Augmented Reality Technology Green Curriculum Using Augmented Reality Technology and Simulation-Based Training to Foster Innovation The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project number: 2020-1-CY01-KA202-065983]
1 Contents Introduction ................................................................................... 3 Climate Change ........................................................................................... 3 Augmented Reality ..................................................................................... 1 Curriculum and Training Modules ............................................................... 3 Section 1: Available Digital Tools for Mobile Augmented Reality Games ............................................................................................ 5 Section 2: Training Module 1 .......................................................... 7 Outline of the Module ................................................................................ 7 Lesson plan ................................................................................................. 9 Material for activities and assessment ...................................................... 13 Pre-quiz ............................................................................................................................. 13 Activity on GHG emissions accounting/reporting (Part 1/2)............................................16 Post-Quiz...........................................................................................................................17 Section 3: Training Module 2 ........................................................ 19 Outline of the Module .............................................................................. 19 Lesson plan ............................................................................................... 21 Material for activities and assessment ...................................................... 25 Pre-Quiz ............................................................................................................................25 Activity 2 ...........................................................................................................................27 Post-Quiz...........................................................................................................................28 Section 4: Training Module 3 ........................................................ 30 Outline of the Module [Option 1].............................................................. 30 Lesson plan [Option 1] .............................................................................. 32 Material for activities and assessment [Option 1] ..................................... 38 Pre-Quiz A .........................................................................................................................38 Post-Quiz A .......................................................................................................................41 Pre-Quiz B .........................................................................................................................44 Post-Quiz B .......................................................................................................................47
2 Activity: Practical case with AR tool .................................................................................49 Outline of the Module [Option 2].............................................................. 54 Lesson plan [Option 2] .............................................................................. 56 Material for activities and assessment [Option 2] ..................................... 61 Pre-Quiz ............................................................................................................................61 Post-Quiz...........................................................................................................................62 Section 5: Training Module 4 ........................................................ 63 Outline of the Module [Option 1].............................................................. 63 Lesson plan [Option 1] .............................................................................. 65 Material for activities and assessment [Option 1] ..................................... 70 Pre-Quiz ............................................................................................................................70 Activity on increasing the marketing image – corporate social responsibility (Part 3/4) 73 Activity on increasing the marketing image – corporate social responsibility (Part 4/4) 74 Post-quiz ...........................................................................................................................75 Outline of the Module [Option 2].............................................................. 78 Lesson plan [Option 2] .............................................................................. 80 Material for activities and assessment [Option 2] ..................................... 83 Pre-Quiz ............................................................................................................................83 Post-quiz ...........................................................................................................................85 Section 6: Learning design framework .......................................... 87 Analysis .................................................................................................... 87 Design....................................................................................................... 88 Evaluation................................................................................................. 90 Key elements to consider .................................................................................................90 Annexes ....................................................................................... 91 Annex 1..................................................................................................... 91
3 Introduction Climate Change IPCC (Inter-governmental Panel on Climate Change) involves hundreds of experts from all countries in a joint effort to study and mitigate climate change. According to those experts, climate change is widespread, rapid, and intensifying. Scientists are observing changes in the Earth’s climate in every region and across the whole climate system. Many of the changes observed in the climate are unprecedented in thousands, if not hundreds of thousands of years, and some of the changes already set in motion—such as continued sea level rise—are irreversible over hundreds to thousands of years. However, strong and sustained reductions in emissions of carbon dioxide (CO2) and other greenhouse gases would limit climate change. While benefits for air quality would come quickly, it could take 2030 years to see global temperatures stabilize. Many characteristics of climate change directly depend on the level of global warming, but what people experience is often very different to the global average. For example, warming over land is larger than the global average, and it is more than twice as high in the Arctic. Climate change is bringing multiple different changes in different regions – which will all increase with further warming. These include changes to wetness and dryness, to winds, snow and ice, coastal areas, and oceans. For example: - Climate change is intensifying the water cycle. This brings more intense rainfall and associated flooding, as well as more intense drought in many regions. - Coastal areas will see continued sea level rise throughout the 21st century, contributing to more frequent and severe coastal flooding in low-lying areas and coastal erosion. Extreme sea-level events that previously occurred once in 100 years could happen every year by the end of this century. - For cities, some aspects of climate change may be amplified, including heat (since urban areas are usually warmer than their surroundings), flooding from heavy precipitation events and sea level rise in coastal cities. The EU and many other countries are trying to act against climate change by reducing GHG emissions. This means redesigning the whole economy (e.g., renewable energy, electric cars, short supply chains). Besides economics and politics, formal education, adult and vocational education and training will be required to play their role in changing people's perceptions on many aspects, in the working
4 environment and everyday life. The project GoGreen, seeks to support the effort of educating professionals and the public on the topic of climate change and sustainable development.
1 Augmented Reality Augmented reality is an emerging technology that allows the real, physical world to be enhanced/reinforced by virtual information. The potential user has real time control of the physical object/context on which audiovisual, virtual scenes - generated by a hardware - are imposed (Kato & Billinghurst, 1999; Lee, 2012). To avoid ambiguity, it is important to distinguish between Augmented and Virtual Reality (VR), since these two terms are often mixed up. Virtual Reality (VR) refers to the process of immersing yourself into a virtual environment that is a computer-generated simulation of an alternate world. Through the appropriate equipment (e.g., headsets and gloves), the user is “losing contact” from the real world and is immersed in an artificial environment. In contrast, in Augmented reality (AR) the information of the real world, perceived by the individuals through their senses, is enriched with digital data such as audiovisual, sensory elements. Since AR doesn’t try to recreate a completely virtual world, the requirements are simple: you need a smartphone or tablet to run augmented reality applications. For this reason, it is affordable and accessible technology that can become easily available to be used in many ways. The real world (such as surfaces, faces, hands) is captured through a smartphone camera and trackability features. Then, the AR app overlays virtual objects, so that users can see them on their smartphone screen, having the illusion that the digital object is actually there. The augmentation of the real world is used to increase the degree of interactivity. Thus, AR is incorporated into various sectors: business, retail, advertising, entertainment, education, and training. Practitioners in the field of education and training can take advantage of the many benefits of AR (Hennel, Schmidt-Kraepelin, Van den Eynden, and Basten, 2015; Quintero, Baldiris, Rubira, Cerón, and Velez, 2019): - Enhancement of users’ interaction with technology and content - Meaningful construction of knowledge through experience and trial and error - Various ways of knowledge representation - Increase and sustenance of motivation and overall satisfaction - Improvement of concentration - Opportunities for collaboration and reflection
2 There are three (3) main types of AR applications: - Marker-based AR: using a smartphone camera, you are scanning visual markers, such as QR codes, and the animation is triggered. The digital, augmented scenes (e.g., video, text, animations) are displayed on the screen of your smartphone. - Markerless AR: instead of requiring a marker, this type of application allows the user to decide where to place the virtual content. Specifically, the camera scans and recognizes the environment, gathering the information that is necessary for the AR software to make the digital content perfectly fit into the real world. - Projection-based AR: by projecting light to physical surfaces and objects, 3D content is created and the user can actually interact with it. For this reason, you don’t need a smartphone to display the content and everyone in the same environment can interact with it (e.g., see holograms). - Location-based: is a GPS-based experience where digital content is connected to a specific location/place. You could send notification to visitors with your app. - Superimposition: this type of AR application recognizes an object and provides an alternative view by “inserting” missing pieces or replacing the whole sight with an augmented one.
3 Curriculum and Training Modules According to the most recent literature review, there is a lack of supporting material that sums up the available set of tools to use and create Mobile Augmented Reality Games for developing green skills and understanding about climate change. This curriculum and training modules aim to equip the participating VET providers/trainers to advance their skills and key competences, increase their knowledge about climate change issues, and provide them with the necessary tools to address the challenges the private sector and entrepreneurs face. The Curriculum includes a list of all the available digital tools for Mobile Augmented Reality Games and relevant software in lesson plans/scenarios related to the VET providers' work and analytical instructions on using the tools and their affordances limitations. The Curriculum includes examples of methods of Augmented Reality as well as recommendations for these tools. Moreover, there is an effort to map the technological affordances of MARG to the corresponding educational objectives. The curriculum includes guidelines with an explicit set of Learning Outcomes (LO), allocated time for each learning unit, and a tutor manual. Furthermore, a learning design framework was produced so that the VET providers can create lesson plans/scenarios, using Mobile Augmented Reality Games to promote green and digital competences to private entities and entrepreneurs. The training course is divided into six sections, covering the following thematics: Section 1: Available Digital Tools for Mobile Augmented Reality Games Section 2: Training Module 1 - Business - High greenhouse gas (GHG) emissions which affect the climate Section 3: Training Module 2 - Risk for Penalty/fines Section 4: Training Module 3 - Identify opportunities for significant cost reductions Section 5: Training Module 4 - Increase marketing image – Corporate social responsibility Section 6: Learning Design Framework Each Training Module includes the following subsections: 1. an “Outline of Module”: a subsection that provides an overview of the learning objectives, the content, activities, assessment, and equipment. 2. a detailed “Lesson Plan”: presents each subtopic/activity, the duration needed approximately, and the training material required. The material is further provided in the next subsection.
4 3. the “Material for activities and assessment”: provides the pre- and post-quizzes to assess the initial and acquired knowledge, respectively, as well as any further details that are important for the exercises presented in the lesson plan.
5 Section 1: Available Digital Tools for Mobile Augmented Reality Games Table 1: Digital tools for Mobile Augmented Reality Games a/a Technology/ AR/ tool links How it can be used Hardware/software needed Cost 1 Ecological Footprint calculator http://www.footprintcalculator.org/ The tool can be used to estimate the contribution of a person or a company to climate change. It can also be used to assess practices that could lead to GHG emissions reduction. A pc with an internet connection Free 2 Simplified emissions calculator for SMEs https://www.epa.gov/climateleadership/simplified-ghgemissions-calculator The EPA Simplified GHG Emissions Calculator is designed as a simplified calculation tool to help small business and low emitter organizations estimate and inventory their annual greenhouse gas (GHG) emissions. A pc with MS Office Free 3 Augmented Reality software platform http://taleblazer.org/ TaleBlazer is an augmented reality (AR) software that allows users to play and make their own location-based mobile games. GPS-enabled Android and iOS smartphones Free
6 4 Augmented Reality software platform https://fielddaylab.org/make/aris/ ARISGAMES is an Augmented Reality (AR) software platform that allows users to play and make their own location-based mobile games and stories GPS-enabled iOS (v. 8.0 or higher) iPhone, iPad or iPod Free 5 Augmented Reality software platform FreshAiR Platform is an augmented reality application that allows to navigate the pond environment and to observe virtual media and information overlaid on the physical pond. Mobile wireless devices Free 6 Augmented Reality software platform https://en.actionbound.com/ Actionbound is a platform for creating educational Mobile Augmented Reality Games Android, iOS Free 7 Augmented Reality software platform https://www.playvisit.com/ PlayVisit is a platform for creating educational Mobile Augmented Reality Games Android, iOS Free
7 Section 2: Training Module 1 Outline of the Module Title: Business - High Greenhouse Gas (GHG) emissions which affect the climate Duration: 1 hour and 25 minutes Learning outcomes Learning Content Activities Assessment Learners should be able to: recognize the factors that contribute to climate change recognize the consequences of climate change identify and compare how different economic sectors are related to greenhouse gas emissions calculate a company’s GHG emissions for SMEs Introduction to climate change and sustainability issues; calculation of carbon footprint and GHG emissions for SMEs in the partnership countries Participants will: 1. complete pre- and postquizzes 2. calculate a company's GHG emissions (via SMEs Carbon Footprint calculator and/or basic calculations in excel) 3. identify hotspots for GHG emissions mitigation. Participants, individually, will: 1. complete a knowledge quiz before and after the course 2. make a list of their company's activities that are associated with GHG emissions. Also, they will brainstorm possible sustainable options to replace their company’s sources of GHG emissions
8 identify sustainability options (e.g., climate change mitigation) identify hotspots and propose GHG emissions mitigation Preparation/ Materials/Equipment: Training venue with IT equipment including laptop and projector A computer for the facilitator Internet connection Projector Flipchart and markers Sign-in sheet Electronic device (mobile or computer) for each participant (optional) A notebook and a pen for each participant
9 Lesson plan Module 1: Business – High Greenhouse Gas (GHG) emissions accounting / reporting No Topics and Sub-topics/Learning activities Duration Material and Activity sheets 1 Introduction to Module - Shortly present the learning objectives, activities, and assessment 2’ Outline of the Module 2 Pre-assessment: Quiz to assess initial knowledge Students are asked to fill in a quiz prior to the introduction of the learning content, to assess their acquired knowledge. The quiz can be distributed on paper or via a digital tool. [Individual assessment activity] 10' See the questions and answers of the pre-quiz here 3 Introduction to the topic - Present the following video about climate change: https://www.nationalgeographic.org/video/climate-101-cause-andeffect/ - Optionally you can watch the following video about global warming and climate change: 1. https://climate.nasa.gov/climate_resources/139/video-globalwarming-from-1880-to-2020/ 20' YouTube videos
10 2. https://youtu.be/8Rvl6z80baI After the introductory video, you can ask the following questions (they are indicative): What is the Greenhouse effect? What are the main causes for climate change? What are the main consequences of climate change for: A. Oceans B. Weather C. Food D. Health How do you feel about climate change? How does it affect us humans individually? How can we humans help to combat climate change? Why do you think companies should be more involved in the green economy? How could companies be involved in combating climate change? What are the benefits for them? 4 Activity on GHG emissions accounting/reporting (Part 1/2) Ask participants to calculate their company's GHG emissions: Use the Carbon Trust tool to calculate the GHG emissions for your organization. The Carbon Footprint Calculator (CFC) has been designed to help SMEs measure their corporate emission footprint. The tool only 45' for both parts - Carbon Trust tool (https://www.carbontrust.com/) - An introductory guide containing more details on the Carbon Footprint for companies could be obtained for free here: https://www.carbontrust.com/resources/
11 includes selected emission sources, common to the majority of SMEs using an operational control approach. (see box here) After obtaining the results from the use of the tool, the following questions could be discussed: - Which is the CF for your organization? - What are Scope 1 and Scope 2 emissions? What do they mean? - What do you think about the tool? Could it be helpful for your organization? Can you suggest further capabilities that would be helpful for your company? carbon-footprinting-guide (a ppt presentation could be prepared by the VET educator to provide more info to the trainees). - Access the CFC tool here: https://gbfcalc.azurewebsites.net/gbf/cal c - Follow the STEPS for using the calculator that is provided in Annex 1. [Alternatively you can use the tool that is produced within OEB's Business4Climate project. This is the link to the calculator tool: http://business4climate.oeb.org.cy/] 5 Activity on GHG emissions accounting/reporting (Part 2/2): Ask participants to identify hotspots and compare their results (benchmarking): In the RESULTS PAGE (see Annex I) you can proceed by using the benchmark tool (to identify hotspots and further assess your company's emissions). After obtaining the results from the use of the tool, the following questions could be discussed: - What is the percentage of energy use for a) heating, b) cooling, c) lighting, d) office equipment? - Does your company perform according to your sector's standards? - Results Page – Annex 1
12 - Are there options for energy use mitigation? Can you estimate the reductions in energy use? 6 Post-Assessment 1: Quiz for self-reflection Provide a short questionnaire to your trainees to assess their knowledge. The final questionnaire consists of 11 multiple-choice questions about climate change and greenhouse emissions. [Individual assessment activity] 10’ See the questions and answers of the post-quiz here 7 Post-Assessment 2: Hands on task 1 Depending on the available time, ask participants to: - make a list of their company's activities that are associated with GHG emissions. - brainstorm possible sustainable options to replace their company’s sources of GHG emissions. [Individual assessment activity]. - 1 The assessment activities can either be conducted during the training or one of them can be assigned as homework (e.g., assign the quiz for self-reflection at home).
13 Material for activities and assessment Pre-quiz This questionnaire consists of 11 multiple-choice questions about climate change and greenhouse gas emissions. Please circle ONLY ONE as the right answer to each question, UNLESS otherwise stated. Q1. The greenhouse effect is caused by: A. The gases from burning fossil fuels that increase, trap heat inside the earth's atmosphere and cause global temperatures to increase - CORRECT B. The gases from burning fossil fuels that decrease, trap heat inside the earth's atmosphere and cause global temperatures to increase C. The gases from burning fossil fuels that increase, trap heat inside the earth's atmosphere and cause global temperatures to decrease Q2. One of the following is an example of greenhouse gas: A. Argon B. Carbon dioxide - CORRECT C. Nitric oxide Q3. One of the following is amongst the biggest causes of global warming: A. Decomposing plants B. Burning oil, gas, and coal - CORRECT C. Pollution from wildfires Q4. Which five-year period was the warmest on record? A. 2016-2020 - CORRECT B. 2011-2015 C. 2006-2010 Q5. Which of the following are consequences of climate change? A. More extreme weather like droughts, heat waves and hurricanes B. Global sea levels rising at an alarmingly fast rate C. The ice sheets are declining, and glaciers are retreating globally
14 D. All the above – CORRECT Q6. China is the biggest emitter of greenhouse gas CO2 in the world, having produced what percentage of total global emissions in 2019? A. 30.4% - CORRECT B. 8.5% C. 17.8% Q7. The transportation sector emits ………. percentage of the global greenhouse gas emissions: A. 33% B. 14% - CORRECT C. 70% Q8. Globally, one of the following economic sectors emits the largest percentage of greenhouse gas emissions: A. Industry B. Transportation C. Electricity and heat production - CORRECT Q9. What does sustainability mean? A. To manage resources in a way that allows future generations to use them too - CORRECT B. To increase the use of renewable energy C. To develop alternative forms of energy Q10. How can countries help to reduce the impact of climate change? A. To phase out fossil fuels such as coal, oil, and gas B. To increase the use of renewable energy C. To protect forests D. All the above - CORRECT Q11. What was the goal of the 2015 Paris climate accord? A. Limit global warming to well below 1 oC, preferably to 0.5 degrees Celsius, compared to preindustrial levels.
15 B. Limit global warming to well below 2 oC, preferably to 1.5 degrees Celsius, compared to preindustrial levels. - CORRECT C. Limit global warming to well below 4 oC, preferably to 2 degrees Celsius, compared to preindustrial levels.
16 Activity on GHG emissions accounting/reporting (Part 1/2) BOX I To calculate the organisation’s footprint, you will need the following information for your chosen reporting year: Fuel consumption - Fuel consumed by the organisation in its sites and owned vehicles. This can be natural gas, diesel or LPG. You may find this information in bills, fuel card data or meters Energy consumption - Electricity used in your sites. You may find this information through meter readings, utility bills, or automatic meter readings Top-ups made to air conditioning units - Many refrigeration, fire protection and air conditioning equipment contain a type of F gas (Fluorinated greenhouse gas), which has a large carbon footprint. Please include the type and quantity of top-up that has been done during the reporting year. You can find this information in the service sheets provided by your air conditioning or refrigeration contractor The reported data must cover the chosen 12 months of data. If you don’t have data exactly for the whole year, you should estimate the consumption using the average energy or fuel consumed per month. Please note that there can be seasonal changes in energy demand due to production levels, need for heating/cooling and use and replacement of equipment.
