Republic of Belarus REPORT on courses development for Eco-BRU TEMPUS Project Zilina, April 2015

The List of the Courses Developed for School Teachers №п/п№п/п The Course Title Developer 1. Project Design Activity in Environmental Education of Students ISEU 1. Environmental Ethics: Contemporary Issues and Approaches to Training ISEU 1. Key Competence in Radioecology for School Teachers ISEU 1. Geographic information system technologies in study and research activities on Geography and Ecology GSU, VSTU, PolesSU 1. Organization of ecological education and training in extracurricular forms of study GSU, VSTU, PolesSU 1. Environmental education of students: modern technologies of physical education GSU, VSTU, PolesSU 1. Didactic approaches in the organization of environmental researches at secondary school BSAA 1. Teaching the sustainable development of the social and natural systems BSAA 1. Natural sciences teaching from the point of environmental aspects BSAA

The List of the Courses Developed for College and University Teachers №п/п№п/п The Course Title Developer 1. Competence in Environmental Safety for Professional Adults ISEU 1. Practical Ecoscience within the Framework of Distance Education for Teachers ISEU 1. Environmental Ethics in Vocational Education ISEU 1. Ecological and economic aspects of business GSU, VSTU, PolesSU 1. Improving of environmental education of engineering students on the basis of a practice-oriented approach GSU, VSTU, PolesSU 1. Environmental education as a basic component of the technosphere employees’ biospherically compatible activity GSU, VSTU, PolesSU 1. Agroecology and Radiation Safety BSAA 1. Sustainable environment BSAA 1. Sustainable development of the social and natural systems BSAA

COMPETENCE IN ENVIRONMENTAL SAFETY for professional adults Zilina, April 2015

AUTHORED BY THE ISEU TEAM OF DEVELOPERS 5 Yuliya A. Vishneuskaya, MSc, Senior staff lecturer, Chair of Philosophy Elena Y. Zhuk PhD, assistant professor, Head of the Chair of Human Biology and Ecology Natalia V. Prokopenko, PhD, assistant professor, Head of the Chair of Environmental Medicine and Radiobiology

6 GENERAL INFORMATION ON THE ESC-COURSE ON-LINE INTEGRATIVE INTERACTIVE ADOPTABLE TO STUDENTS’ BACKGROUND AUTHENTICITY FRIENDLY ADVANCED CERTIFICATE INTENSIVE

GOALS and OBJECTIVES 7 GOAL: to form an integrative vision of environmental safety issues basing on: actual knowledge on ecological situation (Objective #1); modern approaches to building environmental awareness (Objective #2); strong environmental responsibility (Objective #3).

8 TARGET GROUPS School teachers College teachers University teachers

9 WHY IS ENVIRONMENTAL SAFETY? Awareness of the special role of environmental knowledge Moral consciousnessProffessional activity TEACHER

ACTUALITY National Strategy for Sustainable Development Continuous Ecological Education No Ecology Subject at School No integrative view on ecosafety elements of different levels

ACTUALITY FOR ECO-BRU ESC-course Block I GENERAL ENVIRONMENTAL EDUCATION HoursWeeksCreditsNumber of Students

1. Relevancy - the curriculum must be RELEVANT to the adult’s work: the new information presented should be immediately useful to participants and as application-based as possible. 2. Spiraled curriculum - participants need the opportunity to continually revisit material learned in ever increasing levels of complexity: adults benefit from multiple and increasingly complex looks at the same material. The more recursive the curriculum, the better. 3. Collegiality - adults learn best when their learning is ASSOCIATIVE: since the participants most likely work as part of a team in their home settings, it is important to mimic that environment in their learning. Adults also learn more effectively when they are given an opportunity to discuss and debate differing viewpoints. 12 PRINCEPLES OF DESIGNING ESC-COURSE

PLANNING TOOLS & TIPS 13 Bloom’s Taxonomy Teaching and Learning Triangle Design with Interaction and Authenticity

14 Bloom’s Taxonomy Synthesis Evaluation Analysis Application Comprehension Knowledge B. Bloom specified that these levels are hierarchic, meaning that each level is a necessary prerequisite before one can achieve the next higher level. The Bloom’s taxonomy was used to elaborate the learning outcomes for each topic of the ESC-course. PLANNING TOOLS & TIPS

15 ESC-COURSE CONTENT Topic 1Environmental Safety and Sustainable Development. Environmental Monitoring Topic 2The Anthropogenic Factors and The Biosphere Topic 3Modern Environmental Threats and The Ways to Reduce Environmental Risks Topic 4Radiation Safety Topic 5Energy Safety Topic 6Biosafety Topic 7Environment and Human Health

16 ESC-COURSE CONTENT Each topic includes:  Introduction to main terms and definitions;  Short theory;  Recursion to the materials of previous topics;  National and International regulation;  Relevant ethical issues;  Cases and examples

17 STUDY MATERIAL FOR EACH TOPIC CONSISTS OF: Syllabus Discussion rubrics Practical exercise, case- study Topic #N Assignment

18 EACH SYLLABUS CONSISTS OF: Introduction to the topic Learning tasks Learning objectives, indicated according Bloom’s taxonomy Syllabus #N Required reading Optional reading

19 SYLLABUS EXAMPLE Topic Introduction Terms Learning outcomes Tasks Reading Guidelines for assingments

20 Moodle Platform Realization of the ESC- Course

with these participants, in this setting, at this time Instruction: How will I teach? Planning: What will I teach? Evaluation: What have they learned? How will this guide my future teaching? The Teaching and Learning Triangle

22 Pre –Tests could be proposed to diagnose students’ background, strengths, weaknesses, attitudes. According to the pre-testing results the topics could be learned in different order: ASSESS STUDENT’S NEEDS For students with more strengths in biology For students with more strengths in environmental science

23 Pre and Post Tests Electronic Tools (ex. open questions survey) Discussion Rubrics (on-line forums) Assignments & essays Tools for Evaluating Student Learning

24 Trainees will know: - The basic concepts in the field of environmental safety; - The role of environmental safety for sustainable development; - The types and sources of anthropogenic load on the biotic and abiotic components; be able to: - Analyze the effects of environmental factors on living organisms;  - Apply the basic techniques and methods for environmental assessment;  - Predict changes in the state of ecosystems due to human activity; will master: - The conceptual approach to the methods and techniques of control of environmental pollution;  - Risks assessment and management skills;  - Skills for environmental impact assessment. EXPECTED RESULTS OF THE ESC-COURSE

25 THANK YOU FOR YOUR ATTENTION! to: