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Creating a Virtual Space for Collaborative Project Planning Using the Future Creating Workshop Process: Building the Global Climate Change Education Initiative

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Title: Creating a Virtual Space for Collaborative Project Planning Using the Future Creating Workshop Process: Building the Global Climate Change Education Initiative
Language: English
Authors: Brydon-Miller, Mary, Williams, Bronwyn, Aguja, Socorro, Blumrich, Michaela, De Sousa, Luiza, Dzerefos, Cathy, Kolb, Bennet, Marimbe, Leonard, Muller, Irene, Pillar, Genevieve, Prudente, Maricar, Rabin, Shira, Rauch, Christa, Rauch, Franz, Way, Alex
Source: Educational Action Research. 2022 30(4):638-654.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Action Research, Climate, Environmental Education, Workshops, Sustainability, Foreign Countries, Educational Planning, Middle School Students, Interdisciplinary Approach, Empathy, Place Based Education, Critical Thinking, Multiple Literacies
Geographic Terms: Philippines (Manila)
DOI: 10.1080/09650792.2022.2058043
ISSN: 0965-0792
1747-5074
Abstract: This article describes our use of an online Future Creating Workshop (FCW) as a planning strategy to support our Global Climate Change Education Initiative (GCCEI). The GCCEI is an Educational Action Research project designed to provide the opportunity for students to discover how climate change acts to affect weather, health, economy, politics, and culture in their own communities and around the world by bringing young people aged eleven to fourteen into the conversation and into relationships with an international group of peers, In order to move this project forward despite the challenges created by the pandemic, we initiated an online FCW, grounded in Critical Utopian Action Research. We provide a detailed description of this research process highlighting both the challenges we face in trying to launch this project as well as our visions for the future. We consider the implications of this research process in relation to problem-based and multimodal forms of learning. This article describes the virtual FCW that we hope can serve as a model to others as well as a reflection on the implications of the outcomes of this research process for researchers and educators interested in fostering meaningful dialogue among students regarding the climate crisis.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369013
Database: ERIC
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  Value: <anid>AN0159583667;gp001oct.22;2022Oct12.06:46;v2.2.500</anid> <title id="AN0159583667-1">Creating a virtual space for collaborative project planning using the future creating workshop process: building the global climate change education initiative </title> <p>This article describes our use of an online Future Creating Workshop (FCW) as a planning strategy to support our Global Climate Change Education Initiative (GCCEI). The GCCEI is an Educational Action Research project designed to provide the opportunity for students to discover how climate change acts to affect weather, health, economy, politics, and culture in their own communities and around the world by bringing young people aged eleven to fourteen into the conversation and into relationships with an international group of peers, In order to move this project forward despite the challenges created by the pandemic, we initiated an online FCW, grounded in Critical Utopian Action Research. We provide a detailed description of this research process highlighting both the challenges we face in trying to launch this project as well as our visions for the future. We consider the implications of this research process in relation to problem-based and multimodal forms of learning. This article describes the virtual FCW that we hope can serve as a model to others as well as a reflection on the implications of the outcomes of this research process for researchers and educators interested in fostering meaningful dialogue among students regarding the climate crisis.</p> <p>Keywords: Climate change education; critical utopian action research; educational action research; future creating workshop; sustainability</p> <hd id="AN0159583667-2">Introduction</hd> <p>Students in Manila design model solar-powered robotic systems to help raise food in urban areas. Learners and their teachers in Rustenburg, South Africa work to make their schoolyard welcoming while struggling with severe water shortages that often close the school. Middle-schoolers in Louisville, Kentucky visit the University of Louisville campus for a Day of Science and work alongside a meteorologist to create solutions to counter the effect of urban heat Islands. And students in Graz, Austria work on an urban gardening project to increase biodiversity on their school premises. The Global Climate Change Education Initiative (GCCEI) described in this article is dedicated to helping young people deepen their understanding of climate change by providing them with opportunities to study the local effects of climate change and to share their experiences with peers around the world.</p> <p>This Educational Action Research project (Brydon-Miller, Prudente, and Aguja [<reflink idref="bib8" id="ref1">8</reflink>]; Caro-Bruce et al. [<reflink idref="bib10" id="ref2">10</reflink>]; McDonagh et al. [<reflink idref="bib32" id="ref3">32</reflink>]; Noffke and Somekh [<reflink idref="bib35" id="ref4">35</reflink>]) enables students to discover how climate change acts to affect weather, health, economics, politics, and culture around the world. By bringing young people into the conversation and into relationship with an international group of peers, this initiative is allowing a new generation to understand why climate change matters and what they can do, individually and collectively, to address it (Callison [<reflink idref="bib9" id="ref5">9</reflink>]).</p> <p>This article describes the overall GCCEI focusing on our use of an online Future Creating Workshop (FCW) initiated as an alternative planning process involving university-based researchers and their teacher partners after the start of the COVID-19 pandemic. This process, grounded in Critical Utopian Action Research (Nielsen and Nielsen [<reflink idref="bib34" id="ref6">34</reflink>]; see also Egmose, this issue), highlights both the challenges we face in trying to launch this project as well as our visions for the future. The purpose of this article is two-fold: first to provide readers with details regarding the virtual FCW process we carried out and second to reflect on the implications of the findings of this FCW for educators and researchers interested in fostering deeper learning and action in response to the climate crisis.