17 Post-Quiz This final questionnaire consists of 11 multiple-choice questions about climate change and greenhouse emissions. Please circle ONLY ONE as the right answer to each question, UNLESS otherwise stated. Q1. One of the greenhouse gases is characteristic to landfill sites: A. Methane - CORRECT B. Carbon dioxide C. Nitrous oxide Q2. Volcanic eruptions produce in high amounts one of the following greenhouse gas emissions: A. Methane B. Carbon dioxide - CORRECT C. Nitrous oxide Q3. How did global energy-related CO2 emissions change during 2020, compared with 2019? A. - 3% B. - 6% - CORRECT C. - 9% Q4. How much has the sea level rise since 1990 (global average)? A. 21 cm B. 6 cm - CORRECT C. 14 cm Q5. One example of mitigation strategy is: A. Carbon capture - CORRECT B. Sea defences C. Water transfer schemes Q6. One of the world’s simplest molecules is a potential source of clean energy: A. Hydrogen - CORRECT B. Ammonia C. Lithium
18 Q7. One of the following is a very strong GHG gas (high Carbon Footprint): A. F gas B. N2O - CORRECT C. CO2 Q8. One of the following belongs to Scope 2 emissions from an organization: A. Diesel used in cars B. Electricity - CORRECT C. Paper purchased Q9. When using the CFC (Carbon Footprint Calculator) CO2eq emissions from “direct energy and processes” are included in: A. Scope 1 - CORRECT B. Scope 2 C. Scope 3 Q10. The term CO2eq includes: A. All the greenhouse gases - CORRECT B. CO2, CH4, N2O C. CO2, CH4, N2O, F gas Q11. Which of the following could mitigate GHG emissions from SMEs: A. Changing to renewables - CORRECT B. Using more electricity than diesel C. All the above
19 Section 3: Training Module 2 Outline of the Module Title: Risk for penalties and fines due to increased GHG emissions Duration: 4 hours Learning outcomes Learning Content Activities Assessment Learners should be able to: recognize the human and companies’ activities that may cause damages on the climate system due to the production of GHG emissions calculate one’s personal carbon footprint (CF) explain the basic international, EU and national environmental policies and practices about the reduction of GHG emissions Human and companies’ activities that produce GHG emissions and mitigation measures, Introduction to the International and EU environmental policies, and the risks for penalties and fines due to increased GHG emissions, Introduction to the national environmental policies, and risk for penalties and fines due to increased GHG emissions Participants will: 1. complete pre- and postquizzes 2. recognize the human activities that produce GHG emissions and the mitigation measures through the use of the earth hero: climate change AR tool. They will describe the ways these activities are applied within a company/on a business level. 3. identify the penalties and fines due to increased GHG emissions 4. identify the differences between the basic EU Effort Participants, individually, will: 1. complete a knowledge quiz before and after the course 2. research the penalties and fines imposed in their country due to increased GHG emissions. They will draft a plan with specific green practices that they can follow in their company to mitigate GHG emissions, to avoid the national risks and penalties.
20 recognize the legislation and risk for penalties and fines due to increased GHG emissions plan how to avoid any risk for penalties and fines apply green practices in the everyday operations of their companies to mitigate GHG emissions sharing and EU Emissions Trading System (EU ETS) Preparation/ Materials/Equipment: Training venue with IT equipment including laptop and projector A computer for the facilitator Internet connection Projector Flipchart and markers Sign-in sheet An electronic device (mobile or computer) for each participant (optional) A notebook and a pen for each participant
21 Lesson plan Training Module 2: Risk for penalties and fines due to increased GHG emissions No Topics and Sub-topics/Learning activities Duration Material and Activity sheets 1 Introduction to the Module - Shortly present the learning objectives, activities, and assessment 2’ Outline of the Module 2 Pre-assessment: Quiz to assess initial knowledge Students are asked to fill in a quiz before the introduction of the learning content, to assess their acquired knowledge. The quiz can be distributed on paper or via a digital tool. [Individual assessment activity] 10' See the questions and answers of the pre-quiz here 3 Warm up Sensitization about the human activities that produce GHG emissions and raising awareness about mitigation measures using the earth hero: climate change AR tool. Ask your trainees to download and sign in the "Earth Hero: Climate Change" app and calculate their emissions profile Then initiate a discussion, using the following indicative reflection questions: How do you feel about your score? 35' Links of AR app Earth Hero: Climate Change: https://apps.apple.com/gd/app/earth-heroclimate-change/id1458057746 https://play.google.com/store/apps/details?id=c om.earthheroorg.earthhero&hl=en&gl=US
22 Is there deviance compared to your country and international scores? To what extent do you implement in your company activities, or do you follow practices that produce GHG emissions? Are you aware of any practices that you could follow in your company for decreasing GHG emissions? Have you thought of adopting any of these practices? Could you use in your company any of the actions proposed in the Earth Hero: Climate Change app to decrease the production of GHG emissions? Are you aware of any policies or control mechanisms that your country or EU applies to companies for their compliance to the reduction of GHG emissions? How can you be informed about these policies? 4 Introduction to International and EU environmental policies and the risks for penalties and fines due to increased GHG emissions. Introduce to your trainees the basics of the international and EU policies. 40' PPT FILE: TM2_International and EU Environmental Policies risk for penalties and fines due to increased GHG emissions 5 Activity 1: Penalties and fines due to increased GHG emissions (Part 1/2) The activity about penalties and fines imposed by EU due to increased GHG emissions consists of 2 parts: (a) article reading and (b) trainees' propositions for penalty/fines due to increased GHG emissions. Ask participants to read the article "St James's Hospital fined €200,000 for emissions rules breach". 25' for both parts The article "St James's Hospital fined €200,000 for emissions rules breach": https://www.irishtimes.com/news/environment/ st-james-s-hospital-fined-200-000-for-emissionsrules-breach-1.3891246
