LOLA step by step cards

LOLA Looking for Likely Alternatives STEP-BY-STEP CARDS A didactic process to approach sustainability by investigating social innovation. LOLA step-by-step cards… LOLA proposes a didactic process to approach sustainability investigating of social innovation. This package of cards allows to facilitate the organisation and presentation of this process. It is made of 5 preparation cards describing what should be done to prepare each didactic session, and 20 session cards that present alternative ways of organising each session of the investigation with the pupils. After being defined by the teacher, the process is presented to the pupils and the cards may remain on the wall as a reference guide to the class 1. Prepare the didactic process… Browse the LOLA website at www.sustainable-everyday.net/lolacases and download the complete teaching pack… Print the package of step-by-step cards and one reporter book. Read the cards carefully , play a little bit with them… then build the best combination to suit your didactic purposes and your teaching environment… …then use the cards you select to present the investigation process to your pupils. Pin them on the wall to make a step-by-step reference for the class Identify promising initiatives… activity: in the class duration: some hours 1.1 …start with the kids life. Look for new ways of caring for people & planet and search for alternatives Identify promising initiatives… activity: in the class duration: some hours 1.2 …look at examples collected by other classes in the on-line SEP "Catalogue of Cases" Identify promising initiatives… activity: in the class duration: some hours 1.3 …Play with the criteria: a group of people that organises themselves in order to solve an environmental / social problem… Identify promising initiatives… activity: in the class duration: some hours 1.4 …start by looking at well known cases in the neighbourhood: people collaborating, sharing, exchanging… Identify promising initiatives… activity: in the class duration: some hours 1.5 …Discuss it with your class… Find out your own way of identifying cases. Write down a brief explanation and make a drawing for it 2. Organise the reporter book… Decide modalities of field work: when should the project start? When should the investigation take place? When should the complete process be finished? Browse the Reporter Book, select what's your interest and copy one set per each group of pupils… Ask the class to bring cardboard and clothes pin to build the Reporter Book. Explain the purpose of each section. Discuss the research criteria with the class: how can we find groups of people that co-operate to solve locally a social/environmental problem? Search for promising initiative… activity: on the field duration: some days 2.1 …look through the internet, with search engines but locally Search for promising initiative… activity: on the field duration: some days 2.2 …search in the local newspaper, the telephone book, ask at the city town hall, local associations… Search for promising initiative… activity: on the field duration: some days 2.3 …ask parents, friends, relatives, anybody who may know something in the neighbourhood… Search for promising initiative… activity: on the field duration: some days 2.4 The teacher may also make a list of initiatives and discuss in the class which ones may be interesting… Search for promising initiative… activity: on the field duration: some days 2.5 …Discuss it with your class… Find out your own way of searching cases. Write down a brief explanation and make a drawing for it 3. Present potential cases… Ask each group to choose 1 or 2 best / consistent cases per group… Open a weblog for the class on the SEP platform and ask the pupils to describe each potential case online and make comments. Set-up a presentation of all the potential cases in the class… Show the selection criteria: a group of people / a new idea / to solve a social-environmental problem / local case … Select most promising initiative… activity: in the class duration: some hours 3.1 Pupils display on the wall everything they found and discuss which are the most promising initiatives… Select most promising initiative… activity: in the class duration: some hours 3.2 Each group present 2-3 initiatives and explains which one is the more likely to be better for people & planet… Select most promising initiative… activity: in the class duration: some hours 3.3 You may ask for external help: to those responsible for environment in the town, the regional sustainability agency… Select most promising initiative… activity: in the class duration: some hours 3.4 The teacher may select which are the best initiatives and discuss reasons of his choice with the class. Select most promising initiative… activity: in the class duration: some hours 3.5 …Discuss it with your class… Find out your own way of selecting cases. Write down a brief explanation and make a drawing for it 4. Prepare for the interviews… Review the questions of the interview guide. Choose one reporter to take notes per group. Prepare material to document the cases: a camera to take pictures; a drawing book and colours; an audio recorder; a bag to collect evidence… Imagine what's else to ask for: a scheme showing who's doing what? A map showing where things happen? etc… List possible material to be collected… Look for inspiration on the SEP website: what did other classes bring back from their interviews? Investigate promising initiative… activity: on the field duration: some days 4.1 …the entire class visits an