</p> <hd id="AN0159583667-3">Critical utopian action research as a framework for creating a shared vision of the future</hd> <p>Our planning process draws upon Critical Utopian Action Research (CUAR) (see Nielsen and Nielsen [<reflink idref="bib34" id="ref7">34</reflink>] for a detailed discussion of the history of CUAR; see also Tofteng and Husted [<reflink idref="bib44" id="ref8">44</reflink>] for a general overview) as a theoretical foundation and the FCW as a structure for conducting our project development activities. CUAR asks the question 'not how can we live but how do we <emph>wish</emph> to live' (Bladt & Nielsen, [<reflink idref="bib4" id="ref9">4</reflink>], p. 371). In this way it moves beyond conventional strategic planning processes by opening up what these scholars refer to as 'free spaces' in which we seek to set aside the constraints of what is considered possible in order to entertain notions of a more expansive, democratic, and creative future. CUAR integrates the work of Critical Theorists from the Frankfurt School, most notably Theodor Adorno and Max Horkheimer, together with contributions from Oskar Negt whose work with trade unions reflects an interest in developing practical applications for research and the development of the general future workshop model by Robert Jungk (Nielsen and Nielsen [<reflink idref="bib34" id="ref10">34</reflink>]).</p> <p>FCWs (Brydon-Miller et al. [<reflink idref="bib6" id="ref11">6</reflink>]) are composed of three basic elements: The first is a Critique Phase in which participants identify challenges and barriers they encounter in trying to address a common problem or to create a new process for creating positive change. When conducted in person, this generally entails gathering participants together around a wall covered with paper and inviting them to call out short statements identifying specific issues they see impacting their organizations or communities. Participants then work together to identify which of the ideas identified in the process are of most importance and to organize the contributions into themes. There may also be additional activities, such as the creation of short dramatic depictions of the issues performed as silent plays, that allow participants to continue to explore the concerns raised during the process. After this is completed the results of the first phase are set aside and participants are invited to consider their ideal visions for the future as part of the Utopian Phase. This is conducted in the same way as the Critique Phase but with the focus being on generating a sense of shared dreams for the future without consideration of any limiting factors. Finally, there is a Realization Phase in which participants are asked to integrate the findings of the first two processes in order to generate concrete recommendations for moving forward with plans to implement positive change (Brydon-Miller, Prudente, and Aguja [<reflink idref="bib8" id="ref12">8</reflink>]; Tofteng and Husted [<reflink idref="bib44" id="ref13">44</reflink>]). The entire process often takes place over two to three days, with the realization process sometimes carried out at a later date to allow teams to work on designing specific plans for addressing the results of the two earlier phases.</p> <hd id="AN0159583667-4">Global climate change education initiative</hd> <p>The Global Climate Change Education Initiative that was the focus of this FCW was launched four years ago beginning with the partnership between researchers at the University of Louisville and our local teacher partner. We then reached out to colleagues from other countries who we knew shared our interest in promoting effective climate change education. This now includes sites in Manila, the Philippines, Rustenburg, South Africa and Graz, Austria. The basic model for this project is to engage students approximately 11 to 15 years of age in conducting research to understand the impacts of climate change on their own communities and then to share their knowledge with peers from other parts of the world. The overall goal of the project is to support students in generating knowledge and developing critical thinking skills to help them to understand the global impacts of climate change, while creating greater empathy for those communities struggling to respond to the consequences of this crisis and a deeper commitment to acting as agents of change.</p> <hd id="AN0159583667-5">Individual site descriptions</hd> <p>At Marion C Moore Middle School we've been working with our 6th through 8th grade Environmental Science students (primarily 12–14 year olds). The courses these students take with us are not a part of the standard science program, so we don't have to worry about specific curricular standards and have a great deal of freedom and time to work with the students. They are a very diverse group (the school itself has over 40 different first language communities) and the students vary in terms of academics, but most of them have chosen this course as an elective and are interested in the topic. They take the course as part of a 13-week term so we have three groups each school year which makes it something of a challenge to keep up with new groups of incoming students, but we do have the same students over three years, so are now seeing 8<sups>th</sups> graders who attended our Day of Science as 6<sups>th</sups> graders. The Day of Science is an event where we bring students to the university campus to work on activities with some of our biology and geosciences faculty. For most of these students it is their first time on a college campus and the faculty do a great job of engaging them in projects like designing a seed dispersal system and testing to see which will fly the farthest or studying the heat Island effect with different colored materials under heat lamps. We are also integrating regular use and work on the nature trail on school grounds and have been working with TreesLouisville, a local non-profit organization, to plant trees on the site. After a year of remote learning, in March 2021 we returned to in-person education and have been working to upgrade the existing greenhouses on the school campus to allow us to grow vegetables in collaboration with the high school culinary arts program.