23 6 Activity 1: Penalties and fines due to increased GHG emissions (Part 2/2) Indicative questions to the trainees: To which EU policy this case refers to? What went wrong in the case of St James's Hospital? Do you believe that generally, the imposition of fines and penalties helps the transition to a green economy, are they necessary? Would you propose other measures? This is a peer-evaluation activity. It will be performed by trainees in groups and each group will then evaluate the responses of another group. - 7 Activity 2: Identification of the differences between the basic EU policies Study the EU policies Effort sharing and EU Emissions Trading System (EU ETS) in the following links and identify their differences based on the criteria presented in the Table found under the "Material for activities and assessment” part. This is a peer-evaluation activity. It will be performed by trainees in groups and each group will then evaluate the responses of another group. Support the participants while they are reading the regulations. 30’ https://ec.europa.eu/clima/policies/effort/regul ation_en https://ec.europa.eu/clima/policies/ets_en Table can be found here
24 8 Introduction to the national environmental policies & risk for penalties and fines due to increased GHG emissions Questions to the trainees: Imagine that you are responsible for motivating companies in spur countries to decrease their GHG emissions. Are you aware of any relevant cases in your country? What policies have the government implemented, apart from the compliance to the EU legislation measures? Are you aware of any penalties and fines? 25’ 9 Post-assessment 1: Quiz for self-reflection Provide a short questionnaire to your trainees to assess their knowledge. The final questionnaire consists of 7 multiple-choice questions about International, EU and National Environmental Policies: Risk for Penalties and Fines due to increased GHG emissions. [Individual assessment activity] 15’ See the questions and answers of the post-quiz here 10 Post-assessment 2: Hands on task2 Depending on the available time, ask participants to: - research the penalties and fines imposed in their country due to increased GHG emissions. - draft a plan with specific green practices that they can follow in their company to mitigate GHG emissions, to avoid the national risks and penalties. [Individual assessment activity]. - 2 The assessment activities can either be conducted during the training or one of them can be assigned as homework (e.g., assign the quiz for self-reflection at home).
25 Material for activities and assessment Pre-Quiz This questionnaire consists of 7 multiple-choice questions about the topic “International, EU and National Environmental Policies: Risk for Penalties and Fines due to increased GHG emissions”. Please circle ONLY ONE as the right answer to each question, UNLESS otherwise stated. Q1. Which of the following constitute international treaties that address environmental issues? Choose ALL the correct answers A. Kyoto Protocol (1997) - CORRECT B. Paris Agreement (2016) - CORRECT C. United Nations Declaration (1942) D. All the above Q2. Governments can help tackle environmental issues by implementing policies such as A. Penalties/fines for increased GHG emissions B. Promotion of the effect of people’s and companies’ activities on the environment C. All the above - CORRECT Q3. Which of the following economic sectors do EU policies target for the decrease of GHG emissions? A. Industry B. Electricity and heat generation C. Transportation D. Agriculture E. All the above - CORRECT Q4. The EU Emissions Trading System refers to the trading system of allowances of GHG emissions. A. True - CORRECT B. False Q5. Fines increased GHG emissions are imposed by the European Authorities to the companies that produce the emissions. A. True
26 B. False - CORRECT Q6. CO2 emissions reduction policies from international aviation are covered by the EU legislation. A. True B. False - CORRECT Q7. Which of the following are economic policy instruments for environmental protection? Choose ALL the correct answers A. Taxation per unit of pollutants - CORRECT B. The purchase of pollution rights - CORRECT C. Standards
27 Activity 2 Criteria Effort sharing EU Emissions Trading System Starting year Sectors covered Emission production limits Fines Targets until 2030 Application process
28 Post-Quiz This final questionnaire consists of 7 multiple-choice questions about International, EU and National Environmental Policies: Risk for Penalties and Fines due to increased GHG emissions. Please circle ONLY ONE as the right answer to each question, UNLESS otherwise stated. Q1. “To keep the rise in global average temperature to well below 2 °C (3.6 °F) above pre-industrial levels, and to pursue efforts to limit the increase to 1.5 °C (2.7 °F)” is the aim of the…. A. Johannesburg Conference on Sustainable Development B. Convention on Biological Diversity C. Kyoto Protocol D. Paris Agreement - CORRECT Q2. EU Emissions Trading System (EU ETS) … A. is a EU's policy to combat climate change B. is a key tool for reducing greenhouse gas emissions cost-effectively C. Both a and b- - CORRECT D. None of the above Q3. Based on the EU Emissions Trading System (EU ETS) … A. Companies with emissions below the level can sell their excess allowances at a price determined by supply and demand at that time. - CORRECT B. Companies with emissions below the level are not able to sell their excess allowances C. Companies that cannot remain within emissions limit are not able to take any measures to reduce their emissions D. Companies that cannot remain within emissions limit are not able to buy extra allowances Q4. The EU Emissions Trading System (EU ETS) includes the following sectors A. transport, buildings, agriculture and waste B. electricity and heat generation, energy-intensive industry sectors, commercial aviation - CORRECT C. All the above Q5. The Effort-sharing Regulation covers sectors of the economy that fall outside the scope of the EU Emissions Trading System (EU ETS)
