The Design for Sustainable Behaviour Challenge aims to provide students with an insight in how everyday human behaviour may affect sustainability goals, and challenges them to prototype and test a design intervention which may make a certain type of behaviour that they have chosen, more sustainable, or to prevent an unsustainable behaviour from happening.
\r\n\r\nThe challenge is probably mostly suitable for older students, as it includes some theoretical background, requires creativity and thinking outside the box, and uses tools which are only available in English.
\r\n','Daae, J., Chamberlin, L., & Boks, C. (2018). Dimensions of Behaviour Change in the context of Designing for a Circular Economy. The Design Journal, 21(4), 521-541.
\r\n','The Design for Sustainable Behaviour Challenge aims to provide students with an insight in how everyday human behaviour may affect sustainability goals, and challenges them to prototype and test a design intervention which may make a certain type of behaviour that they have chosen, more sustainable, or to prevent an unsustainable behaviour from happening.
\r\n','The Design for Sustainable Behaviour Challenge aims to provide students with an insight in how everyday human behaviour may affect sustainability goals, and challenges them to prototype and test a design intervention which may make a certain type of behaviour that they have chosen, more sustainable, or to prevent an unsustainable behaviour from happening.','publish','EN','2023-11-13 11:02:34.712000','2023-11-13 12:02:34.714988'),(2,'62d448f1-f539-4b2a-8641-033c09af78a2','Clothing as a service','6h',36,4,'The idea of this challenge is to discover the issues and benefits of transforming a traditional business model (based on product ownership) to functional economy business model (service-based).
\r\n\r\nHow a textile retail can offer clothing as a service ? what are the challenges associated with this shift?
\r\n\r\nThe students will go in discover journey of few concepts:
\r\n\r\n\r\n\r\n
Step 1: students will learn about the environmental impact of textile industry, where does impact come from.
\r\n\r\nStep 2: students will discover the concept of functional economy, its importance, why is it different from the traditional model of "product economy". The functional economy will be used as alternative in the case study "clothing as a service".
\r\n\r\nStep 3: the sustainability concept and its three pillars will be introduced. Later the economic, social and environmental pillars of sustainability will be used to evaluated the functional economy case study "clothing as a service"
\r\n\r\nStep 4: students will learn the basic elements of any business. How does the business idea become a business model, what do we need to think about if we a brilliant business idea? from where should we start ?. The concept business model will be used by student to describe their result of the case study.
\r\n','Antikainen, Maria, et al. "Sustainable circular economy value propositions in clothing as a service-model." The ISPIM Innovation Conference–Innovating in Times of Crisis. 2020.
\r\n','The environmental footprint of the textile sector is increasing. People tend to buy and replace clothing more than in the past.
\r\n\r\nNew business models based on providing service instead of product ownership are emerging. This challenge is mainly about analysing the different type of value and sacrificies created by this type of business model. The analysis scope is the economic, social, and environmental values.
\r\n\r\nA list of supporting questions are proposed to conduct this analysis.
\r\n\r\nStudents are invited to design a new business model taking into account the analysis that should be done.
\r\n','Students will learn what are the environmental, social and economic values as well as barriers of the serivce-based business model with a supporting case study in the textile sector','publish','EN','2023-11-17 09:28:32.379000','2023-11-17 10:28:32.381764'),(3,'c53d9aae-bc8b-4398-9367-e075ff25c5e0','Low-Tech','4h',26,2,'The students will learn about the low tech philosophy. They will meet and interview users. The aim is that they will be responsible for an initiative and share it.
\r\n','https://lowtechlab.org/en
\r\n','The students will learn about the low tech philosophy. They will meet and interview users. The aim is that they will be responsible for an initiative and share it.
\r\n','Introduce students to the low-tech philosophy','publish','EN','2023-11-18 22:09:37.819000','2023-11-18 23:09:37.822529'),(5,'91a75b0e-981a-4712-926f-e1318a213c2e','Simulating climate solutions','1 hour to 1 week',13,0,'En-ROADS is a powerful simulation model for exploring how to address global energy and climate challenges through large-scale policy, technological, and societal shifts. With En-ROADS you can create scenarios that focus on how changes in taxes, subsidies, economic growth, energy efficiency, technological innovation, carbon pricing, fuel mix, and other factors will change global carbon emissions and temperature.
\r\n\r\nEn-ROADS is designed to be used interactively with groups where it can be the basis for scientifically rigorous conversations around addressing climate change. This makes it ideal for decision-makers in government, business, and civil society; or for anyone who is curious about the choices of our world. Climate Interactive provides extensive materials to support people in leading activities with En-ROADS that range from policy workshops to roleplaying games.
\r\n','Frequent updates, last accessed version:
\r\n\r\nhttps://en-roads.climateinteractive.org/scenario.html?v=23.12.0
\r\n','Students open EN-ROADS climate solutions simulator and try out various parameters (energy, transport, land use and industry) to see the possible outcome on climate change
\r\n','Simulate future climate change scale depending on selected parameters','publish','EN','2023-11-21 09:01:07.580000','2023-11-21 10:01:07.582212'),(6,'5cdbb60c-731c-4185-b7b4-8e4b5096cd71','Remix The School: revaluing food waste with biomaterial making','Customized from one day to 6 month partnership',23,0,'This Challenge aims to promote circular economy thinking and biomaterials making from food waste among students and encourage them to design and implement innovative solutions to give value to food waste.
\r\n','','This Challenge aims to promote circular economy thinking and biomaterials making from food waste among students and encourage them to design and implement innovative solutions to give value to food waste.
\r\n','Tackling the issue of food waste and circularity at a neighbourhood scale. Teachers go deep on food waste issues, discover the principles of design and the circular economy, learn the theoretical bases of biomaterials and bioplastics, experiment with the biomaterials making and, finally, design and implement a classroom intervention with their students.','publish','EN','2023-11-21 10:05:13.557000','2023-11-21 11:05:13.559513'),(7,'0202a910-d48c-40ba-b1ba-241d44c6e415','Participating in local NGO activities','1 week to 5 months',2,0,'Students find a local NGO that works on environmental, climate and/or waste issues and join their activities or start partnership
\r\n','Join an NGO for some time and volunteer there. When share the experience with everyone.
\r\n','Students find a local NGO that works on environmental, climate and/or waste issues and join their activities or start partnership','publish','EN','2023-11-21 12:49:14.373000','2023-11-21 13:49:14.376437'),(8,'96a5b830-a607-4538-a8a9-684aff72851e','Wool Challenge','From 3 workshops to 2 months',30,1,'Wool has a rich and deep history, and in fact many techniques from the past century are still in use today. Various cultures and places share this resource, at varying levels of quality according to the species of origin. Now, traditional techniques face the risk of being lost, some parts of the raw material are wasted, while post-consumer wool is poorly valued. Many local communities wish to reshape local value-chains around wool, from farmers, spinners, weavers, designers, makers, waste management and up-cycling centres.
\r\n\r\nIn this wool challenge we invite students to learn about wool and explore solutions so we stop wasting wool, and better care and regenerate wool in our close environment: at home, schools, in open space. We invite students to find under-used or wasted wool, and use it to make visible mending.
\r\n\r\nDifferent tutorials are present , inspired by the Wool Mondays organized within the Shemakes projects that proposed 3 lenses to explore the topics, what we call PLACE, MAKE, DESIGN. With Place, we invite students to look at the territory and find out where wool is and who is transforming it. With Make, we zoom in the techniques and invite students to visit fabrication places or create their own tools to make wool object. You want to learn how to create a spindle, or small loom, it is ideal. With Design, students are invited to discover natural dyes: Workshops can be organized to put colours on the wool while discovering local tinctorial plants.
\r\n\r\nOnce students have found or created their yarns, they can discover the practices of visible mending, repairing and customizing fabrics with their own designs.
\r\n\r\nFinally the challenge ends with sessions on reflections about circular textiles and students can share their creations and reflections with the creation of a mini-exhibition, that can be diffused with other schools and organizations.
\r\n\r\nThere are different configurations according to the time you have. Discover our process step by step and create your own interventions.
\r\n','Check the result of the Shemakes project.
\r\n','Wool is part of our daily products, but wool from local sheeps are wasted a lot and most of the fabrication processes are done outside our territories. What can we do with this wool? How can we relearn wool fabrication techniques? What if we had Little Wool Factories in each city? Village?
\r\n','Explore the topic of circular textiles by exploring different facets of wool in your surroundings','publish','EN','2023-11-24 09:23:59.315000','2023-11-24 10:23:59.317767'),(10,'96a5b830-a607-4538-a8a9-684aff72851e','Wool Challenge','From 3 workshops to 2 months',14,5,'La laine a une histoire riche et profonde et de nombreuses techniques du siècle dernier sont encore utilisées aujourd’hui. Différentes cultures et lieux partagent cette ressource, à des niveaux de qualité variables selon les espèces d'origine. Aujourd’hui, les techniques traditionnelles risquent d’être perdues, certaines parties de la matière première sont gaspillées et la laine post-consommation est mal valorisée. De nombreuses communautés locales souhaitent remodeler les chaînes de valeur locales autour de la laine, des agriculteurs aux filateurs, tisserands, designers, fabricants, centres de gestion des déchets et de recyclage.
\r\n\r\nDans ce défi de la laine, nous invitons les élèves à en apprendre davantage sur la laine et à explorer des solutions pour arrêter de gaspiller la laine, mieux prendre soin et régénérer la laine dans notre environnement proche : à la maison, à l'école, dans les espaces ouverts.
\r\n\r\nInspirés des Wool Mondays organisés par les projets Shemakes, nous proposons 3 lentilles pour explorer les thématiques, ce que nous appelons PLACE, MAKE, DESIGN.
\r\n\r\nAvec Place, nous invitons les élèves à regarder le territoire et à découvrir où se trouve la laine et qui la transforme.
\r\n\r\nAvec Make, nous zoomons sur les techniques et invitons les élèves à visiter des lieux de fabrication ou à créer leurs propres outils pour fabriquer des objets en laine. Vous souhaitez apprendre à créer un fuseau, ou un petit métier à tisser, c'est l'idéal.
\r\n\r\nAvec Design, les étudiants sont invités à réaliser des mini-créations avec de la laine. Des ateliers avec teintures naturelles peuvent être organisés pour mettre des couleurs sur la laine tout en découvrant les plantes tinctoriales locales.
\r\n\r\nEnfin, le défi se termine par des séances de réflexion sur les textiles circulaires et les étudiants peuvent partager leurs créations et réflexions avec la création d'une mini-exposition, qui pourra être diffusée avec d'autres écoles et organisations.
\r\n\r\nSuivez notre processus étape par étape.
\r\n','The Wool Ecosystem Map: https://www.google.com/maps/d/viewer?mid=1I1c4hMupb2i_Iet0QvDzaomeQShprSL-&femb=1&ll=46.829955210050024%2C3.276906951159452&z=5
\r\n\r\n\r\n','
La laine fait partie de nos produits quotidiens, mais la laine issue des moutons locaux est gaspillée en grande partie et la plupart des processus de fabrication se font en dehors de nos territoires. Que peut-on faire avec cette laine ? Comment réapprendre les techniques de fabrication de la laine ? Et si nous avions des Petites Usines de Laine dans chaque ville ? Village?
\r\n','Explorez le thème des textiles circulaires en explorant différentes facettes de la laine dans votre environnement','publish','FR','2023-11-24 09:23:59.420000','2023-11-24 10:23:59.422051'),(14,'73515542-d341-4b21-a60d-2d7892afa8dc','School composting','At least few months',1,0,'School composting examples can be found in all the countries (example in Lithuania: https://butrimoniumokykla.lt/gamtos-ir-zmogaus-pamoka-kompostas/ )
\r\n\r\nTo learn to compost biowaste that are being generated in and around the shcool.