</p> <p>Manila, the capital of the Philippines, situated in Southeast Asia, east of Vietnam and south of Taiwan, is located at latitude 14.6042 and longitude 120.9822. Philippines is frequently visited by typhoons and prolonged heavy rains, resulting in floods and soil erosion displacing many households and agricultural lands. In this project, a partnership exists between science teachers of De La Salle Santiago Zobel School (DLSZ) and research consultants from the De La Salle University Manila and De La Salle Araneta University. As a Catholic educational institution that lives out its ministry as stewards of God's creation, DLSZ School, one of the 16 La Salle schools under the De La Salle Philippines, introduced the values, importance and ethics related to the environment. In this context, DLSZ launched the Green School Development Program, aimed at investigating the impact of the school's commitment to sustainable development on innovative educational strategies, environmental consciousness, and children's capacity to address environmental concerns. To increase awareness and involvement, Grade 6 students participated in the <emph>Do One Thing</emph> (DOT) Project to be more aware and knowledgeable about the issue of climate change. This activity involved the students in conducting interviews with community members as to how they can help to address the climate change problem. The interviewees' responses are expressed as pledges or promises of specific action to take to help address the climate change problem. Responses are written on leaf-shaped colored papers, which are then posted on a drawing of a tree displayed at the campus.</p> <p>A unique feature of the DLSZ curriculum is its Robotics Program whose goal is to enhance the students' creativity and imagination in designing solutions to real world problems in science using robots. In this regard, students were tasked to design prototype robots that can address environment-related problems. One student group's project was the ADSORBOT. It works by collecting oil-contaminated water from the sea through multiple water pumps. This then goes to multiple filtration cartridges filled with hair or loofah where the oil is adsorbed and separated from water. Finally the filtered water goes back to the ocean. The students envision that multiple ADSORBOTs can be deployed in the event of an oil spill.</p> <p>South Africa is a country of diversity. This is best displayed by the participating schools in the <emph>Do One Thing</emph> project. Three schools in South Africa, situated in the towns of Vanderbijlpark, Mahikeng and Rustenburg, participated with Grade 7 learners (aged between 12 to 14 years). The schools are located in a range of environments, from industrial hubs to rural, farming communities. Teachers, parents, and community members of these schools attended a workshop and decided on problematic scenarios in their natural environments which exacerbate the impacts of climate change. The interpretations of parents and teachers of the DOT project were displayed by the design of unique logos. Due to the diverse settings, a variety of factors leading to negative environmental impacts were mentioned. Teachers attended a second workshop, to aid them in infusing climate change education in the national school curriculum in a variety of subjects like languages, social science, natural science, and technology. In classrooms, the learners responded as citizen scientists using the same <emph>Do One Thing</emph> (DOT) project designed by our colleagues in the Philippines, by involving immediate adult family members to indicate one thing they will do to lessen the impact of climate change. These actions were noted on paper leaves and learners were allowed to post the collected slogans and their own initiative on a DOT tree. Learners of the various schools collaborated, via Skype, with students of our partner school in Louisville, Kentucky, USA. The learners were surprised that despite diverse locations, they shared the same problems due to climate change. Being teenagers, they not only exchanged information about the project, but asked questions about food and music – therefore sharing their culture.</p> <p>In Austria we are facing receding glaciers in the Alpine regions due to an increase in temperatures, which also causes permafrost soil to thaw, and which has a drastic impact on the Alpine flora and fauna, leading to a loss of biodiversity. In addition, we are experiencing more extreme weather events, such as longer dry spells with increased temperatures in summer, but also severe rainfall, hail storms, and floods. In winter, we get less snow and the average period of snow cover is decreasing. Our school, Graz International Bilingual School (GIBS), has recently become an ECOLOG partner school (Rauch and Pfaffenwimmer [<reflink idref="bib38" id="ref14">38</reflink>]). We are proud to be part of this national sustainability network. At the beginning of the 2020/21 school year, we established a 'climate action group' as an optional class for 13- to 15-year-old students. Many of them have been inspired by the 'Fridays for Future' movement and some are active members. They have taken part in organizing protests and are working on different local projects mainly focused on climate-friendly transport solutions. We started our class with a brainstorming session to find ideas of suitable climate projects. The students' areas of interest included fair fashion, increasing our local biodiversity, and going plastic-free as a school. The group agreed to start working on the biodiversity project. Their goal is to educate peers about the loss of biodiversity as a result of climate change and about how to help bring back insects and birds to our urban environment. They did some research on which wild flowers attract insects like butterflies and bees and designed a profile for each plant (habitat, which insect does it attract etc.). In February 2021 the students started the gardening season. They got germination trays, humus and sand and sowed seeds of indigenous flowers. Part of the seedlings will be planted in the schoolyard and sold at a parents' day respectively, with a plant profile for each plant, encouraging people to allow for greater plant variety and turn their lawns into flower meadows humming with bees.</p> <p>To date we have been able to facilitate some limited opportunities for collaboration. As mentioned above, one project carried out by all of our partner schools is the <emph>Do One Thing</emph> project, initiated by our partners at DLSZ. In this project each student is encouraged to identify one action that they might take to address climate change and environmental concerns and, in some of the schools, to invite one other person – a family member, friend, or community person – to do the same. These commitments are then written on a paper leaf and posted as part of a Pledge Tree posted in the classroom. Teachers can then use this as an opportunity to discuss the kinds of changes we can make as individuals and collectively, the impacts they might have, what sometimes makes it difficult to maintain behavioral change, and strategies for successfully keeping these promises.Figure 1</p> <p>PHOTO (COLOR): Figure 1. A pledge tree from the do one thing project.