The “Sustainable Development Goals (SDG) Teaching Map” …
493
17 Sustainable Development Goals (SDGs). Building on the Online Collaborative
Learning (OCL) methodology according to Harasim (2012), the programme aims
to stimulate the sustainability discourse among learners and to initiate an effective
change of awareness and behaviour through the continuous processing of the various
tasks (“challenges”) associated with the 17 SDGs.
1 According to Willenbacher et al.
(2017), the integration of digital learning games can enable the successful transfer of
the game’s ideas into reality. Especially in the “Digital Natives” generation, such
formats are very much accepted by participants. At the end of each challenge,
participants receive points, which they can share publicly. Through gamification,
i.e. the combination of pleasure and education, in the form of individual challenges,
the motivation and commitment of the learners should be increased (Willenbacher
et al. 2017). They additionally offer ‘a significantly higher potential for appropriation through digital games […] than passive forms of reception’ (Willenbacher
et al. 2017, p. 2019). The platform can be used by anyone interested in the topic of
sustainability and is motivated to deal more interactively with the topics of sustainable development. Although the platform is suitable for bringing students closer to
learning content in a varied and self-responsible way, it also enables universities to
encourage staff from all areas to engage with sustainability collectively. The “21-Day
Challenge” ultimately aims to promote more sustainable habits throughout the entire
university community.
The following three components are provided for each topic (SDG 1-17): first,
a short video that introduces the respective topic and provides knowledge about
the related challenges for society and the environment. Second, the “challenge” for
the participant and third, feedback through the exchange of experience and discussion. Additional points are rewarded for interactions such as postings, uploads and
comments on the platform, on top of the mere fulfilment of tasks, in order to encourage
exchange and discussion among participants.
The “21-Day Challenge” format offers versatile possibilities for integration into
university teaching. For example, it can be embedded in a regular course with a
“learning diary” in which the students reflect on what they have learned. Further,
it can be used for a Campus Challenge with prizes, in which all interested parties
(students and staff) can participate. Lecturers can use it to precede the start of the
seminar as a thematic introduction and preparation for the course. Moreover, it can
be part of a student project group (e.g. “CSR Student Team” at the CBS), which
reports on successes and experiences during the challenge and afterwards on social
media, thus generating attention. Schools could also debate the introduction of an
“elective” event with a concluding workshop day themed, for example, “Business in
the context of SDGs” or “Responsible Business in Times of Global Transformation.”
1 Examples for challenges are: SDG4 - “Think about what sustainable development initiatives you
believe are important to educate future generations about and what platforms you could use to
promote your ideas. Consider why they are important, what do they aim to achieve, what are the
consequences of not acting. Explore these ideas further, network with key people in those areas,
follow them on social media and learn from them.” SDG 6 – “Use a bowl in the sink when washing
fruit, vegetables of dishes. Then use the wastewater to water your plants. Repeat at least 3 times.”.
493
17 Sustainable Development Goals (SDGs). Building on the Online Collaborative
Learning (OCL) methodology according to Harasim (2012), the programme aims
to stimulate the sustainability discourse among learners and to initiate an effective
change of awareness and behaviour through the continuous processing of the various
tasks (“challenges”) associated with the 17 SDGs.
1 According to Willenbacher et al.
(2017), the integration of digital learning games can enable the successful transfer of
the game’s ideas into reality. Especially in the “Digital Natives” generation, such
formats are very much accepted by participants. At the end of each challenge,
participants receive points, which they can share publicly. Through gamification,
i.e. the combination of pleasure and education, in the form of individual challenges,
the motivation and commitment of the learners should be increased (Willenbacher
et al. 2017). They additionally offer ‘a significantly higher potential for appropriation through digital games […] than passive forms of reception’ (Willenbacher
et al. 2017, p. 2019). The platform can be used by anyone interested in the topic of
sustainability and is motivated to deal more interactively with the topics of sustainable development. Although the platform is suitable for bringing students closer to
learning content in a varied and self-responsible way, it also enables universities to
encourage staff from all areas to engage with sustainability collectively. The “21-Day
Challenge” ultimately aims to promote more sustainable habits throughout the entire
university community.
The following three components are provided for each topic (SDG 1-17): first,
a short video that introduces the respective topic and provides knowledge about
the related challenges for society and the environment. Second, the “challenge” for
the participant and third, feedback through the exchange of experience and discussion. Additional points are rewarded for interactions such as postings, uploads and
comments on the platform, on top of the mere fulfilment of tasks, in order to encourage
exchange and discussion among participants.
The “21-Day Challenge” format offers versatile possibilities for integration into
university teaching. For example, it can be embedded in a regular course with a
“learning diary” in which the students reflect on what they have learned. Further,
it can be used for a Campus Challenge with prizes, in which all interested parties
(students and staff) can participate. Lecturers can use it to precede the start of the
seminar as a thematic introduction and preparation for the course. Moreover, it can
be part of a student project group (e.g. “CSR Student Team” at the CBS), which
reports on successes and experiences during the challenge and afterwards on social
media, thus generating attention. Schools could also debate the introduction of an
“elective” event with a concluding workshop day themed, for example, “Business in
the context of SDGs” or “Responsible Business in Times of Global Transformation.”
1 Examples for challenges are: SDG4 - “Think about what sustainable development initiatives you
believe are important to educate future generations about and what platforms you could use to
promote your ideas. Consider why they are important, what do they aim to achieve, what are the
consequences of not acting. Explore these ideas further, network with key people in those areas,
follow them on social media and learn from them.” SDG 6 – “Use a bowl in the sink when washing
fruit, vegetables of dishes. Then use the wastewater to water your plants. Repeat at least 3 times.”.