initiative in the neighbourhood with the teacher. Investigate promising initiative… activity: on the field duration: some days 4.2 …pupils arrange that their parents go with them when they visit and interview one initiative… Investigate promising initiative… activity: on the field duration: some days 4.3 The teacher visits one initiative, makes the interview and reports to the class the material he collects… Investigate promising initiative… activity: on the field duration: some days 4.4 …the pupils invite someone from one initiative (the organiser or user) to explain to the class… Investigate promising initiative… activity: on the field duration: some days 4.5 …Discuss it with your class… Find out your own way of investigating cases. Write down a brief explanation and make a drawing for it 5. Show investigation results… Review all collected material: classify notes, print images, select the best evidence… Make a visual collage, a storyboard with images and captions to show how the people you interview organise to solve their problems… Write a short article from the notes. Help you with the template on the Reporter Book… Publish all the final presentations of each case on the class SEP weblog… Discuss investigation results… activity: in the class duration: some hours 5.1 The class invites people from all the initiatives studied to see the exhibition and discuss their results… Discuss investigation results… activity: in the class duration: some hours 5.2 The class sets-up a mini-exhibition and ask the parents for their reactions… Discuss investigation results… activity: in the class duration: some hours 5.3 The class takes the opportunity of a local event on sustainability to display their best work… Discuss investigation results… activity: in the class duration: some hours 5.4 The pupils invite a local expert, present their results and discuss them with him… Discuss investigation results… activity: in the class duration: some hours 5.5 …Discuss it with your class… Find out your own way of discussing cases. Write down a brief explanation and make a drawing for it LOLA Looking for Likely Alternatives STEP-BY-STEP CARDS CCN Thematic Group Meetings Budapest Polytechnic 17 – 18 February Draft version. realisation: _Solutioning SDS _INDACO, Politecnico di Milano Looking for Likely Alternatives… Objectives: The Sustainable Everyday Project (SEP) started in 2002 and intends to raise awareness about social innovation and its potential to generate new models of organisation of everyday life which are promising in terms of sustainable development. SEP focuses on giving visibility to this promising social innovation and to the creative communities that develop and promote them through a web platform (www.sustainableeveryday.net) and a series of exhibitions and local events. In particular, SEP promotes a process of collection and documentation of these cases through a collaboration with design schools and universities. The cases collected are presented as a database on the SEP web platform to facilitate their discussion with the creative communities and the diffusion towards the all population. LOLA is a pilot project to adapt the SEP case collection process to teacher training for use in primary/secondary schools Within this framework the LOLA process has a twofold aim: _to research and document cases of social innovation which are promising in terms of sustainability. The LOLA project will be promoted through the SEP web platform and future events as a process to give visibility to local initiatives towards sustainability. _to adapt the case collection process1 to be a didactic tool for primary/secondary school children to raise awareness on questions of sustainability in everyday life. A LOLA Teaching Pack will be developed in order to guide and support kids and their teacher in the case collection process. The LOLA process has been inspired by the EMUDE project (Emerging User Demand in sustainable solutions). EMUDE is a EU funded Specific Support Action started in 2004 by a case collection process involving design schools at university level in 8 different European countries in researching, documenting and discussing local initiatives of social innovation. EMUDE’s final goal is to look to social innovation to inspire new models of organisation of daiIy Iife more in line with sustainable development and draw technological roadmaps that may support them. In the EMUDE project, the case collection was intended as a step involving the collaboration of design schools in an original case collection process to inspire new sustainable solutions looking at social innovation. The very positive feedback from the participating schools in terms of cases collected but also as an involving and efficient process to raise student awareness on the themes of sustainability was presented and discussed in the occasion of the second CCN conference in May 2005 in Bratislava. It resulted in the creation of the LOLA pilot project. LOLA process differs from EMUDE because didactic collection process and resulting documented processes are seen as equal aims and because LOLA focuses on primary/secondary general education instead of design universities. The LOLA didactic package was drafted and tested during the LOLA pilot project within the CCN third of first 3 years network. The follow-up of this pilot testing foreseen within the CCN second 3 years of the network intends to implement the process in primary/secondary schools, to finalise the LOLA didactic package and to diffuse it as a operational tool through the CCN network.