\r\n','School composting','publish','EN','2023-12-04 18:17:55.997000','2023-12-04 19:17:55.999638'),(15,'3d8a8af8-7785-4d5e-98e6-50abdc1d4072','Circular event','1 event to 1 event every month',7,0,'To organize and participate in circular event
\r\n','Organizing a circular event in school','publish','EN','2023-12-04 18:28:57.973000','2023-12-04 19:28:57.975568'),(16,'77e75ec8-5efc-4ebf-9790-db65fc4f471c','Personal footprint design','1 hour to few months',5,0,'Calculating your carbon footprint and understanding impact of your consumptions and companies that make that happen
\r\n','Students analyse their personal carbon footprint','publish','EN','2023-12-04 18:36:01.984000','2023-12-04 19:36:01.986942'),(17,'40d46564-eb32-481f-9731-834bb4b27eb9','Local Currency','Entre 2 et 10 heures',3,0,'Local currency can be a leverage for the circular economy. This tool can play a role in supporting the local economic activities. In this challenge, students will learn about local money, the global vs. the local economy and the relationship between local money and circular economy.
\r\n\r\nStudents also will look at how local money can improve accessibility and transparency of what we consume, the circular systems design, and the advantages and disadvantages of local currencies.
\r\n\r\nThe emergence of local currencies in response to the following issues:
\r\n\r\n-For the ecological transition
\r\n\r\n-For the reduction of the financial speculation
\r\n- promote local exchange
If you are interested in discovering local currencies, take a look at the following activities.
\r\n','Mouvement Sol - Monnaies Locales Complémentaires (sol-monnaies-locales.org)
\r\n\r\n\r\n\r\nhttps://youmatter.world/en/what-are-local-currencies-examples/
\r\n','Students will learn about the concept of local currency, its importance in supporting the decarbonization of the local economy, improving local resilience, strengthening community spirit and reducing people's ecological footprint.
\r\n','Local currency as a local and responsible consumption strategy','publish','EN','2023-12-07 14:57:01.810000','2023-12-07 15:57:01.812594'),(18,'31e95458-50f0-4a9b-8702-982fd67a2d0c','défi \"Conception pour un comportement durable\"','Etaler sur une semaine à un mois',25,6,'Le défi de conception pour un comportement durable vise à fournir aux étudiants un aperçu de la manière dont le comportement humain quotidien peut affecter les objectifs de développement durable, et les met au défi de prototyper et de tester une intervention de conception susceptible de rendre un certain type de comportement qu'ils ont choisi plus durable ou plus durable. pour éviter qu’un comportement non durable ne se produise.
\r\n\r\nLe défi est probablement plus adapté aux étudiants plus âgés, car il comprend une formation théorique, nécessite de la créativité et une réflexion hors des sentiers battus et utilise des outils qui ne sont disponibles qu'en anglais.
\r\n','Daae, J., Chamberlin, L., & Boks, C. (2018). Dimensions of Behaviour Change in the context of Designing for a Circular Economy. The Design Journal, 21(4), 521-541.
\r\n','Le défi "Conception pour un comportement durable" vise à donner aux étudiants un aperçu de la manière dont le comportement humain quotidien peut affecter les objectifs de durabilité, et les met au défi de prototyper et de tester une intervention de conception qui peut rendre un certain type de comportement qu'ils ont choisi, plus durable, ou empêcher un comportement non durable de se produire.
\r\n','Le défi \"Conception pour un comportement durable\" vise à donner aux étudiants un aperçu de la manière dont le comportement humain quotidien peut affecter les objectifs de durabilité, et les met au défi de prototyper et de tester une intervention de conception qui peut rendre un certain type de comportement qu\'ils ont choisi, plus durable, ou empêcher un comportement non durable de se produire.','publish','FR','2023-12-20 10:59:40.713000','2023-12-20 11:59:40.715728'),(19,'8bd7095e-c4f4-48b2-8fb9-a7a19e09d2c0','Les vêtements en tant que service','6h',33,6,'\r\n\r\n
L'idée de ce défi est de découvrir les enjeux et les avantages de la transformation d'un modèle d'entreprise traditionnel (basé sur la propriété du produit) en un modèle d'entreprise de l'économie fonctionnelle (basé sur les services).
\r\n\r\nComment un détaillant de textile peut-il offrir des vêtements en tant que service ? Quels sont les défis associés à ce changement ?
\r\n\r\n
\r\n','Antikainen, Maria, et al. "Sustainable circular economy value propositions in clothing as a service-model". Conférence sur l'innovation de l'ISPIM - Innover en temps de crise. 2020.
\r\n','L'empreinte environnementale du secteur textile augmente. Les gens ont tendance à acheter et à remplacer les vêtements plus souvent que par le passé.
\r\n\r\nDe nouveaux modèles d'entreprise basés sur la fourniture de services plutôt que sur la propriété de produits émergent. Ce défi consiste principalement à analyser les différents types de valeurs et de sacrifices créés par ce type de modèle d'entreprise. L'analyse porte sur les valeurs économiques, sociales et environnementales.
\r\n\r\nUne liste de questions complémentaires est proposée pour mener à bien cette analyse.
\r\n\r\nLes étudiants sont invités à concevoir un nouveau modèle d'entreprise en tenant compte de l'analyse à effectuer.
\r\n','L\'idée de ce défi est de découvrir les enjeux et les avantages de la transformation d\'un modèle d\'entreprise traditionnel (basé sur la propriété du produit) en un modèle d\'entreprise de l\'économie fonctionnelle (basé sur les services). Comment un détaillant de textile peut-il offrir des vêtements en tant que service ? Quels sont les défis associés à ce changement ?','publish','FR','2023-12-21 12:04:49.672000','2023-12-21 13:04:49.675004'),(20,'2a2d2504-ea87-4000-898e-475f465944bf','Remixer l\'école','Partenariat personnalisé d\'un jour à 6 mois',13,1,'Ce défi vise à promouvoir la pensée de l'économie circulaire et la fabrication de biomatériaux à partir de déchets alimentaires auprès des étudiants et à les encourager à concevoir et à mettre en œuvre des solutions innovantes pour valoriser les déchets alimentaires.
\r\n','\r\n','
Ce défi vise à promouvoir la pensée de l'économie circulaire et la fabrication de biomatériaux à partir de déchets alimentaires auprès des étudiants et à les encourager à concevoir et à mettre en œuvre des solutions innovantes pour valoriser les déchets alimentaires.
\r\n','Ce défi vise à promouvoir la pensée de l\'économie circulaire et la fabrication de biomatériaux à partir de déchets alimentaires auprès des étudiants et à les encourager à concevoir et à mettre en œuvre des solutions innovantes pour valoriser les déchets alimentaires.','publish','FR','2023-12-21 17:21:35.809000','2023-12-21 18:21:35.811869'),(21,'9635b2e4-2c99-4cd3-b9a3-2a6ef263ee46','Participer aux activités des ONG locales','1 semaine à 5 mois',10,2,'Les élèves trouvent une ONG locale qui travaille sur les questions d'environnement, de climat et/ou de déchets et s'associent à ses activités ou établissent un partenariat.
\r\n','Les ONG sont présentes dans toutes les grandes villes, par exemple "Žiedinė ekonomika" à Vilnius, "Zero Waste Europe" à Bruxelles, "Greenpeace France" à Paris.
\r\n','Rejoignez une ONG pendant un certain temps et faites du bénévolat. Partagez ensuite cette expérience avec tout le monde.
\r\n','Les élèves trouvent une ONG locale qui travaille sur les questions d\'environnement, de climat et/ou de déchets et s\'associent à ses activités ou établissent un partenariat.','publish','FR','2023-12-21 17:31:09.634000','2023-12-21 18:31:09.636736'),(23,'abe0773f-6472-4489-b9c4-e63bbae0e764','Low-Tech','4h',19,0,'Les étudiants se familiariseront avec la philosophie "low tech". Ils rencontreront et interrogeront des utilisateurs. L'objectif est qu'ils soient responsables d'une initiative et qu'ils la partagent.
\r\n','https://lowtechlab.org/en
\r\n','Les étudiants se familiariseront avec la philosophie "low tech". Ils rencontreront et interrogeront des utilisateurs. L'objectif est qu'ils soient responsables d'une initiative et qu'ils la partagent.
\r\n','Initier les élèves à la philosophie \"low-tech\"','publish','FR','2023-12-21 17:45:07.378000','2023-12-21 18:45:07.380372'),(24,'73515542-d341-4b21-a60d-2d7892afa8dc','Kompostavimas mokykloje','Bent keli mėnesiai',0,0,'Mokiniai pradeda kompostavimo mokykloje veiklą
\r\n','Apie kompostavimą mokykloje: https://butrimoniumokykla.lt/gamtos-ir-zmogaus-pamoka-kompostas/
\r\n','Išmokti kompostuoti mokykloje ir šalia jos susidarančias biologines atliekas (maisto, žaliąsias ir pan.)
\r\n','Kompostavimas mokykloje','save','LT','2024-01-01 14:15:08.809000','2024-01-01 15:15:08.811914'),(25,'d8c1d7f2-241b-49db-aa5c-e09e7f8995b4','Kompostavimas (mokykloje)','Bent 1 metai',7,0,'Beveik visose mokyklose susidaro biologinių atliekų srautai (maisto ir virtuvės, žaliųjų), kuriuos reikia rūšiuoti ir tvarkyti. Efektyviausia, kai tai yra daroma vietoje. Taip pat tai yra puiki proga suteikti moksleiviams biologinio-cheminio-fizikinio proceso žinių, kompostavimo įgūdžių ir perteikti atliekų rūšiavimo bei tvarkymo svarbą.
\r\n','Nuorodų nėra.
\r\n','Rūšiuoti biologines atliekas (maisto ir virtuvės, žaliąsias) ir kompostuoti jas.
\r\n','Informacija apie kompostavimą ir kaip tą pradėti mokykloje','publish','LT','2024-01-02 11:45:09.255000','2024-01-02 12:45:09.262980'),(28,'22ffad7a-00e1-4e04-a1f5-ef904439e203','Asmeninis pėdsakas','1 pamoka - keli mėnesiai',1,0,'Mokiniai paskaičiuoja savo pėdsaką remiantis įvairiais parametrais (mityba, transportas ir pan.).
\r\n','Aplinkosauginio pėdsako skaičiuoklė: https://www.footprintcalculator.org/
\r\n','Stebėti savo elgseną ir paskaičiuoti poveikį
\r\n','Asmeninio pėdsako skaičiavimas','save','LT','2024-01-02 14:46:27.960000','2024-01-02 15:46:28.060066'),(29,'67e5bc2e-f802-48ce-a003-e2ce15ab5112','Žiedinis renginys','Bent porą savaičių',2,0,'Informacija apie tai kaip rengti žiedinį renginį (pvz., drabužių mainus ar daiktų taisymo kavinę) mokykloje.
\r\n','Be nuorodų.
\r\n','Žiedinis renginys mokykloje
\r\n','Žiedinio renginio organizavimas mokykloje','publish','LT','2024-01-02 20:01:29.507000','2024-01-02 21:01:29.509540'),(30,'c53d9aae-bc8b-4398-9367-e075ff25c5e0','Explorar las tecnologias LOW-TECH','6h',16,0,'Descubrir la filosofía low tech con los estudiantes mediante exploraciones y talleres practicos
\r\n','La referencia de ese retos es el trabajo hecho por el LOW TECH LAB.
\r\n\r\nEn Barcelona, el Fab Lab Barcelona le encanta la filosofia open source. Conocemos al SLoW-LAB y otras iniciativas locales que pueden apoyar el reto.