</p> <p>Similarly, we have worked to support local tree planting projects across our sites. Leonard's students in South Africa, for example, have been active in propagating and planting <emph>spekboom</emph>, a hearty local plant that is especially good at carbon sequestration. He and his students then shared this initiative with the students in Louisville during one of our skype calls which has informed discussions about what trees would do best in the urban setting of Louisville, Kentucky. Schools in the Philippines have also been active in organizing tree-planting initiatives. These various projects then provide opportunities for our students to compare notes, discuss the advantages and disadvantages of specific types of trees and the importance of promoting indigenous species. At GIBS they are focusing on increasing local plant varieties as well. They have started to grow indigenous flowers with their 'urban gardening project' and want to extend their activities to planting local varieties of trees in their town. The idea is to plant trees on a patch of land, preferably in their own city, and to educate about the benefits of trees and green spaces in urban areas (CO2 storage, cooler air, better air quality, habitat for different species). While all of these efforts have been engaging for our students across our sites, we all felt the overall project would be strengthened by greater coordination and that it was important to find a way to bring us all together to establish common goals and to create plans for the future of the project.</p> <hd id="AN0159583667-6">Creating and facilitating an online future creating workshop</hd> <p>Our original plan, made possible with funding from the Spencer Foundation, had been to bring all of our research team partners together for an in-person FCW at the University of Louisville. This was to have taken place in April 2020, but as the pandemic began to spread around the world, we realized that we would need to reschedule this in-person event until it was safe for everyone to travel again.</p> <p>After we were forced to postpone our Louisville conference, we felt it was still important to find some way of continuing to build our relationships and maintain the momentum we had established while preparing for this event and so decided to shift the design of our FCW to an asynchronous online setting. Fortunately, Mary had already been involved with colleagues from the Mandel Teacher Education Institute (MTEI) in developing a model for an online version of the FCW (Raider-Roth et al. [<reflink idref="bib37" id="ref15">37</reflink>]) and we were able to adapt this process to suit our needs. The central notion of free space upon which the FCW process is grounded is generally understood as a physical space (Tofteng and Husted, [<reflink idref="bib44" id="ref16">44</reflink>]). One particular challenge we faced in putting together an online version was to reconceptualize this as a virtual space. Another significant issue we encountered was in finding a way to facilitate this collaboration while working across twelve time zones. This necessitated creating a fully asynchronous process in which participants were able to participate at times that were most convenient for them.</p> <p>Following the model developed by our educational technology consultant, Mindy Gold, we used a platform called Edmodo to coordinate participation in the overall FCW and a second platform called Padlet (see Figure 2 for an example) to create virtual white boards on which participants were able to post their contributions to the Critique and Utopian Phases of the FCW. Mindy created detailed instructions and a conference calendar to keep us all engaged and we checked in with participants on a regular basis to be sure they were able to access and negotiate the sites.</p> <p>PHOTO (COLOR): Figure 2. Padlet page for utopia phase of future creating workshop.[<reflink idref="bib1" id="ref17">1</reflink>]</p> <p>Each phase took one week to complete, with two to three days devoted to brainstorming ideas, followed by a quick round of voting to determine which ideas seemed to resonate with the greatest number of participants. Following this another two days were devoted to theme finding in which participants each re-organized the posts from our padlet into key themes and then posted these concept maps along with a reflection on what they saw as the key points on Edmodo. These reflections were accompanied by images the contributor felt captured the theme. The realization phase generated suggestions for projects we might consider after the pandemic and once our students are back in school. The analysis presented here is based on the contributions to all three phases of the FCW process.</p> <hd id="AN0159583667-7">Findings from the online future creating workshop</hd> <p> <bold> <emph>Challenges from the Critique Phase</emph> </bold>: The challenges identified in the Critique Phase of our online FCW fell largely into three categories: Technology, Logistics and Timing, and Relevance and Student Engagement.</p> <p>Technology has presented an issue since we launched the GCCEI project and we have tried multiple strategies to enable teachers, students, and university-based researchers to collaborate with one another and connect their classrooms. Some schools lack basic access to technology, others limit engagement with those outside their system or insist on using specific platforms that are not necessarily available to other partners in the project. Despite these challenges we have been able to create opportunities for connection as in the Skype sessions we were able to set up to bring our students in Louisville together with those in South Africa. Doing this, however, required bringing a mobile hotspot to the school making more regular communication challenging. Clearly the pandemic and remote learning have exacerbated these disparities with some students able to access the internet easily from home while others are not.</p> <p>Beyond technology, the simple fact that we have schools on four different continents across twelve time zones makes communication a significant challenge. We all agree that live communication, like the Skype calls, would be the best way to engage our students, but this can only be done in a somewhat piecemeal fashion. There are also differences in the academic calendars that mean that our schools are not all in session at the same time. And each of our schools has a distinct (and largely inflexible) set of curricular requirements that they must address making it difficult to coordinate activities and assignments across sites.</p> <p>Making climate change relevant to learners and engaging them in finding ways to address the problem both locally and globally has been a core goal of our project. This involves helping them see the connection between global climate change and local issues like food and water security in South Africa or extreme weather events and flooding in the Philippines and the US and loss of biodiversity in Austria. And it means encouraging both individual change, like conserving water and turning down the thermostat, but also understanding that significant change will also require major shifts in government and industry policy and practice and to equip students with strategies for engaging in these larger public debates.