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Scaffolding the Project

Transcript

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Step by step Scaffolding

Find here: 1. An outline of the assessment system so that you can understand the expectations and requirements for the course project.2. Project details: for you to gain a clear understanding of the project topic, objectives, and scope.3. Guidance and support in the form of access to resources and tips to help you complete the project effectively.

Start

"With great power comes great responsibility." - Uncle Ben from Spider-Man

Sociology is a Project-Based Learning course

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Project-based learning (PBL) is a teaching method leading students to gain knowledge and skills by working on an extended project that is focused on a real-world challenge or problem. It is a student-centred approach that encourages collaboration, critical thinking, and problem-solving.

"Education is not the learning of facts, but the development of the mind."Albert Einstein

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Here are some key benefits of PBL:

  • Deep learning: You learn in a meaningful and engaging way, and apply your knowledge and skills to real-world scenarios.
  • Transferable skills: You develop important skills such as collaboration, communication, critical thinking, and problem-solving, deemed essential for success in the 21st century.
  • Motivation: You are likely more motivated when you are working on projects that you find interesting and relevant.
  • Autonomy: You enjoy more autonomy in your learning, which can help you to develop your independence and confidence.

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Problem: Sustainable DevelopmentTopics: United Nations Sustainable Development GoalsGoal: Through their projects, students will raise awareness about the risks of exceeding planetary boundaries and violating UN SDGs, emphasising the importance of sustainable practices.

Autumn Semester 24-25 The Projects

Research1. Theoretical Scaffolding: "Sociology in the Anthropocene" - mandatory reading2. UN SDGs (https://sdgs.un.org/goals)3. Stockholm Resilience Centre (https://www.stockholmresilience.org)4. Doughnut Economics Lab (https://doughnuteconomics.org)5. The Tragedy of the Commons -(https://www.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html)6. Academic Writing Style (APA 7th ed. - https://apastyle.apa.org)Please remember to acknowledge the use of Chatbots (Chat GPT or Gemini)

What is involved?1. Research the SDGs2. Choose an SDG3. Find a research question4. Research5. Build a project proposal6. Craft the Output

Project output choices1. Podcast2. Video, film, documentary3. Digital or data storytelling4. Project journal5. Booklet6. Community activity or workshop7. PosterHave another choice? Tell us about it.

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SDG 6

Clean Water and Sanitation: Overexploitation of water resources, often driven by individual or corporate interests, can lead to water scarcity for communities.

SDG 7

Affordable and Clean Energy: Reliance on fossil fuels and overconsumption of energy resources contributes to climate change and environmental degradation.

SDG 12

Responsible Consumption and Production: Overconsumption of resources and waste generation are classic examples of the tragedy of the commons.

Global warming and its impacts are often attributed to the collective actions of individuals and nations prioritizing short-term gains over long-term sustainability.

Wondering about what to do? here are some suggestions

SDG 13

SDG 14

SDG 15

Overfishing, pollution, and habitat destruction are examples of the tragedy of the commons affecting marine ecosystems.

Deforestation, soil erosion, and biodiversity loss are often driven by individual or corporate interests that prioritize short-term profits over long-term environmental sustainability

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More project suggestions

SDG 3: Good Health and Well-being1. Food systems and public health: Investigate the connection between unsustainable food production, diet-related diseases, and environmental degradation.2. Urban green spaces and mental health: Explore the role of green spaces in promoting mental well-being and reducing stress, considering the impact of urbanization on access to nature.

SDG 11: Sustainable Cities and Communities1. Urban waste management: Analyze the challenges of waste management in cities, focusing on resource recovery and circular economy principles. (also SDG 12)2. Sustainable transportation and air quality: Explore the impact of transportation choices on air quality and public health, proposing solutions for sustainable urban mobility.