\r\n','DEFINICIÓN
\r\nSegun el Low-tech Lab, una low-tech incluye objetos, sistemas, técnicas, servicios, conocimientos, prácticas, comportamientos e incluso formas de pensar que utilizan la técnica y la tecnología según tres principios:
Útil
\r\nUna low-tech satisface las necesidades esenciales de un individuo o una comunidad. Contribuye a modos de vida, de producción y de consumo sólidos y pertinentes para todos en ámbitos tan variados como la energía, la alimentación, el agua, la gestión de residuos, los materiales, la vivienda, el transporte, la comunicación, la higiene e incluso la salud. Al animarnos a volver a lo básico, nuestras acciones cobran sentido.
Accesible
\r\nUna tecnología de bajo coste debe ser aquella que el mayor número posible de personas pueda hacer suya, tanto desde el punto de vista tecnológico como financiero. Como tal, debe poder fabricarse y/o repararse localmente, por lo que sus principios de funcionamiento deben ser sencillos de entender y sus costes adaptados a una gran parte de la población. Fomenta que la población sea más independiente a todos los niveles, y el valor o el trabajo se reparten de forma más equitativa.
Sostenible
\r\nEcodiseñado, resistente, robusto, reparable, reciclable, ágil, funcional: una low-tech hace pensar y optimizar los impactos medioambientales, sociales o societales ligados a la utilización de esta técnica, en todas las etapas de su ciclo de vida (desde el diseño, la concepción, la producción, el uso, el fin de vida) ¡aunque a veces implique utilizar menos técnica, y más compartir o colaborar!
\r\n\r\n
En este desafio, profes y estudiantes se juntan para descubrir la filosofia low-tech. Empiezan con un lectura compartida del manifiesto y de las definiciones. Poco a poco, van explorando la base de conocimiento de las soluciones existentes, sus tutoriales. Pueden explorar alrededor si hay tecnologias similares o un poco diferentes, hacer entrevistas y charlas con las iniciativas o maker locales. Si el tiempo y los recursos lo permiten, eligen una herramienta y van fabricando con recursos lo mas locales posible. Una vez terminado, se puede compartir la experiencia, testear el uso de la maquina, y crear espacios de dialogos sobre el rol y las limitaciones de las tecnologias segun el uso.
\r\n','Descubrir la filosofía low tech con los estudiantes mediante exploraciones y talleres practicos','publish','ES','2024-01-23 10:26:54.258000','2024-01-23 11:26:54.260430'),(33,'410f7251-2288-4a5b-b00d-ee691871d864','Reto del Diseño para un Comportamiento Sostenible','entre 1 semana hasta 1 mes',14,0,'El Desafío de Diseño para un Comportamiento Sostenible tiene como objetivo proporcionar a los estudiantes una visión de cómo el comportamiento humano cotidiano puede afectar a los objetivos de sostenibilidad, y les reta a crear un prototipo y poner a prueba una intervención de diseño que pueda hacer más sostenible un determinado tipo de comportamiento que hayan elegido, o evitar que se produzca un comportamiento insostenible
\r\n','El reto esta construido a parte del contenido desarrolllo en los cursos de NTNU sobre Sustainable Behaviours.
\r\n\r\nUsa la herramienta del diseño con intención de Dan Lockton.
\r\n\r\nTraducidas en castellano por parte aqui:
\r\n\r\nhttps://issuu.com/norismorales/docs/cat_logo_lockton__dise_o_integral___1_/29
\r\n\r\nhttps://prezi.com/twaxrnmacpyb/design-with-intent
\r\n
El Desafío de Diseño para un Comportamiento Sostenible tiene como objetivo proporcionar a los estudiantes una visión de cómo el comportamiento humano cotidiano puede afectar a los objetivos de sostenibilidad, y les reta a crear un prototipo y poner a prueba una intervención de diseño que pueda hacer más sostenible un determinado tipo de comportamiento que hayan elegido, o evitar que se produzca un comportamiento insostenible.
\r\n','El Desafío de Diseño para un Comportamiento Sostenible tiene como objetivo proporcionar a los estudiantes una visión de cómo el comportamiento humano cotidiano puede afectar a los objetivos de sostenibilidad, y les reta a crear un prototipo y poner a prueba una intervención de diseño que pueda hacer más sostenible un determinado tipo de comportamiento que hayan elegido, o evitar que se produzca un comportamiento insostenible.','publish','ES','2024-01-31 11:10:21.575000','2024-01-31 12:10:21.581175'),(36,'fc0870af-5403-4627-8d90-ec170afee8ae','WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana','desde 3 dias hasta 1 mes',11,0,'La lana tiene una historia rica y profunda, y de hecho muchas técnicas del siglo pasado siguen utilizándose hoy en día. Diversas culturas y lugares comparten este recurso, con distintos niveles de calidad según la especie de origen. Ahora, las técnicas tradicionales corren el riesgo de perderse, algunas partes de la materia prima se desperdician, mientras que la lana postconsumo se valora poco. Muchas comunidades locales desean remodelar las cadenas de valor locales en torno a la lana, desde agricultores, hilanderos, tejedores, diseñadores, fabricantes y centros de gestión y reciclaje de residuos.
\r\n\r\nEn este reto de la lana invitamos a los estudiantes a aprender sobre la lana y explorar soluciones para que dejemos de desperdiciarla, y cuidemos y regeneremos mejor la lana en nuestro entorno cercano: en casa, en las escuelas, en espacios abiertos. Invitamos a los estudiantes a encontrar lana infrautilizada o desperdiciada, y a utilizarla para hacer remiendos visibles.
\r\n\r\nDiferentes tutoriales están presentes , inspirados en los Lunes de la Lana organizados dentro de los proyectos Shemakes que propusieron 3 lentes para explorar los temas, lo que llamamos PLACE, MAKE, DESIGN. Con Place, invitamos a los estudiantes a mirar el territorio y descubrir dónde está la lana y quién la está transformando. Con Make, nos acercamos a las técnicas e invitamos a los estudiantes a visitar lugares de fabricación o a crear sus propias herramientas para fabricar objetos de lana. Si quieren aprender a crear un huso o un pequeño telar, es ideal. Con el Diseño, se invita a los alumnos a descubrir los tintes naturales: Se pueden organizar talleres para poner colores a la lana mientras se descubren las plantas tintóreas locales.
\r\n\r\nUna vez que los alumnos han encontrado o creado sus hilos, pueden descubrir las prácticas de zurcido visible, reparación y personalización de tejidos con sus propios diseños.
\r\n\r\nFinalmente el reto termina con sesiones de reflexión sobre los tejidos circulares y los alumnos pueden compartir sus creaciones y reflexiones con la creación de una mini-exposición, que puede ser difundida con otras escuelas y organizaciones.
\r\n\r\nExisten diferentes configuraciones según el tiempo del que dispongas. Descubre nuestro proceso paso a paso y crea tus propias intervenciones.
\r\n','Comprueba el resultado del proyecto Shemakes.eu.
\r\n','La lana forma parte de nuestros productos cotidianos, pero la lana de las ovejas locales se desperdicia mucho y la mayoría de los procesos de fabricación se realizan fuera de nuestros territorios. ¿Qué podemos hacer con esta lana? ¿Cómo podemos volver a aprender las técnicas de fabricación de la lana? ¿Y si tuviéramos pequeñas fábricas de lana en cada ciudad? ¿aldeas?
\r\n','La lana forma parte de nuestros productos cotidianos, pero la lana de las ovejas locales se desperdicia mucho y la mayoría de los procesos de fabricación se realizan fuera de nuestros territorios. ¿Qué podemos hacer con esta lana? ¿Cómo podemos volver a aprender las técnicas de fabricación de la lana? ¿Y si tuviéramos pequeñas fábricas de lana en cada ciudad? ¿aldeas?','publish','ES','2024-01-31 14:05:33.434000','2024-01-31 15:05:33.436341'),(38,'703c7050-513d-429f-97a7-725cc66ad063','Las monedades locales como herramientas de cambio?','1 dia hasta 1 mes',7,0,'Los estudiantes aprenderán sobre el concepto de moneda local, su importancia para apoyar la descarbonización de la economía local, mejorar la resiliencia local, fortalecer el espíritu comunitario y reducir la huella ecológica de las personas.
\r\n','Este desafio ha sido inspirado por el trabajo de los actores del Pays Basque Frances, colaborando con la asociasión EUSKO, monedad local. Utilizaremos esa iniciativa como caso de referencia.
\r\nhttps://www.euskalmoneta.org/
La aparición de monedas locales se desarollaron esos años pasados por diversos objetivos:
\r\n\r\n-Para la transición ecológica
\r\n\r\n- Para la reducción de la especulación financiera
\r\n\r\n- Promover el intercambio local
\r\n\r\nLos actores que desarollan y utilizan las monedades locales defienden la idea que la moneda local puede ser una palanca para la economía circular. Esta herramienta puede desempeñar un papel de apoyo a las actividades económicas locales.
\r\n\r\nEn este desafio, los estudiantes aprenderán sobre las monedades locales, y el rol de la economia local en un contexto global de transición, Podran explorar la relación entre las monedades locales y la economía circular. Los estudiantes también estudiarán cómo las monedades locales pueden mejorar la accesibilidad y la transparencia de lo que consumimos, el diseño de sistemas circulares.
\r\n\r\nTambién invitaremos a los estudiantes a guardar un ojo critico, reflexionando sobre las ventajas y desventajas de las monedas locales.
\r\n\r\n\r\n\r\n
A Catalunya, unos redes activos: https://xarxanet.org/economic/noticies/coneix-10-de-les-monedes-socials-que-es-fan-servir-al-territori-catala
\r\n\r\nA Barcelona: https://rec.barcelona/
\r\n',' Los estudiantes aprenderán sobre el concepto de moneda local, su importancia para apoyar la descarbonización de la economía local, mejorar la resiliencia local, fortalecer el espíritu comunitario y reducir la huella ecológica de las personas. ','publish','ES','2024-01-31 14:58:59.896000','2024-01-31 15:58:59.897846'),(39,'5cdbb60c-731c-4185-b7b4-8e4b5096cd71','Remix The School: revalorizando el desperdicio alimentario a través de los biomateriales','Customized from one day to 6 month partnership',14,0,'Los profesores profundizan en la problemática de los residuos alimentarios, descubren los principios del diseño y la economía circular, aprenden las bases teóricas de los biomateriales y los bioplásticos, experimentan con la fabricación de biomateriales y, por último, diseñan y ponen en práctica una intervención en el aula con sus alumnos.
\r\n','Este es un proyecto inicialmete desarrollado por Fab Lab Barcelona https://fablabbcn.org/blog/take-action/remix-the-school-distributed-2
\r\n','','Este reto busca abordar el problema del desperdicio de alimentos y la circularidad a escala de barrio a través de la fabricación de biomateriales hechos con desperdicio alimentario..','publish','ES','2024-01-31 15:19:53.668000','2024-01-31 16:19:53.669828'),(40,'73515542-d341-4b21-a60d-2d7892afa8dc','Compostaje en la escuela','At least few months',8,0,'Casi todas las escuelas generan flujos de biorresiduos (alimentos y cocina, residuos verdes) que deben separarse y gestionarse. Lo más eficaz es hacerlo a nivel local. También es una excelente oportunidad para proporcionar a los alumnos conocimientos sobre el proceso bioquímico-físico, técnicas de compostaje y la importancia de la clasificación y gestión de los residuos.
