lesson (self-paced guide). They had access to a computer, web-browsers, and all websites needed to complete the assignment.

Formative Evaluation : 

Formative Evaluation Field Trial Exit Survey (Green Living Plans)

Summary : 

Summary According to data from world-wide organizations and our own needs assessment, there is definitely a need for green living training. Although respondents know a little on the subject matters of recycling, carbon footprints, and purchasing green products, they desire more instruction. After viewing and completing the lesson, an SME gave the lesson high marks. After completing the lesson, five field test participants reported positively on an exit survey.