Productivity Centered Service Learning

E-DEVELOPMENT SERVICES THEMATIC GROUP

Building Human Capacity for
Sustainable Economic Development
through
Productivity-Centered, Service-Learning

Presented by:
Allan E. Baer, President
SolarQuest®
39 Beacon Hill SolarQuest®
Chelsea, Vermont 05038 USA
802.685.3450
abaer@charterinternet.com

Copyright 2005 SolarQuest®

PART 1:

ORIGINS OF
PRODUCTIVITY-CENTERED,
SERVICE LEARNING

TRADITIONS AND PRACTICES

Quest®
Solar

A REPRESENTATION OF WHAT WE CALL SCHOOL

“a class of 20 or so adolescents gathered by age into grades to learn
together a subject for both its content and or the skills embedded in that
content taught by a single teacher who is responsible for delivering
material, assigning homework, and assessing each student’s
performance in a uniform manner, all this proceeding in sequential
blocks of time of forty to sixty minutes each in a specialized school
building primarily made up of a succession of identical classrooms that
are used for six hours fewer than half the days in a year.

- Theodore Sizer ”

Is standards-based education reform serving the economic development
needs of communities in developing countries? Are resources in the
school sufficient to accomplish standards-based learning?

SolarQuest®

EARLY CHILDHOOD EDUCATION

“On any single morning in our early education program, the children
are busily playing with large wooden blocks, wooden animals and
people, dolls in basket beds, and even with pine cones, acorn shells, and
horse chestnuts. One little boy is “cooking” on the stove with a pot
filled with shells and acorns. He tells me the soup is almost done and
did I want some. Meanwhile his friend comes over with her baby who
has a fever. She tells another child, her “doctor,” that she needs some
medicine. She is given a little basket with some acorns and is told to
give her baby some for the fever.

Over where several other children have built a store with large blocks,
there is a shelf with various items on it for sale. Three children come to
the store and select items they want to purchase. They take some white
shells out of their purses to buy the items they want. The room hums
with the children’s voices engaged in all the activities of their play.”

- Darlene S. Baer

SolarQuest®

APPRENTICESHIP / ON-THE-JOB TRAINING:
From Craftsman Guild to Government, Industry, and Trade Union

• ORIENTATION TO WORKPLACE

On-the-job training (OJT) is planned, organized, and
conducted at the employee's worksite.

• CAREER SPECIFIC TRAINING

OJT is used for training new employees or
broadening employee skills to increase productivity.

• SECONDARY SCHOOL UPGRADING

OJT is often supplemented with remedial education
in mathematics, science, and technology.


SCHOOL-TO-WORK:
Standards-based education and industry partnership

School-to-Work is a system of education-
related opportunities that center on
actively preparing all students to enter
the global workforce of the future.
These opportunities provide students
with strong academic, technical, and life
skills deemed by both business and
educational leaders to be necessary skills
for the future. The School-to-Work
system connects the classroom to the
community and the world of work.


EXPERIENTIAL LEARNING:
Teaching through direct experience

Experiential education is a philosophy
and methodology in which educators
purposefully engage with learners in
direct experience and focused reflection
in order to increase knowledge, develop
skills, and clarify values.


WORKFORCE DEVELOPMENT:
Fulfilling the economic agenda of a nation

Workforce Development is defined as the
aggregate of education and training
programs for participants---or those who
wish to participate in the workforce---
delivered through formal and informal
means, that are designed to meet the
economic development needs of a nation.


PUBLIC / PRIVATE PARTNERSHIPS:
Envisioning the Future, Creating the Future

• Social and Economic Policy
• Research and Development
• National and Regional Planning


TAKING RESPONSIBILITY:
Technology-aided education as the agent of social and
economic change

“What you have done goes beyond the mere
exercise of installing solar power in rural facilities
important as that may be. You have been building
bridges between your country and our country, and
that part of your work is of more lasting value.
Thank you for allowing yourselves to be used in
such a mighty project.
- Janet Museveni, First Lady of Uganda


PART 2:

WHAT IS
PRODUCTIVITY-CENTERED,
SERVICE LEARNING?