\r\n','','','Tips y priemeros pasos para establecer sistemas de compostaje en la escuela','publish','ES','2024-02-01 12:16:55.949000','2024-02-01 13:16:55.950534'),(41,'91a75b0e-981a-4712-926f-e1318a213c2e','Simulando soluciones climáticas','1 hour to 1 week',5,0,'En-ROADS es un potente modelo de simulación para explorar cómo abordar los retos energéticos y climáticos mundiales mediante cambios políticos, tecnológicos y sociales a gran escala. Con En-ROADS se pueden crear escenarios centrados en cómo los cambios en los impuestos, las subvenciones, el crecimiento económico, la eficiencia energética, la innovación tecnológica, la tarificación del carbono, la combinación de combustibles y otros factores modificarán las emisiones globales de carbono y la temperatura.
\r\n\r\nEn-ROADS está diseñado para ser utilizado de forma interactiva con grupos, donde puede servir de base para conversaciones científicamente rigurosas sobre cómo abordar el cambio climático. Esto lo hace ideal para los responsables de la toma de decisiones en el gobierno, las empresas y la sociedad civil; o para cualquier persona que sienta curiosidad por las opciones de nuestro mundo. Climate Interactive proporciona abundante material de apoyo para dirigir actividades con En-ROADS que van desde talleres sobre política hasta juegos de rol.
\r\n','Actualizaciones frecuentes, para acceder a la última versión ir a https://www.climateinteractive.org/en-roads/ y clicar en "OPEN EN-ROAD SIMULATOR"
\r\nLos estudiantes abren el simulador de soluciones climáticas EN-ROADS y prueban diversos parámetros (energía, transporte, uso del suelo e industria) para ver el posible resultado sobre el cambio climático.
\r\n','Simular la futura escala del cambio climático en función de los parámetros seleccionados','publish','ES','2024-02-01 13:02:16.526000','2024-02-01 14:02:16.528219'),(42,'3d8a8af8-7785-4d5e-98e6-50abdc1d4072','Eventos circulares','1 event to 1 event every month',8,0,'Entender el potencial transformativo que tienen la participación en eventos circulares dentro de la comunidad. Organizar y coordinar los pasos para la creación de un evento de estas características.
\r\n','','Comunidades de todo el mundo organizan eventos de reparación en los que puedes obtener ayuda para arreglar tus pertenencias rotas: desde tablets a tostadoras, desde mobiliario a camisetas.
\r\n','Participar y organizar en eventos circulares','publish','ES','2024-02-01 13:10:50.489000','2024-02-01 14:10:50.490535'),(43,'f8d29715-a855-43f2-a3bc-f37a15ee1519','Consumption in the circular economy challenge','Half day to full day',1,0,'This challenge aims to help teachers to address the topic of consumption as it relates to climate crisis and the circular economy. This includes some historical and social context, the contested status of consumption and overconsumption, conspicuous and inconspicuous consumption, waste (the flip side of consumption) – and some everyday applications such as shopping for food or clothes.
\r\n','Students discuss the role of consumption in the context of the circular economy and reflect on personal experiences and behaviour. They explore different existing and imaginable scenarios, for example for clothing consumption,
\r\n','This challenge aims to help teachers to address the topic of consumption as it relates to climate crisis and the circular economy. ','publish','EN','2024-02-20 10:29:09.200000','2024-02-20 11:29:09.202666'),(46,'049f9776-eb56-4ca7-af93-36d4718b6cf5','Simulation de solutions climatiques','1 heure à 1 semaine',6,3,'En-ROADS est un modèle de simulation puissant permettant d'explorer la manière de relever les défis mondiaux en matière d'énergie et de climat grâce à des changements politiques, technologiques et sociétaux à grande échelle. Avec En-ROADS, vous pouvez créer des scénarios axés sur la manière dont les modifications des taxes, des subventions, de la croissance économique, de l'efficacité énergétique, de l'innovation technologique, de la tarification du carbone, du mix énergétique et d'autres facteurs modifieront les émissions mondiales de carbone et la température.
\r\n\r\nEn-ROADS est conçu pour être utilisé de manière interactive avec des groupes où il peut servir de base à des conversations scientifiquement rigoureuses sur la lutte contre le changement climatique. Cela le rend idéal pour les décideurs du gouvernement, des entreprises et de la société civile ; ou pour toute personne curieuse des choix de notre monde. Climate Interactive fournit du matériel complet pour aider les gens à diriger des activités avec En-ROADS, allant des ateliers politiques aux jeux de rôle.
\r\n','Mises à jour fréquentes, dernière version consultée :
\r\n\r\nen-roads.climateinteractive.org/scenario.html?v=23.12.0
\r\n','Les étudiants ouvrent le simulateur de solutions climatiques EN-ROADS et testent divers paramètres (énergie, transports, utilisation des sols et industrie) pour voir les résultats possibles sur le changement climatique.
\r\n','présentation En-ROADS ','publish','FR','2024-02-21 08:29:47.790000','2024-02-21 09:29:47.790754'),(47,'bbe3e3a1-e16c-4eef-b4c0-642c4d6340db','Conception de l\'empreinte carbone personnelle','1 heure à plusieurs mois',0,0,'Les élèves analysent leurs actions quotidiennes. Ceux-ci comprennent 4 domaines principaux : l'alimentation (fréquence de consommation de viande, dépenses au restaurant, gaspillage alimentaire, approvisionnement local), les déplacements (véhicule, type de carburant, distance, vol et distance), le domicile (type, taille, source de chauffage, source d'électricité, économie d'électricité, température ambiante en hiver), achats (électronique et électroménager, vêtements et chaussures, possession d'animaux, produits de santé et de beauté, communication et télévision, divertissement et loisirs, comportements de recyclage).
\r\n','De nombreux calculateurs d'empreinte carbone (dans n'importe quelle langue) peuvent être trouvés en ligne, par exemple footprint.wwf.org.uk/
\r\n','Calculer votre empreinte carbone et comprendre l'impact de vos consommations et des entreprises qui y contribuent
\r\n','Conception de l\'empreinte carbone personnelle','save','EN','2024-02-21 13:24:22.842000','2024-02-21 14:24:22.843882'),(48,'bbe3e3a1-e16c-4eef-b4c0-642c4d6340db','Conception de l\'empreinte carbone personnelle','1 heure à plusieurs mois',1,0,'Les élèves analysent leurs actions quotidiennes. Ceux-ci comprennent 4 domaines principaux : l'alimentation (fréquence de consommation de viande, dépenses au restaurant, gaspillage alimentaire, approvisionnement local), les déplacements (véhicule, type de carburant, distance, vol et distance), le domicile (type, taille, source de chauffage, source d'électricité, économie d'électricité, température ambiante en hiver), achats (électronique et électroménager, vêtements et chaussures, possession d'animaux, produits de santé et de beauté, communication et télévision, divertissement et loisirs, comportements de recyclage).
\r\n','De nombreux calculateurs d'empreinte carbone (dans n'importe quelle langue) peuvent être trouvés en ligne, par exemple footprint.wwf.org.uk/
\r\n','Calculer votre empreinte carbone et comprendre l'impact de vos consommations et des entreprises qui y contribuent
\r\n','Conception de l\'empreinte carbone personnelle','publish','FR','2024-02-21 13:24:22.874000','2024-02-21 14:24:22.874673'),(52,'d7dde4da-2857-4da1-a3b4-aee3572ee03e','La consommation dans le défi de l’économie circulaire','Une partie à toute la journée',4,1,'Ce défi vise à aider les enseignants à aborder le thème de la consommation en lien avec la crise climatique et l'économie circulaire. Cela inclut un certain contexte historique et social, le statut contesté de la consommation et de la surconsommation, la consommation ostentatoire et discrète, le gaspillage (l’envers de la consommation) – et certaines applications quotidiennes telles que l’achat de nourriture ou de vêtements.
\r\n','- Gabriel, Y., & Lang, T. (2015). The unmanageable consumer. Sage publications.
\r\n\r\n- Jackson, T. (2009). Prosperity without growth: Economics for a finite planet. Prosperity without Growth: Economics for a Finite Planet. https://doi.org/10.4324/978184977433
\r\n\r\n- Thøgersen, J. (2014). Unsustainable Consumption. European Psychologist. https://doi.org/10.1027/1016-9040/a000176
\r\n','Les étudiants discutent du rôle de la consommation dans le contexte de l’économie circulaire et réfléchissent sur leurs expériences et comportements personnels. Ils explorent différents scénarios existants et imaginables, par exemple pour la consommation vestimentaire,
\r\n','La consommation dans le défi de l’économie circulaire','publish','FR','2024-02-22 08:29:41.276000','2024-02-22 09:29:41.278689'),(53,'bb2db9e9-e0b9-46c6-951a-7f9eb990f872','Les Monnaies Locales','entre 2 et 10 heures',14,1,'La monnaie locale peut être un levier pour l’économie circulaire. Cet outil peut jouer un rôle de soutien aux activités économiques locales. Dans ce défi, les étudiants découvriront la monnaie locale, l'économie mondiale par rapport à l'économie locale et la relation entre la monnaie locale et l'économie circulaire.
\r\n\r\nLes étudiants examineront également comment l'argent local peut améliorer l'accessibilité et la transparence de ce que nous consommons, la conception de systèmes circulaires ainsi que les avantages et les inconvénients des monnaies locales.
\r\n\r\nL’émergence des monnaies locales en réponse aux problématiques suivantes :
\r\n\r\n-Pour la transition écologique
\r\n\r\n-Pour la réduction de la spéculation financière
\r\n- favoriser les échanges locaux
Si vous souhaitez découvrir les monnaies locales, jetez un œil aux activités suivantes.
\r\n','Mouvement Sol - Monnaies Locales Complémentaires (sol-monnaies-locales.org)
\r\n\r\nwww.fun-mooc.fr/fr/cours/monnaies-complementaires-un-nouvel-outil-au-service-des-territoires/
\r\n\r\nhttps://youmatter.world/en/what-are-local-currencies-examples/
\r\n','Les étudiants découvriront le concept de monnaie locale, son importance pour soutenir la décarbonation de l'économie locale, améliorer la résilience locale, renforcer l'esprit communautaire et réduire l'empreinte écologique des gens.
\r\n','Les monnaies locales','publish','FR','2024-02-26 08:17:49.329000','2024-02-26 09:17:49.330549'),(54,'73515542-d341-4b21-a60d-2d7892afa8dc','Le compostage à l\'école','At least few months',6,0,'Des étudiants se portent volontaires pour aider à mettre en place et à gérer le compostage à l'école.
\r\n','Des exemples de compostage scolaire peuvent être trouvés dans tous les pays (exemple en Lituanie : https://butrimoniumokykla.lt/gamtos-ir-zmogaus-pamoka-kompostas/ ).
\r\n\r\nLignes directrices pour le lancement d'un programme de compostage scolaire : https://greenmountainfarmtoschool.org/wp-content/uploads/2016/01/Guide-to-Staring-a-School-Compost-Program.pdf et https://extension.umaine.edu/gardening/wp-content/uploads/sites/5/2016/10/10-Steps-to-Starting-a-School-Composting-Operation.2.2016.pdf et https://compost.css.cornell.edu/SchoolCompostingLetsGetGrowing.pdf
\r\n','Apprendre à composter les déchets alimentaires et verts
\r\n','Le compostage à l\'école','publish','FR','2024-03-04 08:23:09.705000','2024-03-04 09:23:09.706993'),(55,'3d8a8af8-7785-4d5e-98e6-50abdc1d4072','Événement circulaire','1 event to 1 event every month',3,1,'Les étudiants organisent un événement circulaire pour faire et impliquer les autres dans des activités circulaires (échange de vêtements, café de réparation, etc.)