</p> <p>Michaela, one of our teacher partners in Graz, summed up these challenges and our common goal with the image she posted of the solar system with planets circling the sun. As she explained, <emph>'We are located on different continents and we work in different school environments, but our thoughts are revolving around the same topic and goal: Climate action put into practice.'</emph></p> <hd id="AN0159583667-8">Shared goals for the project from the utopian phase</hd> <p>We all share a deep commitment to the idea of social learning, of having students share their experiences so they can learn from each other what is happening in other parts of the world. This approach will help students see the relationship between the local and global effects of climate change. Such social learning can also facilitate relationships across cultures and foster greater empathy. As Christa, our other teacher partner from Graz, observed:</p> <p> <emph>Ideally, such a collaboration involving social contact, exchange of ideas, sharing successes and failures, etc. will lead to friendships, perhaps school partnerships and hopefully personal contacts, all of those based on and inspired by the common mission of creating a sustainable lifestyle together in order to change the world.</emph> </p> <p>We also saw a theme of wanting to identify projects that would help students not just learn about climate change but engage in positive actions that would help promote sustainability. There was support for the idea that we want students to feel they can take action, rather than feel helpless about climate change. Part of this goal would be to work toward helping students deepen their understanding of, and relationship with, nature and sustainability. Leonard, our teacher partner from South Africa, shared this insight as a classroom teacher:</p> <p> <emph>My teaching experience around environmental matters and content exposed me to the fact that learners won't learn better by telling methods or being pushed into appreciating or understanding facts. They need to adventure into their close environment and experience real issues and turn them into facts which they can then share with other learners locally and globally.</emph> </p> <p>In addition to emphasizing more project-based learning, we saw a theme that would encourage thinking about projects that connect diverse disciplines acknowledging that a full understanding of climate change must go beyond traditional science curricula to include areas such as history, arts, geography, psychology, and other humanities and social sciences.</p> <p>In terms of how to facilitate these new approaches to climate change education, several suggestions came up for having students use different modes of communication (words, images, sound, video, etc.) for their projects. These might include infographics, images, written essays or blog posts, and so on. One possibility would be to expand the current limited website, or Edmodo site, for students to be able to post materials and communicate with each other. And while the pandemic has pointed to on-going disparities in access to technology that will continue to be an issue, it has also given us new tools and experiences in remote learning that may offer innovative strategies we can continue to develop as we move forward with the project.</p> <p>Creating these opportunities will be a challenge, but, as Michaela noted:</p> <p> <emph>I have to say that I don't think these ideas are utopian at all - I think it is possible to work together across the world, to stay in touch and to educate each other about one's milestones in a certain project. Working together in such a way will be very motivating and rewarding for our students.</emph> </p> <hd id="AN0159583667-9">Realization phase and specific project proposals</hd> <p>A number of specific project ideas were raised that help us to begin to move from our utopian ideas to practice. For example, Cathy, a researcher from our South Africa team, suggested,</p> <p> <emph>adopting a nature spot in which each school chooses a river corridor, wetland, wild hill, park or abandoned space and then assess what they can do to increase biodiversity and raise climate change awareness. This would require site specific research to decide on projects. These could include introducing bee and butterfly friendly food plants, water wise plants, signage about the species and habitat, trash bins, designing a nature trail, building a bench etc. They then share before, during and after photos of projects.</emph> </p> <p>As described above, this type of action is already being undertaken by the students in Graz and is being integrated into the gardening projects underway at both Moore and DLSZ.</p> <p>In a similar vein, combining research and action, Maricar from the Philippines raised the possibility of each team,</p> <p> <emph>Tracking energy consumption data from their schools, emissions data from climate monitoring satellites, and other information. They would collaborate with partner schools in order to discuss how to reduce greenhouse gas emissions and energy consumption.</emph> </p> <p>And her colleague Socorro added:</p> <p> <emph>Students will be learning through exchange of "share-talk" about the "Effects of Climate Change" (Science subject for Grade 5 in the Philippines) in their respective countries, using the infographics or posters as their outputs. Such outputs are derived from their personal experiences and brainstorming activities in the class. Likewise, the possibility of coming up with a relevant activity that could reduce any of those negative effects of climate change mentioned can be proposed and applied.</emph> </p> <p>Addressing the issue of technology raised in both the Critique and Utopian Phases, Michaela pointed to the importance of finding effective ways for students to communicate with one another across sites.</p> <p> <emph>The students would be able to interact online (via video calls, messages, etc.) and learn about each other's projects and progresses. Thus, they would get a more complete picture of the various local and regional effects of climate change in different parts of the world and a sense of being part of an international community of young people who do something about it (and who can make a change).</emph> </p> <p>Now that students are beginning to come back to schools, we're reinitiating this kind of video exchange as this becomes possible across our sites.</p> <p>Whatever specific actions we take, it is clear that we all share the goal of fostering relationships and facilitating engagement. As Ben noted:</p> <p> <emph>Through the sharing of learning, projects and experiences, students will be able to better grasp the magnitude of climate change and our world. Students can learn how each community faces its own individual issues which contribute to a larger global problem. Through collaboration, they can be inspired to want to take action as future stakeholders of their planet.