29 A. True – CORRECT B. False Q6. SMEs cumulatively are not able to impact environment A. True B. False - CORRECT Q7. Some areas of EU environmental legislation relevant to SMEs refer to: A. Air quality, emissions trading, and noise B. Chemicals C. Energy and Environmental management D. All the above - CORRECT
30 Section 4: Training Module 3 Outline of the Module [Option 1] Title: Identify opportunities for significant cost reductions Duration: 3 hours and 25 minutes Learning outcomes Learning Content Activities Assessment Learners should be able to: recognize the different approaches for GHG reduction and its associated costs and savings define the relation between cost and benefit of GHG reduction policies of a company evaluate the implementation costs of applying certain GHG reduction measures to an organization/SME identify different possible GHG reduction measures GHG emission sources, evaluation, reduction measures and cost, Basic Economics and Finance, GHG Reduction and Organization Sustainability Participants will: 1. complete pre- and postquizzes 2. identify GHG emission reduction measures 3. calculate cost and benefit of GHG reduction policies 4. research different reduction measures and calculate the possible cost reduction for the company of the associated GHG reduction measures Participants, individually, will: 1. complete a knowledge quiz before and after the course 2. complete a knowledge quiz about Economics and Finance before and after the course 3. list at least 3 GHG reduction measures that they are going to implement in their company, based on the reduction of cost that results from the application of these measures. They will refer to the cost reduced and
31 for a specific organization/scenario estimate the total cost reduction after the implementation of certain GHG reduction measures propose a GHG reduction mitigation measures policy to reduce costs the relevant benefits for their company, to justify their responses. Preparation/ Materials/Equipment: Training venue with IT equipment including laptop and projector A computer for the facilitator Internet connection Projector Flipchart and markers Sign-in sheet An electronic device (mobile or computer) for each participant (optional) A notebook and a pen for each participant
32 Lesson plan [Option 1] Module 3: Identify opportunities for significant cost reductions No Topics and Sub-topics/Learning activities Duration Material and Activity sheets 1 Introduction to the Module Shortly present the learning objectives, activities, and assessment 2’ Outline of the Module 2 Pre-assessment: Quiz to assess initial knowledge on GHG emissions and reduction measures Provide a short questionnaire to your trainees to assess their initial knowledge. The questionnaire consists of 9 multiple-choice questions about the topic “GHG emissions and reduction measures”. [Individual assessment activity] After the trainees finish the questionnaire, briefly discuss the results (anonymously) among them. Ask them possible questions like (to be adapted depending on the results): 10’ See the questions and answers of the pre-quiz A here
33 How do you feel about your score? Why do you think … is/isn’t a source of GHG emissions? Why do you think … is/isn’t a reduction measure? Why do you think … is more important than …? * Optional activity: Create menti presentation (https://www.mentimeter.com) for a word cloud and ask the learners to fill in 5-10 (depending on the group size) different GHG emission sources they could reduce. Share the result screen and discuss the most important results. 3 Introduction to GHG emission sources, evaluation, reduction measures and cost Introduce to your trainees the basics of GHG emissions and reduction measures. 25’ PPT FILE: TM3A_ Identify opportunities for significant cost reductions (Unit 1/Chapter 1.2) You will find: Thematic introduction and video links Presentation slides with information and reduction measures Interesting carbon footprint links 4 Activity: Practical case identifying GHG emission reduction measures Introduce to your trainees the data and details of a real case of a small business (cafeteria). Let the trainees work individually on the case asking them to list on a paper all the possible reduction measures. [Teacher or Peer assessment activity] 20’ PPT FILE: TM3A _ Identify opportunities for significant cost reductions (continue to Unit 1/Chapter 1.3)
34 After 10 minutes, discuss in group the solutions. Ask them possible questions like (to be adapted depending on the results): Why do you think … is a reduction measure? What measures would you think have more impact on GHG emissions? What measures would you think are more costly to implement? 5 Post-assessment 1: Quiz for self-reflection Provide a short questionnaire to your trainees to assess their knowledge. The questionnaire consists of 10 multiple-choice questions about the topic “GHG emissions and reduction measures”. [Individual assessment activity] 10’ See the questions and answers of the post-quiz A here 6 Pre-assessment 2: Quiz to assess initial knowledge on basic economics and finance Assess preconceptions and initial knowledge about Economics and Finance: Provide this short questionnaire to you trainees to assess their initial knowledge. The questionnaire consists of 10 multiple-choice questions about the topic “Economics and Finance”. [Individual assessment activity]. 10’ See the questions and answers of the pre-quiz B here