\r\n','Informations sur la façon d'organiser un repair café : https://cdn.filestackcontent.com/8ACm54MuT0Wlkkg7n4SC
\r\n\r\nInfos sur la façon d'organiser un échange de vêtements : https://www.sustainyourstyle.org/en/blog/2020/6/25/how-to-
\r\n\r\norganiser un échange de vêtements et https://www.almostzerowaste.com/organize-clothing-swap/
\r\n','Organiser et participer à un événement circulaire
\r\n','Organiser un événement circulaire à l\'école','publish','FR','2024-03-04 09:39:59.771000','2024-03-04 10:39:59.772892'),(56,'6f2b26eb-2a7f-4373-afbe-13823351a500','El consumo en la economía circular','1 dia',1,0,'Este reto pretende ayudar a los profesores a abordar el tema del consumo en su relación con la crisis climática y la economía circular. Incluye un contexto histórico y social, el controvertido estatus del consumo y el consumo excesivo, el consumo llamativo y el consumo discreto, los residuos (la otra cara del consumo) y algunas aplicaciones cotidianas como la compra de alimentos o ropa.
\r\n','- Gabriel, Y., & Lang, T. (2015). The unmanageable consumer. Sage publications.
\r\n\r\n- Jackson, T. (2009). Prosperity without growth: Economics for a finite planet. Prosperity without Growth: Economics for a Finite Planet. https://doi.org/10.4324/978184977433
\r\n\r\n- Thøgersen, J. (2014). Unsustainable Consumption. European Psychologist. https://doi.org/10.1027/1016-9040/a000176
\r\n','Los alumnos debaten el papel del consumo en el contexto de la economía circular y reflexionan sobre experiencias y comportamientos personales. Exploran diferentes escenarios existentes e imaginables, por ejemplo para el consumo de ropa,
\r\n','Este reto pretende ayudar a los profesores a abordar el tema del consumo en su relación con la crisis climática y la economía circular. Incluye un contexto histórico y social, el controvertido estatus del consumo y el consumo excesivo, el consumo llamativo y el consumo discreto, los residuos (la otra cara del consumo) y algunas aplicaciones cotidianas como la compra de alimentos o ropa.','publish','ES','2024-03-14 10:16:42.569000','2024-03-14 11:16:42.571710'),(58,'2959a1a9-1dc4-4887-8c22-2cf95dd57caa','La ropa como servicio','6h - 1 dia',2,0,'La idea de este reto es descubrir los problemas y las ventajas de transformar un modelo de negocio tradicional (basado en la propiedad del producto) en un modelo de negocio de economía funcional (basado en los servicios).
\r\n\r\n¿Cómo puede un comercio textil ofrecer ropa como servicio? ¿Cuáles son los retos asociados a este cambio?
\r\n\r\nLos estudiantes se adentrarán en el descubrimiento de algunos conceptos:
\r\n\r\nPaso 1: los estudiantes aprenderán sobre el impacto medioambiental de la industria textil, de dónde viene el impacto.
\r\n\r\nPaso 2: los estudiantes descubrirán el concepto de economía funcional, su importancia, por qué es diferente del modelo tradicional de "economía de producto". La economía funcional se utilizará como alternativa en el estudio de caso "la confección como servicio".
\r\n\r\nPaso 3: se introducirá el concepto de sostenibilidad y sus tres pilares. Posteriormente, se utilizarán los pilares económico, social y medioambiental de la sostenibilidad para evaluar el estudio de caso de la economía funcional "la confección como servicio".
\r\n\r\nPaso 4: los alumnos aprenderán los elementos básicos de cualquier empresa. ¿Cómo se convierte la idea de negocio en un modelo de negocio, en qué tenemos que pensar si tenemos una idea de negocio brillante, de dónde debemos partir? Los alumnos utilizarán el concepto de modelo de negocio para describir el resultado de su estudio de caso.
\r\n','Antikainen, Maria, et al. "Sustainable circular economy value propositions in clothing as a service-model." The ISPIM Innovation Conference–Innovating in Times of Crisis. 2020.
\r\n','La huella medioambiental del sector textil es cada vez mayor. La gente tiende a comprar y sustituir la ropa más que en el pasado.
\r\n\r\nEstán surgiendo nuevos modelos de negocio basados en la prestación de servicios en lugar de en la propiedad del producto. Este reto consiste principalmente en analizar los distintos tipos de valor y sacrificios creados por este tipo de modelo empresarial. El ámbito de análisis son los valores económicos, sociales y medioambientales.
\r\n\r\nSe propone una lista de preguntas de apoyo para llevar a cabo este análisis.
\r\n\r\nSe invita a los estudiantes a diseñar un nuevo modelo de negocio teniendo en cuenta el análisis que debe realizarse.
\r\n','La idea de este reto es descubrir los problemas y las ventajas de transformar un modelo de negocio tradicional (basado en la propiedad del producto) en un modelo de negocio de economía funcional (basado en los servicios).','publish','ES','2024-03-14 11:12:55.128000','2024-03-14 12:12:55.128585'),(59,'0202a910-d48c-40ba-b1ba-241d44c6e415','NVO veikla','Keli mėnesiai',1,0,'Mokiniai susipažįsta su aplinkosauginėmis nevyriausybinėmis organizacijomis ir savanoriauja labiausiai patinkančiose.
\r\n','Be nuorodų.
\r\n','Savanoriauti aplinkosauginėje nevyriausybinėje organizacijoje.
\r\n','Savanoriavimas aplinkosauginėje NVO','publish','LT','2024-03-17 10:06:00.699000','2024-03-17 11:06:00.701254'),(60,'77e75ec8-5efc-4ebf-9790-db65fc4f471c','Asmeninio pėdsako skaičiavimas','1 valanda - kelios savaitės',1,0,'Mokiniai analizuoja savo kasdienius veiksmus. Tai 4 pagrindinės sritys: maistas (mėsos valgymo dažnumas, išlaidos valgymui lauke, maisto švaistymas, vietiniai šaltiniai), kelionės (transporto priemonė, kuro rūšis, atstumas, skrydis ir atstumas), namai (tipas, dydis, šildymo šaltinis, elektros šaltinis, elektros energijos taupymas, kambario temperatūra žiemą), pirkiniai (elektronika ir buitinė technika, drabužiai ir avalynė, naminių gyvūnėlių laikymas, sveikatos ir grožio produktai, komunikacija ir televizija, pramogos ir pomėgiai, antrinių žaliavų perdirbimas).
\r\n','Daug įvairių asmeninio pėdsako skaičiuoklių galima rasti internete.
\r\n','Suprasti savo pasirinktų veiksmų poveikį, apskaičiuoti jį ir keisti.
\r\n','Mokiniai skaičiuoja savo asmeninį pėdsaką','publish','LT','2024-03-17 22:31:29.849000','2024-03-17 23:31:29.852592'),(61,'91a75b0e-981a-4712-926f-e1318a213c2e','Klimato sprendimų simuliavimas','1 valanda - 1 savaitė',3,0,'"En-ROADS" - tai galingas modelis, skirtas tirti, kaip spręsti pasaulinius energetikos ir klimato iššūkius pasitelkiant plataus masto politikos, technologijų ir visuomenės pokyčius. Naudodami "En-ROADS" galite kurti scenarijus, kuriuose daugiausia dėmesio skiriama tam, kaip mokesčių, subsidijų, ekonomikos augimo, energijos vartojimo efektyvumo, technologinių inovacijų, anglies dioksido kainų, degalų asortimento ir kitų veiksnių pokyčiai pakeis pasaulinį anglies dioksido išmetimą ir temperatūrą.
\r\n\r\nPrograma "En-ROADS" sukurta taip, kad ją būtų galima naudoti interaktyviai su grupėmis, kur ja būtų galima remtis moksliškai pagrįstais pokalbiais apie klimato kaitos problemas. Todėl ji idealiai tinka sprendimus priimantiems valdžios, verslo ir pilietinės visuomenės atstovams, taip pat visiems, kuriems įdomu, ką pasirinkti mūsų pasaulyje. Climate Interactive pateikia išsamią medžiagą, padedančią žmonėms vesti įvairias veiklas su En-ROADS - nuo politinių seminarų iki vaidmenų žaidimų.
\r\n','EN-ROADS simuliatorius: https://en-roads.climateinteractive.org/
\r\n','Sumodeliuoti priimtiną klimato evoliuciją iki 2100 m.
\r\n','Klimato sprendimų simuliavimas','publish','LT','2024-03-17 23:11:01.447000','2024-03-18 00:11:01.449684'),(64,'5cdbb60c-731c-4185-b7b4-8e4b5096cd71','\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas','Customized from one day to 6 month partnership',0,0,'Šiuo iššūkiu siekiama skatinti studentus mąstyti apie žiedinę ekonomiką ir biomedžiagų gamybą iš maisto atliekų bei raginti juos kurti ir įgyvendinti novatoriškus sprendimus, kaip maisto atliekoms suteikti vertę.
\r\n','','','Šiuo iššūkiu siekiama skatinti studentus mąstyti apie žiedinę ekonomiką ir biomedžiagų gamybą iš maisto atliekų bei raginti juos kurti ir įgyvendinti novatoriškus sprendimus, kaip maisto atliekoms suteikti vertę.','publish','LT','2024-03-24 09:41:36.356000','2024-03-24 10:41:36.357956'),(65,'c53d9aae-bc8b-4398-9367-e075ff25c5e0','Žemosios technologijos','4 valandos',0,0,'Mokiniai susipažins su žemųjų technologijų filosofija. Jie susitiks su naudotojais ir ims iš jų interviu. Siekiama, kad jie būtų atsakingi už iniciatyvą ir ja dalytųsi.
\r\n','https://lowtechlab.org/en
\r\n','Mokiniai susipažins su žemųjų technologijų filosofija. Jie susitiks su naudotojais ir ims iš jų interviu. Siekiama, kad jie būtų atsakingi už iniciatyvą ir ja dalytųsi.
\r\n','Mokiniai susipažins su žemųjų technologijų filosofija. Jie susitiks su naudotojais ir ims iš jų interviu. Siekiama, kad jie būtų atsakingi už iniciatyvą ir ja dalytųsi.','publish','LT','2024-03-24 20:47:57.787000','2024-03-24 21:47:57.789371'),(66,'62d448f1-f539-4b2a-8641-033c09af78a2','Drabužiai kaip paslauga','6 valandos',0,0,'Šio iššūkio tikslas - išsiaiškinti tradicinio verslo modelio (paremto produkto nuosavybe) pakeitimo į funkcinės ekonomikos verslo modelį (paremtą paslaugomis) problemas ir naudą.
\r\n\r\nKaip mažmeninė tekstilės prekyba gali siūlyti drabužius kaip paslaugą ? kokie iššūkiai susiję su šiuo pokyčiu?
\r\n\r\nStudentai susipažins su keliomis sąvokomis:
\r\n\r\n\r\n\r\n
1 žingsnis: mokiniai sužinos, kokį poveikį aplinkai daro tekstilės pramonė, iš kur atsiranda poveikis.
\r\n\r\n2 žingsnis: mokiniai sužinos funkcinės ekonomikos sąvoką, jos svarbą, kodėl ji skiriasi nuo tradicinio "produktų ekonomikos" modelio. Funkcinė ekonomika bus naudojama kaip alternatyva atvejo tyrime "drabužiai kaip paslauga".
\r\n\r\n3 žingsnis: bus pristatyta tvarumo koncepcija ir trys jos ramsčiai. Vėliau ekonominis, socialinis ir aplinkosauginis tvarumo ramsčiai bus naudojami vertinant funkcinės ekonomikos atvejo tyrimą "drabužiai kaip paslauga".
\r\n\r\n4 žingsnis: mokiniai sužinos pagrindinius bet kokio verslo elementus. Kaip verslo idėja tampa verslo modeliu, apie ką turime galvoti, jei turime puikią verslo idėją, nuo ko reikėtų pradėti. Verslo modelio koncepciją mokiniai panaudos aprašydami savo atvejo tyrimo rezultatą.
