One of the requirements of the Carbon Literacy Standard is an understanding of some of the science behind climate change. We understand that it’s a tough subject to teach, but it’s the foundation knowledge that explains how our planet is changing and why we need to reduce our emissions. To take the pressure off trainers delivering the science cold, we’ve developed an e-learning course called Carbon Literacy: Knowledge (CLK) to help. This may be a useful tool for your organisation in order to reduce the time and financial cost of face-to-face workshop delivery, and to help deliver that all-important climate change science.
CLK e-Learning Background and Basics
CLK consists of 8 sections that take the learner on a logical journey from the basic science of climate change right through to how they can feel confident encouraging carbon conversations and climate action. With sector specific information (that can be tailored to your organisation) and an array of case studies to look at, the learner will be loaded with knowledge of existing projects and schemes to combat climate change and will be supported in creating new ideas to reduce your organisational carbon footprint.
There are options for how Carbon Literacy is delivered, and all routes must add up to 1 full day’s worth of learning (for every participant).
Delivering CL using e-Learning
Trainers have two options: e-Learning followed by Workshop; or Workshop followed by e-Learning.
In order to explain the benefits and challenges of both, we went to our experts in each category. Wigan and Leigh Homes (WALH) and Northwards Housing (NW) are both high-flying members of our CL4RPs consortium (our CL roll-out project across 20 of Greater Manchester’s housing associations). Both organisations have almost completed CL training across their entire workforce, with NW adopting the ‘e-learning first’ approach, and WALH opting for the ‘e-learning second’ approach.
From the experts:
Chief CL trainer at NW, Anthony Brady, has fed back to us that his learners, with the ‘e-learning first’ approach, “really enjoyed learning in this way as it allowed learners to investigate further areas of interest which kept them engaged with the learning throughout.” Anthony found that the workshop session, placed after the e-learning, benefitted from the “great foundation of knowledge” provided by this pre-session course.
CL learners at WALH, who took the ‘e-learning second’ approach, describe CLK as “user friendly” and “very informative”. Our CL trainers have noted that CLK-users have “increased overall knowledge” of climate change and the half-day value of CLK is the preferable option for the organisation. Alison Hatch, chief CL Trainer at WALH says, “the main reason we took this [e-learning second] approach is because I wanted to get staff engaged with the subject area before they completed their e-learning. All prefer this approach.”
The choice is yours
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Many people are often reserved or disengaged when it comes to talking about climate change. Here are some hurdles our trainers and facilitators have encountered when trying to get their learners to complete the course, and some suggestions how to overcome these.
We think this is a brilliant tool for you to use as part of your Carbon Literacy, how and whether you use it is up to you!
Still not sure how to utilise e-learning on your CLK roll-out? Email firstname.lastname@example.org. It doesn’t really matter, as long as it works for you and your organisation.
All the best in your teaching and learning!