1. on courses development for Eco-BRU TEMPUS Project
07/19/10
Republic of Belarus
REPORT
on courses development for Eco-BRU TEMPUS Project
Zilina, April 2015 1

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

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

4. COMPETENCE IN ENVIRONMENTAL SAFETY for professional adults
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COMPETENCE IN
ENVIRONMENTAL
SAFETY
for professional adults
Zilina, April 2015 4

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

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

7. GOALS and OBJECTIVES
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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). 7

8. TARGET GROUPS University teachers College teachers School teachers
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University teachers
College teachers
School teachers 8

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

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

11. ACTUALITY FOR ECO-BRU Block I GENERAL ENVIRONMENTAL EDUCATION
ESC-course
Hours
Weeks
Credits
Number of Students 60 10 2
10-15

12. PRINCEPLES OF DESIGNING ESC-COURSE
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PRINCEPLES OF DESIGNING
ESC-COURSE 12
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

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

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

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

16. ESC-COURSE CONTENT Each topic includes:
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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 16

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

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

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

20. Moodle Platform Realization of the ESC-Course
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21. with these participants, in this setting, at this time
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Evaluation:
What have they learned?
How will this guide my
future teaching?
with
these participants,
in this setting,
at this time
Instruction:
How will I teach?
Planning:
What will I teach?
The Teaching and Learning Triangle 21

22. ASSESS STUDENT’S NEEDS
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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:
For students with more strengths in biology
For students with more strengths in environmental science 22

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

24. EXPECTED RESULTS OF THE ESC-COURSE
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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. 24

25. THANK YOU FOR YOUR ATTENTION!
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THANK YOU FOR YOUR ATTENTION!
to: 25