\r\n','Antikainen, Maria, et al. "Sustainable circular economy value propositions in clothing as a service-model." The ISPIM Innovation Conference–Innovating in Times of Crisis. 2020.
\r\n','Tekstilės sektoriaus poveikis aplinkai vis didėja. Žmonės yra linkę pirkti ir keisti drabužius dažniau nei anksčiau.
\r\n\r\nAtsiranda nauji verslo modeliai, pagrįsti paslaugų teikimu, o ne produkto nuosavybe. Šis iššūkis daugiausia susijęs su įvairių rūšių vertės ir aukų, kurias sukuria tokio tipo verslo modeliai, analize. Analizės sritis - ekonominės, socialinės ir aplinkosauginės vertės.
\r\n\r\nŠiai analizei atlikti siūlomas pagalbinių klausimų sąrašas.
\r\n\r\nStudentai kviečiami sukurti naują verslo modelį atsižvelgiant į atliktiną analizę.
\r\n','Moksleiviai sužinos, kokios yra aplinkosauginės, socialinės ir ekonominės vertybės, taip pat kliūtis, susijusias su paslaugomis grįsto verslo modeliu, pasitelkę tekstilės sektoriaus atvejo analizę.','publish','LT','2024-03-24 22:57:31.706000','2024-03-24 23:57:31.708316'),(67,'40d46564-eb32-481f-9731-834bb4b27eb9','Vietos valiuta','Nuo 2 iki 10 valandų',0,0,'Vietos valiuta gali būti žiedinės ekonomikos svertas. Ši priemonė gali būti svarbi remiant vietos ekonominę veiklą. Šiame uždavinyje mokiniai sužinos apie vietos pinigus, pasaulinę ir vietinę ekonomiką bei ryšį tarp vietinių pinigų ir žiedinės ekonomikos.
\r\n\r\nMokiniai taip pat nagrinės, kaip vietiniai pinigai gali pagerinti prieinamumą ir skaidrumą to, ką vartojame, žiedinių sistemų dizainą ir vietinių valiutų privalumus bei trūkumus.
\r\n\r\nVietinių valiutų atsiradimas reaguojant į šiuos klausimus:
\r\n\r\n- Dėl ekologinio perėjimo
\r\n\r\n- Dėl finansinių spekuliacijų mažinimo
\r\n- Skatinti vietinius mainus
Jei jus domina vietos valiutų pažinimas, pasidomėkite šia veikla.
\r\n','Vietos valiutų pavyzdžiai: https://youmatter.world/en/what-are-local-currencies-examples/
\r\n','Mokiniai susipažins su vietos valiutos sąvoka, jos svarba remiant vietos ekonomikos dekarbonizaciją, didinant vietos atsparumą, stiprinant bendruomenės dvasią ir mažinant žmonių ekologinį pėdsaką.
\r\n','Mokiniai susipažįsta su vietos valiutomis ir jų veikimu','publish','LT','2024-03-26 23:39:37.560000','2024-03-27 00:39:37.562255'),(68,'35c0bd63-6568-4e3e-ada5-29efd762a74a','Tvaraus elgesio dizaino iššūkis','Nuo 1 savaitės iki 1 mėnesio',0,0,'Tvaraus elgesio dizaino iššūkio tikslas - suteikti mokiniams žinių apie tai, kaip kasdienis žmonių elgesys gali paveikti tvarumo tikslus, ir paraginti juos sukurti prototipą ir išbandyti dizaino intervenciją, kuri galėtų padaryti tam tikrą jų pasirinktą elgseną tvaresnę arba užkirsti kelią netvariai elgsenai.
\r\n\r\nŠis iššūkis labiausiai tinka vyresnių klasių mokiniams, nes apima tam tikrą teorinį pagrindą, reikalauja kūrybiškumo ir nestandartinio mąstymo, be to, jame naudojamos priemonės, kurios prieinamos tik anglų kalba.
\r\n','Daae, J., Chamberlin, L., & Boks, C. (2018). Dimensions of Behaviour Change in the context of Designing for a Circular Economy. The Design Journal, 21(4), 521-541.
\r\n','Tvaraus elgesio dizaino iššūkio tikslas - suteikti mokiniams žinių apie tai, kaip kasdienis žmonių elgesys gali paveikti tvarumo tikslus, ir paraginti juos sukurti prototipą ir išbandyti dizaino intervenciją, kuri galėtų padaryti tam tikrą jų pasirinktą elgseną tvaresnę arba užkirsti kelią netvariai elgsenai.
\r\n','Tvaraus elgesio dizaino iššūkio tikslas - suteikti mokiniams žinių apie tai, kaip kasdienis žmonių elgesys gali paveikti tvarumo tikslus, ir paraginti juos sukurti prototipą ir išbandyti dizaino intervenciją, kuri galėtų padaryti tam tikrą jų pasirinktą elgseną tvaresnę arba užkirsti kelią netvariai elgsenai.','publish','LT','2024-03-27 22:41:08.549000','2024-03-27 23:41:08.551045'),(69,'96a5b830-a607-4538-a8a9-684aff72851e','Vilnos iššūkis','Nuo 3 dirbtuvių iki 2 mėnesių',0,0,'Vilna turi turtingą ir gilią istoriją, o daugelis praėjusio šimtmečio vilnos vėlimo būdų tebenaudojami ir šiandien. Įvairios kultūros ir vietovės dalijasi šiais ištekliais, kurių kokybė priklauso nuo kilmės rūšies. Dabar kyla pavojus, kad tradicinės technikos gali būti prarastos, kai kurios žaliavos dalys yra švaistomos, o vilna po vartojimo yra menkai vertinama. Daugelis vietos bendruomenių nori pertvarkyti vietines vertės grandines, susijusias su vilna: ūkininkų, verpėjų, audėjų, dizainerių, gamintojų, atliekų tvarkymo ir perdirbimo centrų.
\r\n\r\nŠiame vilnos iššūkyje kviečiame mokinius susipažinti su vilna ir ieškoti sprendimų, kad nustotume švaistyti vilną, geriau ja rūpintumėmės ir regeneruotume ją savo artimoje aplinkoje: namuose, mokyklose, atvirose erdvėse. Kviečiame moksleivius surasti nepakankamai naudojamą ar išmestą vilną ir panaudoti ją matomam taisymui.
\r\n\r\nPristatome įvairias pamokas , įkvėptas vilnos pirmadienių, organizuojamų pagal "Shemakes" projektus, kurie pasiūlė 3 lęšius šioms temoms nagrinėti, kuriuos vadiname PLACE, MAKE, DESIGN. Naudodami Place kviečiame mokinius pažvelgti į teritoriją ir išsiaiškinti, kur yra vilna ir kas ją transformuoja. Naudodami Make, priartiname technikas ir kviečiame mokinius apsilankyti gamybos vietose arba patiems susikurti įrankius vilnos objektui pagaminti. Norite išmokti pasigaminti verpstę ar nedideles stakles, tai idealiai tinka. Su Design mokiniai kviečiami atrasti natūralius dažus: Gali būti organizuojamos dirbtuvės, kurių metu vilną galima nudažyti spalvomis, kartu atrandant vietinius tinktūrinius augalus.
\r\n\r\nRadę ar sukūrę siūlus, mokiniai gali atrasti matomų taisymo, taisymo ir audinių pritaikymo pagal savo dizainą praktikas.
\r\n\r\nGaliausiai iššūkis baigiamas užsiėmimais, skirtais apmąstymams apie žiedinę tekstilę, o mokiniai gali pasidalyti savo kūriniais ir apmąstymais, sukurdami mini parodą, kurią galima platinti kitose mokyklose ir organizacijose.
\r\n\r\nGalimos įvairios konfigūracijos, atsižvelgiant į turimą laiką. Atraskite mūsų procesą žingsnis po žingsnio ir sukurkite savo intervencijas.
\r\n','Kviečiame pažiūrėti "Shemakes" projekto rezultatus.
\r\n','Vilna yra mūsų kasdienių produktų dalis, tačiau vietinių avių vilna daug kur švaistoma, o dauguma gamybos procesų vyksta už mūsų teritorijos ribų. Ką galime padaryti su šia vilna? Kaip galime iš naujo išmokti vilnos gamybos būdų? O jei kiekviename mieste turėtume mažus vilnos fabrikus? Kaime?
\r\n','Išnagrinėkite žiedinės tekstilės temą, tyrinėdami įvairius vilnos aspektus savo aplinkoje.','publish','LT','2024-03-28 07:57:12.326000','2024-03-28 08:57:12.327476'); /*!40000 ALTER TABLE `circular_challenges` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `circular_challenges_circular_strategies` -- DROP TABLE IF EXISTS `circular_challenges_circular_strategies`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `circular_challenges_circular_strategies` ( `circular_challenges_id` int NOT NULL, `circularStrategies_id` int NOT NULL, PRIMARY KEY (`circular_challenges_id`,`circularStrategies_id`), KEY `IDX_ab23f24ec8e7ea8743d60debfe` (`circular_challenges_id`), KEY `IDX_9e72489093c95b08a826ad516b` (`circularStrategies_id`), CONSTRAINT `FK_9e72489093c95b08a826ad516b6` FOREIGN KEY (`circularStrategies_id`) REFERENCES `circular_strategies` (`id`), CONSTRAINT `FK_ab23f24ec8e7ea8743d60debfe7` FOREIGN KEY (`circular_challenges_id`) REFERENCES `circular_challenges` (`id`) ON DELETE CASCADE ) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; 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INSERT INTO `circular_challenges_main_goals` VALUES (2,'Understand the environmental impact of the textile sector','1',2),(3,'Learn about the service-based business model','2',2),(4,'Find how to analyse and design a business model','3',2),(5,'Be able to define the right questions concerning the sustainability analysis','4',2),(6,'To have hands on experience in contributing for larger environmental cause','1',7),(7,'To better understand how environmental NGOs work','2',7),(8,'To make a change on a larger scale','3',7),(9,'Explore the concept of local currency and its impact on the prosperity of social and ecological initiatives.','1',17),(10,'Être capable de définir les bonnes questions concernant l\'analyse de durabilité','1',19),(11,' Comprendre l\'impact environnemental du secteur textile','2',19),(12,' Savoir comment analyser et concevoir un modèle d\'entreprise','3',19),(13,'Se familiariser avec le modèle d\'entreprise basé sur les services','4',19),(14,'Mieux comprendre le fonctionnement des ONG environnementales','1',21),(15,'Changer les choses à plus grande échelle','2',21),(16,'Avoir une expérience pratique en contribuant à une cause environnementale plus large.','3',21),(19,'Pradėti kompostavimą mokykloje','1',25),(20,'Suteikti kompostavimo įgūdžius mokiniams','2',25),(21,'Išmokyti mokinius atliekų rūšiavimo ir tvarkymo svarbos','3',25),(26,'Suprasti savo poveikį aplinkai','1',28),(27,'Žinios apie greitosios mados problematiką ir pažintis su žiedine ekonomika','1',29),(28,'Renginio organizavimas','2',29),(29,'Desarollar pensamiento critico sobre las tecnologias','1',30),(30,'Empoderarse con los procesos de fabricación','2',30),(31,'Situar el rol de las tecnologias en la economia circular','3',30),(32,'Desarollar habilidades de trabajar en equipo','4',30),(43,'Aprender sobre los flujos de materiales','1',38),(44,'Explorar contextos locales','2',38),(45,'Hacer entrevistas y grupos de discusiones','3',38),(46,'Facilitar sesión de diseño','4',38),(47,' Hacer storyboards - narrativas','5',38),(48,'','1',39),(49,'Create awareness about existing consumption patterns and how they do or do not contribute to the circular economy','1',43),(50,'Imagine and explore alternative consumption patterns to support a circular economy','2',43),(51,'A challenge to teach students about the relevance of sustainable behaviour for the circular economy, and the role of design to create interventions towards sustainable behaviour','1',1),(52,'Sensibiliser aux modes de consommation existants et à la manière dont ils contribuent ou non à l\'économie circulaire','1',52),(53,'Imaginer et explorer des modes de consommation alternatifs pour soutenir une économie circulaire','2',52),(54,'Explorez le concept de monnaie locale et son impact sur la prospérité des initiatives sociales et écologiques.','1',53),(55,'Un défi pour enseigner aux étudiants la pertinence d\'un comportement durable pour l\'économie circulaire et le rôle du design pour créer des interventions en faveur d\'un comportement durable.','1',18),(56,'To understand the importance of composting','1',14),(57,'To gain knowledge about composting process','2',14),(58,'Comprendre l’importance du compostage','1',54),(59,'Pour acquérir des connaissances sur le processus de compostage','2',54),(60,'faire comprendre le procédé de la création de la laine','1',10),(61,'sensibiliser les étudiants au Low Tech et ses bénéfices','1',23),(66,'Be able to define the right questions concerning the sustainability analysis','1',58),(67,' Find how to