AN EMERGING MODEL FOR
TECHNOLOGY EDUCATION

Quest®
Solar

AN ALTERNATE REPRESENTATION OF SCHOOLING:

“Productivity-centered, service-learning is a teaching methodology in
which a mutually supportive intentional group of inter-generational
learners who utilize a wide array of public and private resources--
including traditional academics---to enrich the learning experience,
and who are committed to a process in which they employ Information
and Communications Technologies (ICTs) to acquire new information
and relevant knowledge, and share that knowledge with other learners
and the general public, in order to identify and solve critical social and
economic problems for the betterment of their community with the
specific goal to improve the general well-being of that community
through the multiple benefits of increased economic productivity.”

- Allan E. Baer

Can a developing nations afford a model of education that separates the
creation of new knowledge from the economy? Or from the vision of a
sustainable economy?

SolarQuest®

THE ART AND SCIENCE OF TEACHING AND LEARNING:
Assessing the pedagogical framework

Traditional Environmental Empiricism
Knowledge
• Classroom practices are based upon
the application of the scientiﬁc
• Classroom practices are based upon method.
imitation or “learning-by-rote.” • Learning is highly individualized with
• Information and knowledge are the students engaging in problem
transferred through socialization and solving.
experience. • Visualization methods are
representational, utilizing empirical
• Visualization methods reﬂect real-world
models.
environments.
(high-tech classrooms)
(limited classroom resources)

Most pedagogical practices are a convergence of TEK systems and empiricism.


DETERMINING A NATIONS EDUCATIONAL ORIENTATION
Electricity consumption per capita as a primary indicator

Empiricism
• 90% of the goods and services
consumed in the household are
produced in the global marketplace by
corporate entities extracting resources
globally, imputing large amounts of
energy, and employing unrelated
individuals from diverse, non-
contiguous labor markets.

Traditional Environmental Economy

• 90% of the goods and services consumed
are produced locally by a household- and
community-based economy utilizing local
inputs of raw materials, energy, and labor.


PER CAPITA ELECTRICITY CONSUMPTION
(% Traditional Fuels; Kwh per Capita)


REFORM OBJECTIVES OF PRODUCTIVITY-CENTERED SERVICE,
LEARNING: Aligning education standards with social & economic development.

• Productivity-centered, service-
learning is a technology-based, Key Components
social and economic development
intervention strategy.
HOLISTIC LEARNING: Creating project-centered
learning environments that address multiple realms of
intelligence and the development of skills, including
social skills, through mediated learning for all
• ICTs are leveraged to transcend participants;
the physical limits of the traditional
classroom and expand the notion of REAL-WORLD EXPERIENCE: Strengthening core
community participation on a global academic curricula through real-world experiences
basis. that present opportunities for critical analysis and
problem solving to promote the construction of
knowledge and understanding;

COMMUNITY INTEGRATION: Developing opportunities
to transfer learning through personal, group reflection,
and public presentation integrated with the
development of specific learning products that
formulate solutions to identified community problems;

OUTCOMES-BASED: Formulating balanced assessment
measures that include but are not limited to project
implementation, broad-based portfolio and
performance assessments, and conventional testing
methods aligned with education standards.

IMPLEMENTING PRODUCTIVITY-
CENTERED SERVICE, LEARNING:
Extending the learning-pyramid

Key Components

PROFESSIONAL DEVELOPMENT: Developing a
participatory teaching and learning ethic that
transcends the authority of the teacher-student
model to a diverse community of learners,
including teachers, students, and community
members who are valued for their contributions
to the learning process;

COMMUNITY DEVELOPMENT: Aligning education
standards and classroom curriculum with social
and economic objectives in a school/community
collaborative framework.