35 7 Introduction to Business Finance concepts and digital tools Introduce to your trainees the basics of Economics and Finance. An Online page for the European Commission Financial capacity selfcheck Assessment tool is included in the presentation: https://ec.europa.eu/research/participants/lfv/lfvSimulation.do Here the trainer can comment on the resulting rations (solvency, profitability, G.O. Profit) or simply show the page for the trainees to be aware of the importance of economics and finance when asking for EU funds. 25’ PPT FILE: TM3A _ Identify opportunities for significant cost reductions (continue to Unit 2 – Chapter 2.2) EXCEL FILE: TM3A _Worksheet 1 as an example of GHG reduction: What if every American household swapped out 3 incandescent light bulbs for LED light bulbs? - Here the trainer can play with the number of lights, power of each bulb, … and talk about the results. 8 Activity: Practical case cost/benefit calculation Introduce to your trainees the data and details of a real case of a series of calculations of different financial values. Let the trainees work individually on the case asking them to prepare the cell formulas for calculating the financial values. In case of doubt, the excel file used shows one possible solution with the formulas, description, and explanation. [Teacher or Peer assessment activity] Important observation for ALL activities using spreadsheets: If the students/trainees have access to a computer, ensure a spreadsheet software is installed (excel, opencalc, …). In the case there is no access to a computer, but there is access to mobile phone or tablet, then upload the Worksheet files in excel spreadsheet format to online spreadsheet format before the training, allowing the use of online/web tools like Google-Sheets or similar. 20’ PPT FILE: TM3A _ Identify opportunities for significant cost reductions (continue to Unit 2 – Chapter 2.3) EXCEL FILE: TM3A _Worksheet 2
36 After 15 minutes, discuss the results in groups 9 Post-assessment 2: Quiz for self-reflection Provide a short questionnaire to your trainees to assess their knowledge. The questionnaire consists of 10 multiple-choice questions about the topic “Basic Economics and Finance”. [Individual assessment activity] 10’ See the questions and answers of the post-quiz B here 10 Introduction to GHG Reduction and Organization Sustainability Opportunities for cost reduction and real case examples Introduce to your trainees the basics of cost reduction and real case. 20’ PPT FILE: TM3A _ Identify opportunities for significant cost reductions (continue to Unit 3 – Chapter 3) You will find: Presentation slides with introductory information Presentation slides with links to videos of real case examples 11 Activity: Practical case with AR tool This activity will be based on AR (Augmented Reality) tool Assemblr and it will consist in the trainees looking for the AR markers to see the information on different reduction measures, while taking notes, to finally introduce the data in an excel file to calculate the possible cost reduction for the company of the associated GHG reduction measures. Details on how to prepare for the activity can be found in the “Material for activities and assessment” part of this document below. Click here. 40’ EXCEL FILE: TM3A _Worksheet 3 Assemblr Edu app: https://play.google.com/store/apps/details?id=c om.assemblr.education
37 12 Module debrief and reflections Group work, discussion, and reflection on the whole module. The trainer can ask questions like: Are there any specific measures you will commit to adopt in your life personally? And in your professional life? What about the community/society? What specific actions will you take? What are the key takeaways from this session? 15’ 13 Post-assessment 3: Hands-on task 3 Depending on the available time, ask participants to: list at least 3 GHG reduction measures that they are going to implement in your company, based on the reduction of cost that results from the application of these measures. Point out that they need to refer to the cost reduced and the relevant benefits for their company, to justify their responses. [Individual assessment activity]. - 3 The assessment activities can either be conducted during the training or some of them can be assigned as homework (e.g., assign the quizzes for selfreflection at home).
38 Material for activities and assessment [Option 1] Pre-Quiz A This questionnaire consists of 9 multiple-choice questions about the topic “GHG emissions and reduction measures”. Please circle ONLY ONE as the right answer to each question, UNLESS otherwise stated. Q1. Which activities are the largest contributors of greenhouse gases? (Choose ALL the correct answers) A. Deforestation B. Electricity generation - CORRECT C. Industry D. Transportation – CORRECT E. Agriculture Q2. How much has CO2 in the atmosphere increased since the Industrial Revolution? In the 10,000 years before the Industrial Revolution in 1751, carbon dioxide levels rose less than 1 per cent. Since then, they've risen by: A. 11 % B. 49 % - CORRECT C. 62 % Q3. How has the global average temperature changed since the Industrial Revolution? A. Cooler by 0.1 degrees C B. The temperature has gone up and down but remains the same C. Warmer by 0.1 degrees C D. Warmer by more than 1 degree C - CORRECT E. Warmer by almost 2 degrees C Q4. If the global temperature rises by over 1.5°C what percentage of species will be at risk of extinction? A. 100% – all species will be at risk B. 15-20% – at least one in six species- CORRECT
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