analyse and design a business model','2',58),(68,' Understand the environmental impact of the textile sector ','3',58),(69,'Learn about the service-based business model','4',58),(70,'Tvarus vartojimas','3',29),(71,'Gilesnis susipažinimas su nevyriausybinėmis aplinkosauginėmis organizacijomis','1',59),(72,'Pilietiškumas','2',59),(73,'Aplinkosauginė veikla','3',59),(74,'Suprasti ir apskaičiuoti savo asmeninį pėdsaką','1',60),(75,'Mažinti savo asmeninį pėdsaką','2',60),(76,'Suprasti pagrindines priežastis kodėl keičiasi klimatas','1',61),(77,'Sumodeliuoti klimato evoliuciją','2',61),(81,'Iššūkis mokyti studentus apie tvarios elgsenos svarbą žiedinei ekonomikai ir dizaino vaidmenį kuriant tvarią elgseną.','1',68); 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CREATE TABLE `circular_challenges_steps` ( `id` int NOT NULL AUTO_INCREMENT, `steps` enum('Set-up','Raise awareness','Explore practice and systems','Make and prototype','Reflect','Share') NOT NULL DEFAULT 'Set-up', `description` text NOT NULL, `circularChallengeId` int NOT NULL, PRIMARY KEY (`id`), KEY `FK_2cb803d462382e3a15e7de42fb1` (`circularChallengeId`), CONSTRAINT `FK_2cb803d462382e3a15e7de42fb1` FOREIGN KEY (`circularChallengeId`) REFERENCES `circular_challenges` (`id`) ON DELETE CASCADE ON UPDATE CASCADE ) ENGINE=InnoDB AUTO_INCREMENT=183954 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = @saved_cs_client */; -- -- Dumping data for table `circular_challenges_steps` -- LOCK TABLES `circular_challenges_steps` WRITE; /*!40000 ALTER TABLE `circular_challenges_steps` DISABLE KEYS */; INSERT INTO `circular_challenges_steps` VALUES (2,'Raise awareness','Part 2: Lecture on Design for Sustainable Behaviour
\r\n',1),(3,'Explore practice and systems','Part 3: Identify a behaviour to focus on and explore the system around it
\r\n',1),(4,'Make and prototype','Part 4: Select an appropriate design strategy, and prototype and test a design intervention
\r\n',1),(5,'Reflect','Part 5: Present, exhibit and discuss the results
\r\n',1),(7,'Explore practice and systems','In this section, student will discover the advantages and disadvantages of Clothing as a Service business model through reading the dialogue.
\r\n\r\nBefore the reading, students should first examining the "sustainability " and "functional economy" building blocks. As the overall goal of circular economy is to promote social and environmental values into the business realm, the Learning block "sustainability will help student to discover these values and their relationships.
\r\n\r\nThe functional economy which is explained in the second building block, has been considered as type of innovation to reduce environmental footprint.
\r\n\r\nAfter doing the learning blocks student will
\r\n\r\n1. Read carefully the dialogue
\r\n\r\n2. Mark the advantage and disadvantage of this new business model
\r\n\r\n3. Associate each advantage and disadvantage with one of the three sustainability values "social, economic and environmental.
\r\n\r\n\r\n\r\n
Reading about Clothing as a Service business model by opening renting clothing model learning block
\r\n',2),(8,'Make and prototype','Student with previous sections have got insights about the textile environmental impact, the meaning of sustainability and the advantages and disadvantages of clothing as a Service.
\r\n\r\nBut how does this business model can create a value? What are the key elements of this business model? What are the values for the customer and how do suppliers generate money ?
\r\n\r\nTo answer all these questions, students will have to first look at the "business model" learning block. Many information about the business model concept are introduced.
\r\n\r\nBased on the learning block business model, students will use their knowledge about business model to think about a prototype of the clothing as a service business model.
\r\n\r\nIn a group of four, students will download a digital copy or use a paper copy of the "business model canvas ". The goal is to fulfil each element of the business model canvas.
\r\n',2),(9,'Raise awareness','The textile industry is a sector with a strong impact on climate change. However, what are the main causes this huge impact ?
\r\n\r\nStudents are invited to learn about textile environmental impact through the "texitle environmental impact" learning block where they can see two videos about the subject and with taking into account the whole life cycle of a textile product.
\r\n',2),(11,'Set-up','In this learning blocks you will reflect about the potential of making projects and challenges with a wider community of people from outside school walls.
\r\n',6),(12,'Raise awareness','Setting the bases of the food waste problem
\r\n',6),(13,'Explore practice and systems','Learn a bit about what biomaterials are, their potential and how to make them.
\r\n',6),(14,'Make and prototype','',8),(15,'Explore practice and systems','',8),(16,'Raise awareness','',8),(17,'Reflect','',8),(18,'Make and prototype','',6),(19,'Reflect','',6),(41,'Set-up','In this step, there is an introduction to the term low tech (see the learning block "low-tech"
\r\n\r\nStudent can also watch the film
\r\n',3),(55,'Raise awareness','Share simulator with other people to try out to simulate future world.
\r\n
\r\nThose who interested prepare and lead a simulation workshop to one of the younger classes or to their families.
1. Divide the class into group and give them random parameter changes they have to change. Ask the students to think how the outcome of their scenario they think migh look like, use En-roads to test it and reflect on how far they were on their predictions.
\r\n\r\n
\r\n2. Divide the class into groups and challenge them to think of a scenario that reaches the Paris objective of 2º, they have to think the parameters they will change before introducing them into the simulator. Let’s see how many have reached the objective. Ask them to keep changing parameters until they reach the objective and write them down.
Partie 2 : Conférence sur la conception pour un comportement durable
\r\n',18),(35165,'Explore practice and systems','Partie 3 : Identifier un comportement sur lequel se concentrer et explorer le système qui l'entoure
\r\n',18),(35166,'Make and prototype','Partie 4 : Sélectionner une stratégie de conception appropriée, prototyper et tester une intervention de conception
\r\n',18),(35167,'Reflect','Partie 5 : Présenter, exposer et discuter les résultats
\r\n',18),(35168,'Raise awareness','Les élèves visionneront deux vidéos pour mieux comprendre l'impact environnemental du cycle de vie complet d'un produit textile.
\r\n',19),(35169,'Explore practice and systems','Point de vue client :
\r\n\r\n
\r\nMichel et Françoise aiment l'idée de louer des vêtements au lieu de les acheter. Ils pensent qu’ils pourraient réduire leur empreinte carbone puisque les vêtements seraient partagés avec d’autres personnes. Ils aimeraient cependant réfléchir à ce choix avant de s’engager.
Michel : J'ai des doutes sur la propreté des vêtements, et j'ai peur que nous ayons une dispute avec le fournisseur pour savoir si une certaine usure ou des dommages seraient le résultat d'une utilisation normale et seraient donc inclus dans le contrat de service.
\r\n\r\nFrançoise : J'aurai un entretien d'embauche le mois prochain, je ne sais pas si je trouverai « des vêtements adaptés en cas de besoin » pendant ma période d'adhésion.
\r\n\r\nMichel : Ce sera difficile pour moi de venir au magasin chaque fois que j'aurai besoin de vêtements. J'habite un peu loin du magasin. Visiter le magasin deux à trois fois par mois en utilisant ma voiture augmenterait mon impact environnemental du transport.
\r\n\r\nFrançoise : Je ne m'imagine pas ne pas porter de vêtements neufs du tout ou pendant longtemps. Je pense que j'aimerais mettre de nouveaux vêtements de temps en temps.
\r\n\r\nMichel : J'ai déjà fait de nombreux mauvais choix de vêtements. par exemple. acheter des vêtements inutiles et ils finissent tous à la poubelle ! Le CaaS (Contenu en tant que service) minimiserait les achats inutiles et manqués et m'empêcherait d'acheter des vêtements que je pourrais plus tard juger inutiles. Il y aura donc un avantage évident à réduire la production inutile.
\r\n\r\nFrançoise : J'aimerais louer un maximum de vêtements car ils sont fabriqués à partir de matières recyclées.
\r\n\r\nMichel : mais dans ce cas, ne pensez-vous pas que vous allez passer outre les bénéfices environnementaux en augmentant votre consommation de vêtements ?
\r\n\r\n\r\n\r\n
Point de vue du fournisseur :
\r\n\r\n
\r\nOlivier et Patrick sont les fournisseurs de CaaS : ils possèdent un magasin de location de vêtements.
Olivier : Nous avons beaucoup de vêtements ; nous devrions réfléchir à un système pour évaluer l'état des vêtements. Nous devrons peut-être installer un système de traçage sur certains vêtements afin de savoir combien de fois ils ont été loués, combien de fois ils ont été utilisés, afin de pouvoir prévoir quand les changer.
\r\n\r\nPatrick : mais qu'en est-il du problème de confidentialité que leur client peut avoir.
\r\n\r\nOlivier : C'est un point sensible ! mais ce modèle économique présente de nombreux avantages.
\r\n\r\nEn tant que fournisseurs, nous gérerons tout le cycle de vie des vêtements, c'est-à-dire que nous serons responsables de tous les déchets en fin de vie, pour l'entretien des vêtements.
\r\n\r\nDe plus, une durée de vie plus longue et une utilisation plus efficace des vêtements présentent des avantages environnementaux. Nous pouvons multiplier par 10 l’utilisation d’un vêtement.
\r\n\r\nPatrick : notre magasin réduirait le besoin de produire de nouveaux vêtements et l'utilisation de matériaux vierges. Les vêtements de seconde main remplaceront une partie des vêtements neufs. De cette façon, chaque morceau de tissu bénéficie d’une utilisation maximale jusqu’à la fin de son cycle de vie.
\r\n\r\nOlivier : par ailleurs, il y a aussi des bénéfices environnementaux à faire confier la maintenance à des entreprises professionnelles. Un entretien efficace des vêtements peut mieux garantir l’aspect écologique.
\r\n\r\nPatrick : Mais tu sais, on doit laver les vêtements après chaque location, même s'ils semblent propres. Je sais que c'est trop. Les gens lavent moins leurs vêtements que nous dans le magasin. Cela augmenterait notre consommation d’eau, de détergents et d’électricité.
\r\n\r\nPatrick : que va-t-il se passer en fin de vie des vêtements ?
\r\n\r\nOlivier : recyclage ! nous aurons un système en boucle fermée, « de tissu en tissu » qui réduira la production de matières premières.
\r\n\r\n\r\n\r\n
Faites une liste des avantages et des inconvénients de ce modèle économique « Vetement en tant que service »
\r\n',19),(35170,'Make and prototype','Sur la base du modèle d'entreprise du bloc d'apprentissage, les étudiants vont maintenant commencer à réfléchir à un prototype de modèle d'entreprise de vêtements en tant que service.