</emph> </p> <hd id="AN0159583667-10">Implications for climate change educational practice</hd> <p>Much of the scholarship about climate change education has focused on teaching about the science of climate change (Beach, Share, and Webb [<reflink idref="bib3" id="ref18">3</reflink>]; Henderson and Drewes [<reflink idref="bib16" id="ref19">16</reflink>]; Henderson et al. [<reflink idref="bib17" id="ref20">17</reflink>]; Jorgenson, Stephens, and White [<reflink idref="bib22" id="ref21">22</reflink>]: Monroe et al. [<reflink idref="bib33" id="ref22">33</reflink>]). These pedagogies often revolve around having students read about the science, or perhaps engage in classroom experiments and projects, to learn the facts and predicted impacts of climate change (Beach, Share, and Webb [<reflink idref="bib3" id="ref23">3</reflink>]; Henderson & Drewes, [<reflink idref="bib16" id="ref24">16</reflink>]). Though science obviously is crucial to such education, research into how societies respond to contentious issues such as climate change demonstrates that facts, by themselves, are often not enough to change perspectives or practices (Eubanks [<reflink idref="bib12" id="ref25">12</reflink>]). In this project, we are working to extend the discussions of climate change education in the ways it engages with interdisciplinarity, relationships and empathy, digital media, and educational action research.</p> <p>Understanding climate change and sustainability requires, in addition to an understanding of the science involved, engagement with subjects as varied as geography, rhetoric, history, economics, politics, and cultural and media studies (Dubois and Krasny [<reflink idref="bib11" id="ref26">11</reflink>]; Hayward [<reflink idref="bib15" id="ref27">15</reflink>]; Henderson and Drewes [<reflink idref="bib16" id="ref28">16</reflink>]; Hulme [<reflink idref="bib20" id="ref29">20</reflink>]; Ryan [<reflink idref="bib39" id="ref30">39</reflink>]; Shepardson, Roychoudhury, and Hirsch [<reflink idref="bib40" id="ref31">40</reflink>]). Such an approach requires going beyond a 'business as usual' approach to teaching that focuses only on traditional approaches to climate science to instead use a more interdisciplinary and integrative approach that focuses on students as active and reflective agents of change (Bonney et al. [<reflink idref="bib5" id="ref32">5</reflink>]) Leichenko and O'Brien [<reflink idref="bib30" id="ref33">30</reflink>]; Leichenko, Gram-Hanssen, and O'Brien [<reflink idref="bib29" id="ref34">29</reflink>]). Climate change and sustainability are more than technical problems to be solved, but raise complex questions of 'perspective, identity, value, and prescription' (Hulme [<reflink idref="bib20" id="ref35">20</reflink>], 3). Conceptions of community, history, progress, and the natural world are all crucial to perceptions of this moment as well as how we can imagine our future responses (Callison [<reflink idref="bib9" id="ref36">9</reflink>]; Leichenko, Gram-Hanssen, and O'Brien [<reflink idref="bib29" id="ref37">29</reflink>]).</p> <p>One strength of our project from the beginning has been our recognition of the importance of viewing climate change education from a transdisciplinary perspective. Our classroom projects reflect this by incorporating practices drawn from the social sciences, arts, and humanities (Siperstein et al. [<reflink idref="bib42" id="ref38">42</reflink>]).</p> <p>They also reflect the importance of problem-based learning by engaging students in hands-on projects like tree planting, gardening, and robotics workshop initiatives. Katsenou, Flogaitis, and Liarakou ([<reflink idref="bib24" id="ref39">24</reflink>]) describe an educational action research process in Greece that moved from individual classrooms, to a school-wide initiative, to community efforts to improve recycling and reuse. The authors describe the importance of supporting students in developing what they call action competence which is 'linked with the intent of individuals to become involved in responsible actions for a democratic and sustainable society' (p. 243). They go on to describe this competence as something gained, not through traditional classroom teaching, but through experience in acting to bring about change in the world. Although not all the students' efforts to create change were successful, their teachers supported their continued engagement by helping them to reframe these instances as important learning experiences. The authors also discuss the important shift they and the teachers had to make in moving from an assumption that their students required constant guidance and protection to one in which they saw the students as active and capable change agents in their own right. This shift led to the students' own acceptance of greater responsibility and higher levels of engagement in the projects.</p> <p>Trott ([<reflink idref="bib45" id="ref40">45</reflink>]) describes a place-based participatory action research project that uses a variety of activities including photovoice, gardening activities, and family involvement to foster participant engagement and a sense of agency. 'Specifically, children's sense of agency was a confluence of hope, confidence, and motivation to affect change, and its source was children's climate change awareness and action' (p. 56). Akin to Katsenou et al.'s study, this project worked at different levels to engage students as active change agents. This sense of agency served to maintain a sense of optimism even as the students learned more about the serious threats related to climate change.</p> <p>Feierabend and Eilks ([<reflink idref="bib13" id="ref41">13</reflink>]) also used a participatory action research approach in their multi-year study of climate change education strategies across disciplines including a mock court approach to engaging students in debating controversial topics related to climate change policy. Like these other studies, Feierabend and Eilks went beyond the traditional science education practices to focus on 'strengthening students' communication, evaluation, and decision-making capabilities with the inclusion of a societal perspective' (p. 100).</p> <p>Our on-going climate change education project seeks to build on these practices in a variety of ways. We combine place-based learning with opportunities for students to share their knowledge of local effects of climate change with peers from other parts of the world. This combination of deepening local knowledge while gaining a global perspective is a core aspect of our approach to climate change education. As with these other projects, we see our project as working to help students understand the nature of transformation, both locally and globally, and also that transformation can be possible. (Leichenko, Gram-Hanssen, and O'Brien [<reflink idref="bib29" id="ref42">29</reflink>]) We've witnessed similar levels of engagement in a number of the projects our students across sites have been involved in including the gardening and tree planting projects across sites, the robotics contests, school-wide recycling and plastics use reduction campaigns. And we take an interdisciplinary approach which focuses on critical thinking and the development of multimodal communication skills, while also grounding our work in social emotional learning geared toward developing greater empathy for others and commitments to promoting positive change.