IMPLEMENTING PRODUCTIVITY-
CENTERED, SERVICE-LEARNING:
Community Assessment

Creating New Pathways to Knowledge

Assessment Methodologies
ASSET MAPPING • COMMUNITY INFORMATICS • SITUATIONAL ANALYSIS


IMPLEMENTING PRODUCTIVITY-CENTERED,
SERVICE-LEARNING: Program Development

Service Learning Integration Service Learning Cycle


IMPLEMENTING PRODUCTIVITY-CENTERED,
SERVICE-LEARNING: Learner Assessment

Goals and Objectives of the Individual Learning Plan

Identify community resources to complement academic plan.


PART 3:

Case Study:
SAN CRISTOBAL, GALAPAGOS
ECUDADOR

PRODUCTIVITY-CENTERED, SERVICE-LEARNING
IN THE ENERGY SECTOR

Quest®
Solar

INTERNATIONAL COMMUNITY ASSESSMENT:
Service-learning in the Galapagos
On January 16, 2001, the tanker
Jessica ran aground and sank at
Schiavoni Reef about 800 meters
from Puerto Baquerizo Moreno on
San Cristóbal Island. A major oil
spill occurred which continues to
have long-term effects on the
health of marine wildlife in the
Galapagos. Fuel delivery to the
Archipelago continues to place
the islands at environmental and
economic risk.

As a response to this tragic event,
the United Nations Development
Program is leading an
international coalition of donors
to repower the Galapagos Islands
with renewable energy.
SolarQuest® launched the e7 MicroSolar
Distance Learning Initiative in April 2003
to provide technology-based educational
services. In February 2004, the Action,
Communications, Technology, and Science
(ACTS) program was launched to provide
general education about renewable
energy and energy efficiency as a
conservation strategy for the Archipelago.

DONOR COLLABRATION:
7 Micro Solar Distance Learning Initiative

Republic of Ecuador
Ministry of Energy and Mines

e7 Network of Expertise on the
Global Environment


E-READINESS ASSESSMENT:
Evaluation of ICTs infrastructure and human capacity


ICTs INFRASTRUCTURE:
• Satellite and Terrestrial connected, 802.11b
Wireless Local Loop (WWL) 56 MBS
• 3 Computer labs with server, 10 workstations
ea., wireless LAN, and overhead LCD
• Internet-based distance learning technology
for technical assistance and training


REMOTE DATA MONITORING:
Near-real-time (15 minute interval) 24/7

• Island-wide power supply and demand
• Building energy consumption data:
- school computer labs (3)
- office facilities
• Weather data collection


INTERNET-BASED DATA DISTRIBUTION AND ACCESS: http://
data.solarquest.com


INTEGRATED CURRICULUM MODULES:
Outcomes-Based


SERVICE-LEARNING APPLICATION:
Appliance Monitoring

• Micro-computer-based energy demand and
consumption meters for household and
commercial appliances.


SERVICE-LEARNING / ENERGY AUDIT OUTCOMES

Excess Refrigeration Consumption
Residential / Commercial:
• Approximately 6,000 (+/-)
refrigerators in the Galapagos;
• Based on student audits, 36%
(2,160 units) are consuming
energy continuously;
• Energy consumption from
refrigerators in poor condition is
approximately 4 MWh annually,
representing a cost to consumers
of nearly (USD) $1 million dollars
annually (including government
subsidies);
• Installation of high efficiency AC
and DC refrigeration systems may
achieve substantial reduction of
energy consumption and savings
to the consumer;
• Payback based on savings may be
less than 2 years on a USD $1.5
demand side management
program for refrigeration alone.


TWENTY-TWO STUDENTS:
Total Community Service Commitment: 4,400 Hours over 9 months


PART 4:

PROJECT REPLICATION IN
HIGH-COST ENERGY MARKETS

SMALL ISLAND DEVELOPING STATES

Quest®
Solar

SMALL ISLAND DEVELOPING STATES:
Estimated total Kwh electricity consumption = 104.7 billion

• Total consumer expenditures on
electricity (including subsidies) =
USD $24 billion
• Energy conservation target
totaling 42 billion Kwh, totaling
approximately USD $9.6 billion


GRENADA: PLANNING FOR NATIONAL ENERGY SECURITY
Energy Conservation = 8 MW; Quick Impact Project 3 MW
Diversified energy portfolio = 20 Megawatts