Eco-tourism and community development: Investigate the potential of eco-tourism to generate income and protect the environment while ensuring benefits for local communities. (SDGs 8, 12, 14, 15)Circular economy business models: Develop a business plan for a circular economy-based enterprise, focusing on waste reduction and resource efficiency. (SDGs 12, 13)Urban Agriculture and Food Security: Design an urban agriculture project to address food insecurity and improve community health. (SDGs 2, 3, 11, 12)

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Clear Project Goals and objectives:

Integration of knowledge from different fields might be crucial to develop innovative solutions.Focus on projects that have the potential to create positive change in the community.

Key Considerations for Project Selection:

Local relevance: choose a project that addresses local challenges and opportunities.

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Teams need to clearly define member roles and responsibilities

Communication and collaboration are fundamental for success.

Data availability: Ensure that sufficient data is available for the project.

Interdisciplinary collaboration: If necessary, get help from people from other academic backgrounds

Real-world impact: Don't forget to keep the project realistic and significant.

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Proposal

Step 1

Presentation

Step 2

Output

Step 3

What SDG did you and your team pick?What is the target you have chosen?What is your research question?What is your goal?What will your output be? (you can change later) Why did you choose that particular SDG?

10%

Demonstrate the learningReflect on the project Reflect on the teamworkMention challenges faced and how they were sortedAll team members must present Self, peer and teacher assessment

25%

Demonstrate the learningDemonstrate Knowledge integrationQuality, Imagination, ClarityMeet the goals Show commitment Self, peer and teacher assessment

50%

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Self and Peer assessment

1. Applies to the presentation and the output Objective:The goal of peer assessment is to provide you with valuable feedback from your classmates and to enhance your overall learning experience. In this process, you will allocate points to yourself and your peers based on your and their performance in various areas.

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Total Points: You will be given a total number of points to distribute among your peers.Unique Allocation: Ensure that you allocate a different number of points to each peer. You cannot give the same number of points to multiple classmates. If you do it will be nullified.Assessment Criteria: Criterion 1: Teamwork and Collaboration, Criterion 2: Contribution to Project Outcomes, Criterion 3: Communication and Presentation Skills, Criterion 4: Time Management and Responsibility.Point Distribution: Allocate points to each peer based on their performance in relation to the criteria. For example, you might award 10 points to a peer who consistently exceeded expectations, 5 points to a peer who met expectations, and 3 points to a peer who needs improvement.

Conversion to Final Grade: The points you allocate to each peer will be converted into a 0-20 scale and added to your final grade for the project. This means that if you allocate 25 points to Peer A, their score will contribute 5 points to their final grade. Key Considerations:

  • Fairness: Be honest and objective in your assessments. Avoid bias or favouritism.
  • Constructive Feedback: Provide specific and helpful feedback to your peers to support their learning and growth.
  • Unique Allocations: Ensure that each peer receives a unique combination of points.

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Other assessment items

Riffbot.ai interactions (10%)

You will meet with Riff weekly to reflect on a given question.

Multiple choice | surveys (9/9; 5%)

These are self-assessment tests or surveys.

Final Exam

Will happen in January 2025.

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Recall: attendance at the Conference on 2nd October is mandatory.

Riff interactions help you to prepare for the final exam. You must perform 7 out of a possible 9 full interactions to be credited the 10% of the Continuous Evaluation Grade. Please talk to us if you have questions about this.

The weekly tests or surveys will be available online, from the Blackboard or any alternative platform. The addresses will be provided every week.

The exam is online but taken in a classroom. Please ask in advance if you need a computer. The exam is a critical reflection of your experience in the course.

Things you can doSDG 1Poverty still persists in every country. Over 8% of the world's population lives in extreme poverty. Lend your voice to the fight against extreme poverty.Donate what you don’t use. Local charities will give your gently used clothes, books and furniture a new life.SDG2 Don’t waste food. Freeze fresh produce and leftovers if you don’t have the chance to eat them before they go bad.Consume less meat and become vegetarian for one day a week. The meat production industry has a huge impact on the environment.Buy Funny Fruit—many fruits and vegetables are thrown out because their size, shape, or colour are not “right”. Buying these perfectly good funny fruit utilises food that might otherwise go to waste.