</p> <p>We focus on developing students' critical thinking skills by pushing them to go beyond textbook learning to engage with public sources of information – and misinformation – with the tools to evaluate the validity of these materials to reach their own conclusions. As we've seen, the reach and complexity of the issues involving climate change create their own challenges for education. One of the troubling aspects of the discussions around climate change has to do with levels of misunderstanding, and sometimes active mistrust, in the reliability of the science involved (Eubanks [<reflink idref="bib12" id="ref43">12</reflink>]; Hmielowski and Nisbet [<reflink idref="bib19" id="ref44">19</reflink>]; Lee et al. [<reflink idref="bib28" id="ref45">28</reflink>]). In addition, teaching about climate change often presents instructors with a seeming contradiction. On the one hand, while weather is experienced as a local phenomenon, media and textbook descriptions can make climate change seem distant and abstract (Koteyko, Nerlich, and Hellsten [<reflink idref="bib27" id="ref46">27</reflink>]). At the same time, news about climate change, including the scope of the problem and the discourse of disaster, can increase perceptions of anxiety and hopelessness on the part of students (Armstrong, Krasny, and Schuldt [<reflink idref="bib1" id="ref47">1</reflink>]; Hayward [<reflink idref="bib15" id="ref48">15</reflink>]; Hickman et al. [<reflink idref="bib18" id="ref49">18</reflink>]; Ojala [<reflink idref="bib36" id="ref50">36</reflink>]). In our project we are working to help students develop both a critical perspective about such issues but, just as important, to develop a sense of agency and empathy. Research on rhetoric, place, and sustainability, for example, illustrates that when people engage with others, hear about their experiences, and listen to their stories, it can have substantial effects on mutual understanding and empathy (Kirsch [<reflink idref="bib26" id="ref51">26</reflink>]; Williams and Brandt [<reflink idref="bib48" id="ref52">48</reflink>]). Research on climate change education has demonstrated the value in people understanding their relationships with others, and making connections to people and place that help them both broaden their individual conceptions of their experiences, as well as imagine the impact of climate change on others (Ryan [<reflink idref="bib39" id="ref53">39</reflink>]; Wood [<reflink idref="bib49" id="ref54">49</reflink>]). In this project our goal is to help students broaden their relationships through their contact with peers in different settings and cultures. This allows for explorations of different experiences of local impacts of climate change, as well as cultural constructions of place and identity that develop from history, memory, art, technology, politics, and physical space (Goggin [<reflink idref="bib14" id="ref55">14</reflink>]). In addition to empathy, we are working toward developing in students a sense of ecological citizenship to enable them to understand their actions and responsibilities as interconnected and interdependent with their peers and with the environment (Hayward [<reflink idref="bib15" id="ref56">15</reflink>]). In this way, we hope to create an innovative opportunity and platform for students to make direct connections to how their peers are being affected by changes to our environment.</p> <p>Another key aspect of our project has been on developing multimodal communication skills. While this has been challenging at times across sites as noted in our FCW responses, we believe that one outcome of the pandemic may be that students and teachers will have developed new strategies for drawing upon the many online tools now available to craft effective communications to promote their climate change advocacy efforts.</p> <p>Building upon this, the project engages issues regarding how digital media and multimodal literacies can help students gain an increased understanding of how to communicate their experiences to audiences from outside their culture. The experiences of climate change are multimodal and multimodal narratives and texts provide a way of exploring the interanimating relationships between science, culture, and literacy (Beach and O'Brien, [<reflink idref="bib2" id="ref57">2</reflink>]). Engaging students with texts, both to read and compose, that include image, sound, video, as well as print can provide the opportunity to make connections between different ways of communicating information about the environment, from maps to photography to written scholarship. Through multimodal composing student authors can juxtapose materials from multiple disciplines in ways that enhance the representation of complex concepts such as climate change (Shipka [<reflink idref="bib41" id="ref58">41</reflink>]) as well as illustrate how abstract ideas influence lived experiences (Vasudevan, Schultz, and Bateman [<reflink idref="bib46" id="ref59">46</reflink>]). Finally, multimodal texts can be useful in connecting writers and readers, both within their own communities and to audiences in other countries (Kim [<reflink idref="bib25" id="ref60">25</reflink>]). Reading and composing texts across media and modes of communication can help students gain an increased understanding of how to communicate their experiences to different audiences and as a way of connecting lived experiences in the environment to civic and political education (Ito et al. [<reflink idref="bib21" id="ref61">21</reflink>]; Kahne, Hodgin, and Eidman-Aadahl [<reflink idref="bib23" id="ref62">23</reflink>]; Wapner and Elver [<reflink idref="bib47" id="ref63">47</reflink>]).</p> <p>Related to this, we seek to promote values and dispositions that encourage students to become engaged citizens with a commitment to addressing the challenges of climate change and global equity (Leichenko, Gram-Hanssen, and O'Brien [<reflink idref="bib29" id="ref64">29</reflink>]). Feierabend and Eilks ([<reflink idref="bib13" id="ref65">13</reflink>]) refer to this as <emph>Allgemeinbildung</emph>, noting that 'the central goal of any contemporary education is to help students better their capabilities in self-determination, political participation and solidarity with others in a democratic society' (p. 94). We have noted that sustainability education often limits its focus to individual behaviors alone, rather than considering how to create systemic change. We agree with Hayward that 'our sustainability crisis is a political crisis that involves the whole polity, or community of citizens' (2012, p. 12). To this end, we continue to seek ways to bring our learners into community to create change, to enhance resiliency (Sterling [<reflink idref="bib43" id="ref66">43</reflink>]), and together with one another to share their knowledge and experiences. We believe it is through this kind of action and interaction that life-long advocates will be inspired to continue to work to address the coming challenges facing the world.