Quick Impact Project Portfolio:

• Lighting and Controls
• Biomass Energy
• Waste to Energy
• Solar Thermal
• Low-head Hydro
• Ground & Water Source

Heat Pumps

Power Grid Reconstruction:
• Underground Utility Services
• District Heating and Cooling
Workforce retraining in
the aftermath of
Hurricane Ivan


ECUADOR: PLANNING FOR NATIONAL ENERGY SECURITY
Energy Conservation = 30 MW to stimulate $7.5 Billion DSM economy
Diversified energy portfolio = 3,000 MW (Demand)

Renewable Energy
Technologies:

• Wind Turbine Farm
• Biomass Energy
• Waste to Energy
• Solar Electric
• Solar Thermal
• Zero Energy Housing
• Low-head Hydro
• Geothermal
• Ground & Water Source

Heat Pumps

Power Management:
• Distributed Energy Systems
• Cogeneration
• Energy Storage Systems
• District Heating and Cooling

LATIN AMERICA:
215 billion Kwh electricity consumption powered by
thermal energy sources; 767 billion Kwh total.

Potential: 86 bKwh reduction in consumption of electricity
generated from thermal energy sources.


PART 5:
DIVERSE APPLICATIONS FOR
PRODUCTIVITY-CENTERED
SERVICE-LEARNING

INFORMATION ECONOMY IN THE

Quest®
Solar

Program Planning Organizational Flow Chart
National Coordinating Body / Community Informatics Committee
Galapagos Case Study


HARVESTING SCIENTIFIC DATA
Galapagos Ecological Observatory (GEO)

El JUNCO: 10,000 YRS. GLOBAL WARMING DATA

Trend Modeling:
International Resource

• Computer Simulation Models
• Predictive Modeling
• Decision Support Services


ECOLOGICAL MONITORING GOALS

Multi-agency
International Task
Force
National Institute for
the Galapagos
-

Galapagos National
Park Service

Charles Darwin
Research Station

United Nations
Development
Programme

World Wildlife Fund


DATA VISUALIZATION MODELS

Static Representations Dynamic /
Interactive


DISTANCE LEARNING NETWORKS
Ohio Third Frontier Network
State-Wide Network:
Members

• Ohio Board of Education
• Ohio Board of Regents
• Ohio SchoolNet Commission
• OARnet
• Ohio Supercomputing Center
• Ohio University
• Ohio State University
• Case Western Reserve
University
• University of Cincinnati
• University of Dayton
• Cincinnati State University
• NASA Glenn Research Center
• 1,000 Public Schools

G A LA PA G O S I N F O R M AT I O N E C O N O M Y


US EDUCATION MARKET
128,000 Schools; 52 million students

Expenditures (billions):

• US Education Market
$700
• K-12 Education
Spending
352
• Post-
secondary

230
• Distribution to
eLearning
2 1991 Expedition (2 weeks) - $14 million revenues

Galapagos Projection
(millions)

• Based on 1.5% of e-Learning
Expenditures 1992 GalapagosQuest (1 month) - $20 million revenues
• Estimated Market USD
$30


FOR IMMEDIATE RELEASE:
Telecommunications breakthrough for disaster relief and
recovery managers


SCHOOL-BASED EMERGENCY TELECENTERS

• Securable 8’ x 20 ISO 9000 containerized steel
housing expandable to 16’ x 20’ for 20
person capacity (interior) and 40 person
capacity (exterior).
• Expandable or retractable within hours to
meet emergency response transport
requirements or extreme disaster
conditions.
• Wireless network consisting of 1 server, 20
computer workstations, and multiple PDA
access.


PROGRAM BUDGET (USD)

Service Center(s) 1
No. Telecenters: 20
Fixed Costs: $5,000,000
Recurring Costs: $4.500,000


THE END
OR IS IT JUST THE BEGINNING?

PRODUCTIVITY-CENTERED, SERVICE-LEARNING:
A CASE FOR TECHNOLOGY-AIDED EDUCATION
REFORM

SolarQuest®

Productivity Centered Service Learning

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