</p> <hd id="AN0159583667-11">Implications for action research</hd> <p>If the months of the pandemic have taught us nothing else, it is that the flexibility and willingness to innovate that are central to action research are valuable assets in times of uncertainty. While nothing takes the place of gathering together in person as communities to engage in shared processes of reflection and dialogue, this is not always possible. In particular, international projects like ours make this challenging in the best of times, and while we still hope to be able to get together in person at some point, the virtual FCW process offered an opportunity for us to collaborate in a meaningful way to further our overall project goals.</p> <p>Besides the original online FCW with Mary's colleagues from MTEI and our own FCW, Mary has been involved in facilitating a number of other such projects over the past year. In these latter cases we have pared the process down even farther to rely solely on the Padlet application to facilitate the process and have found that we were able to gather robust and useful information. In these other instances we were able to support some synchronous discussion sessions to process the results of the FCW, and found that even this limited opportunity for dialogue was helpful, although certainly not necessary for success. In addition, we have adapted a number of other action research methods to be conducted in online settings including World Café. Citizen's Juries, and Systematization of Experience (Brydon-Miller et al. [<reflink idref="bib7" id="ref67">7</reflink>]; Macintyre et al. [<reflink idref="bib31" id="ref68">31</reflink>]).</p> <p>Even after the pandemic has ended and we are able to travel and get together with groups of participants again, we believe that the lessons learned through developing and carrying out this kind of online action research process will continue to be useful. And it has given us confidence in our ability to explore the limitless opportunities these new forms of communication and collaboration make possible.</p> <hd id="AN0159583667-12">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0159583667-13">Supplementary material</hd> <p>Supplemental data for this article can be accessed https://doi.org/10.1080/09650792.2022.2058043</p> <ref id="AN0159583667-14"> <title> Note </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> This is a snapshot of a larger, more legible image which can accessed via the 'Supplemental' tab on the article's page on the journal's website.</bibtext> </blist> </ref> <ref id="AN0159583667-15"> <title> References </title> <blist> <bibtext> Armstrong, A.K., M.E. Krasny, and J.P. Schuldt. 2018. Communicating Climate Change: A Guide for Educators. 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  Data: Creating a Virtual Space for Collaborative Project Planning Using the Future Creating Workshop Process: Building the Global Climate Change Education Initiative
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  Data: <searchLink fieldCode="AR" term="%22Brydon-Miller%2C+Mary%22">Brydon-Miller, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Williams%2C+Bronwyn%22">Williams, Bronwyn</searchLink><br /><searchLink fieldCode="AR" term="%22Aguja%2C+Socorro%22">Aguja, Socorro</searchLink><br /><searchLink fieldCode="AR" term="%22Blumrich%2C+Michaela%22">Blumrich, Michaela</searchLink><br /><searchLink fieldCode="AR" term="%22De+Sousa%2C+Luiza%22">De Sousa, Luiza</searchLink><br /><searchLink fieldCode="AR" term="%22Dzerefos%2C+Cathy%22">Dzerefos, Cathy</searchLink><br /><searchLink fieldCode="AR" term="%22Kolb%2C+Bennet%22">Kolb, Bennet</searchLink><br /><searchLink fieldCode="AR" term="%22Marimbe%2C+Leonard%22">Marimbe, Leonard</searchLink><br /><searchLink fieldCode="AR" term="%22Muller%2C+Irene%22">Muller, Irene</searchLink><br /><searchLink fieldCode="AR" term="%22Pillar%2C+Genevieve%22">Pillar, Genevieve</searchLink><br /><searchLink fieldCode="AR" term="%22Prudente%2C+Maricar%22">Prudente, Maricar</searchLink><br /><searchLink fieldCode="AR" term="%22Rabin%2C+Shira%22">Rabin, Shira</searchLink><br /><searchLink fieldCode="AR" term="%22Rauch%2C+Christa%22">Rauch, Christa</searchLink><br /><searchLink fieldCode="AR" term="%22Rauch%2C+Franz%22">Rauch, Franz</searchLink><br /><searchLink fieldCode="AR" term="%22Way%2C+Alex%22">Way, Alex</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Action+Research%22"><i>Educational Action Research</i></searchLink>. 2022 30(4):638-654.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: 2022
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Planning%22">Educational Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines+%28Manila%29%22">Philippines (Manila)</searchLink>
– Name: DOI
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  Data: 10.1080/09650792.2022.2058043
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  Data: 0965-0792<br />1747-5074
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article describes our use of an online Future Creating Workshop (FCW) as a planning strategy to support our Global Climate Change Education Initiative (GCCEI). The GCCEI is an Educational Action Research project designed to provide the opportunity for students to discover how climate change acts to affect weather, health, economy, politics, and culture in their own communities and around the world by bringing young people aged eleven to fourteen into the conversation and into relationships with an international group of peers, In order to move this project forward despite the challenges created by the pandemic, we initiated an online FCW, grounded in Critical Utopian Action Research. We provide a detailed description of this research process highlighting both the challenges we face in trying to launch this project as well as our visions for the future. We consider the implications of this research process in relation to problem-based and multimodal forms of learning. This article describes the virtual FCW that we hope can serve as a model to others as well as a reflection on the implications of the outcomes of this research process for researchers and educators interested in fostering meaningful dialogue among students regarding the climate crisis.
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  Group: Date
  Data: 2023
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  Data: EJ1369013
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