\r\n\r\nEn groupe de quatre, les étudiants rempliront chaque élément du modèle d'entreprise.
\r\n',19),(100253,'Set-up','',20),(100254,'Raise awareness','',20),(100255,'Explore practice and systems','',20),(100256,'Make and prototype','',20),(100257,'Reflect','',20),(100271,'Set-up','Discutez avec les élèves des questions environnementales qui leur tiennent à cœur.
\r\n\r\nDressez une liste des ONG qui travaillent sur l'environnement et l'économie circulaire.
\r\n\r\nConseils : Il est peut-être possible d'inviter certaines ONG en classe et d'entamer un partenariat formel.
\r\n',21),(100272,'Set-up','Discutez avec les élèves des questions environnementales qui leur tiennent à cœur.
\r\n\r\nDressez une liste des ONG qui travaillent sur l'environnement et l'économie circulaire.
\r\n\r\nConseils : Il est peut-être possible d'inviter certaines ONG en classe et d'entamer un partenariat formel.
\r\n',21),(100273,'Set-up','Discutez avec les élèves des questions environnementales qui leur tiennent à cœur.
\r\n\r\nDressez une liste des ONG qui travaillent sur l'environnement et l'économie circulaire.
\r\n\r\nConseils : Il est peut-être possible d'inviter certaines ONG en classe et d'entamer un partenariat formel.
\r\n',21),(100274,'Set-up','Discutez avec les élèves des questions environnementales qui leur tiennent à cœur.
\r\n\r\nDressez une liste des ONG qui travaillent sur l'environnement et l'économie circulaire.
\r\n\r\nConseils : Il est peut-être possible d'inviter certaines ONG en classe et d'entamer un partenariat formel.
\r\n',21),(100275,'Set-up','Discutez avec les élèves des questions environnementales qui leur tiennent à cœur.
\r\n\r\nDressez une liste des ONG qui travaillent sur l'environnement et l'économie circulaire.
\r\n\r\nConseils : Il est peut-être possible d'inviter certaines ONG en classe et d'entamer un partenariat formel.
\r\n',21),(100276,'Raise awareness','Discuter des personnes qui seraient intéressées par l'adhésion à telle ou telle ONG et de l'objectif à atteindre.
\r\n',21),(100277,'Raise awareness','Discuter des personnes qui seraient intéressées par l'adhésion à telle ou telle ONG et de l'objectif à atteindre.
\r\n',21),(100278,'Raise awareness','Discuter des personnes qui seraient intéressées par l'adhésion à telle ou telle ONG et de l'objectif à atteindre.
\r\n',21),(100279,'Raise awareness','Discuter des personnes qui seraient intéressées par l'adhésion à telle ou telle ONG et de l'objectif à atteindre.
\r\n',21),(100280,'Raise awareness','Discuter des personnes qui seraient intéressées par l'adhésion à telle ou telle ONG et de l'objectif à atteindre.
\r\n',21),(100281,'Explore practice and systems','Discuter des actions menées par les ONG.
\r\nPartager les informations qui ont été apprises.
\r\nConseils : Partager des informations visuelles sur les actions
Discuter des actions menées par les ONG.
\r\nPartager les informations qui ont été apprises.
\r\nConseils : Partager des informations visuelles sur les actions
Discuter des actions menées par les ONG.
\r\nPartager les informations qui ont été apprises.
\r\nConseils : Partager des informations visuelles sur les actions
Discuter des actions menées par les ONG.
\r\nPartager les informations qui ont été apprises.
\r\nConseils : Partager des informations visuelles sur les actions
Discuter des actions menées par les ONG.
\r\nPartager les informations qui ont été apprises.
\r\nConseils : Partager des informations visuelles sur les actions
Discussion sur la manière dont les ONG sélectionnées et les actions menées ont contribué à résoudre les problèmes environnementaux sélectionnés. Brainstorming sur les actions futures possibles. Demandez aux élèves ce qu'ils aimeraient faire pour soutenir les ONG.
\r\n',21),(100287,'Make and prototype','Discussion sur la manière dont les ONG sélectionnées et les actions menées ont contribué à résoudre les problèmes environnementaux sélectionnés. Brainstorming sur les actions futures possibles. Demandez aux élèves ce qu'ils aimeraient faire pour soutenir les ONG.
\r\n',21),(100288,'Make and prototype','Discussion sur la manière dont les ONG sélectionnées et les actions menées ont contribué à résoudre les problèmes environnementaux sélectionnés. Brainstorming sur les actions futures possibles. Demandez aux élèves ce qu'ils aimeraient faire pour soutenir les ONG.
\r\n',21),(100289,'Make and prototype','Discussion sur la manière dont les ONG sélectionnées et les actions menées ont contribué à résoudre les problèmes environnementaux sélectionnés. Brainstorming sur les actions futures possibles. Demandez aux élèves ce qu'ils aimeraient faire pour soutenir les ONG.
\r\n',21),(100290,'Make and prototype','Discussion sur la manière dont les ONG sélectionnées et les actions menées ont contribué à résoudre les problèmes environnementaux sélectionnés. Brainstorming sur les actions futures possibles. Demandez aux élèves ce qu'ils aimeraient faire pour soutenir les ONG.
\r\n',21),(100291,'Reflect','Discussion sur la manière dont les ONG sélectionnées et les actions menées ont contribué à résoudre les problèmes environnementaux sélectionnés. Réfléchissez aux futures actions possibles à entreprendre. Demandez aux élèves ce qu’ils aimeraient faire pour soutenir les ONG.
\r\n',21),(100292,'Reflect','Quel est l'impact obtenu, quelles sont les actions entreprises ?
\r\n',21),(100293,'Reflect','Quel est l'impact obtenu, quelles sont les actions entreprises ?
\r\n',21),(100294,'Reflect','Quel est l'impact obtenu, quelles sont les actions entreprises ?
\r\n',21),(100295,'Reflect','Quel est l'impact obtenu, quelles sont les actions entreprises ?
\r\n',21),(100296,'Share','\r\n\r\n
Partagez vos activité via les réseaux sociaux
\r\n\r\nInviter d'autres personnes à participer
\r\n',21),(100297,'Share','Inviter d'autres personnes à participer
\r\n',21),(100298,'Share','Inviter d'autres personnes à participer
\r\n',21),(100299,'Share','Inviter d'autres personnes à participer
\r\n',21),(100300,'Share','Inviter d'autres personnes à participer
\r\n',21),(100331,'Set-up','???
\r\n',24),(112879,'Share','Pranešti intensijas mokyklos administracijai, išanalizuoti biologinių atliekų srautus (maisto ir virtuvės, žaliųjų ir pan.)
\r\n',25),(119125,'Make and prototype','Reikalingos įrangos nusipirkimasa ir pats kompostavimas mokykloje
\r\n',25),(125808,'Raise awareness','Susipažinti su kompostavimo pradmenimis ir atliekų problematika.
\r\n',25),(144641,'Reflect','Diskutuoti su mokiniais kas buvo išmokta, ką reikėtų daryti, kad kompostavimas būtų dar efektyvesnis.
\r\n',25),(147319,'Explore practice and systems','Nusimatyti kaip vyks kompostavimas mokykloje, kokios įrangos reikia, paskirstomas tvarkaraštis prižiūrėti kompostavimo procesą.
\r\n',25),(169940,'Raise awareness','Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas
\r\n',28),(169941,'Raise awareness','Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas
\r\n',28),(169942,'Raise awareness','Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas
\r\n',28),(169943,'Raise awareness','Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas
\r\n',28),(169952,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169953,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169954,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169955,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169956,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169957,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169958,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169959,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169960,'Make and prototype','Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.
\r\n',28),(169961,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169962,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169963,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169964,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169965,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169966,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169967,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169968,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169969,'Reflect','Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.
\r\n',28),(169970,'Set-up','Pabendrauti su mokyklos administracija dėl mokinių organizuojamo žiedinio renginio.
\r\n',29),(169971,'Explore practice and systems','Kaip suplanuoti renginį. Taip pat plačiau apie žiedinius renginius.
\r\n',29),(169972,'Make and prototype','Renginio vykdymas
\r\n',29),(169973,'Reflect','Aptarti renginį, kas pavyko, o kas kas ne. Ką kitą kartą pakeisti, kad renginys būtų sėkmingesnis.
\r\n',29),(169974,'Share','Nuolat kartoti žiedinius renginius mokykloje.
\r\n',29),(169989,'Share','Description Share 6 updated 2
\r\n',1),(169990,'Share','Description Share 6 updated 2
\r\n',1),(170016,'Raise awareness','Invite others to join and repeat this every year.
\r\n',7),(170101,'Share','Invite others to join and repeat this every year.
\r\n',7),(170102,'Share','Invite others to join and repeat this every year.
\r\n',7),(170103,'Share','Invite others to join and repeat this every year.
\r\n',7),(170104,'Share','Invite others to join and repeat this every year.
\r\n',7),(170105,'Share','Invite others to join and repeat this every year.
\r\n',7),(170106,'Share','Invite others to join and repeat this every year.
\r\n',7),(170107,'Share','Invite others to join and repeat this every year.
\r\n',7),(170108,'Share','Invite others to join and repeat this every year.
\r\n',7),(170109,'Share','Invite others to join and repeat this every year.
\r\n',7),(170110,'Share','Invite others to join and repeat this every year.
\r\n',7),(170111,'Share','Invite others to join and repeat this every year.
\r\n',7),(170112,'Share','Invite others to join and repeat this every year.
\r\n',7),(170113,'Share','Invite others to join and repeat this every year.
\r\n',7),(170114,'Share','Invite others to join and repeat this every year.
\r\n',7),(170115,'Share','Invite others to join and repeat this every year.
\r\n',7),(170116,'Share','Invite others to join and repeat this every year.
\r\n',7),(170117,'Share','Invite others to join and repeat this every year.
\r\n',7),(170118,'Share','Invite others to join and repeat this every year.
\r\n',7),(170119,'Share','Invite others to join and repeat this every year.
\r\n',7),(170120,'Share','Invite others to join and repeat this every year.
\r\n',7),(170121,'Set-up','Watch the “local currency” learning block
\r\n\r\nDo local currencies exist in your context? contact the association.?
\r\n\r\nOtherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.
\r\n',17),(170122,'Set-up','Watch the “local currency” learning block
\r\n\r\nDo local currencies exist in your context? contact the association.?
\r\n\r\nOtherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.
\r\n',17),(170123,'Set-up','Watch the “local currency” learning block
\r\n\r\nDo local currencies exist in your context? contact the association.?
\r\n\r\nOtherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.
\r\n',17),(170124,'Set-up','Watch the “local currency” learning block
\r\n\r\nDo local currencies exist in your context? contact the association.?
\r\n\r\nOtherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.
\r\n',17),(170225,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170226,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170227,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170228,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170229,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170230,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170231,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170232,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170233,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170234,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170235,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170236,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170237,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170238,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170239,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170240,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170241,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170242,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170243,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170244,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170245,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170246,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170247,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170248,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170249,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170250,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170251,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170252,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170253,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170254,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170255,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170256,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170257,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170258,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170259,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170260,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170261,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170262,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170263,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170264,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170265,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170266,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170267,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170268,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170269,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170270,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170271,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170272,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170273,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170274,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170275,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170276,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170277,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170278,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170279,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170280,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170281,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170282,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170283,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170284,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170285,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170286,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170287,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170288,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170289,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170290,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170291,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170292,'Raise awareness','Who are the stakeholders? Get to know them. Ask them why they use the money
\r\n\r\n
\r\n\r\n\r\n\r\nIllustrate the circulation flows from one point to another
\r\n\r\nCome back with questions/suggestions/opportunities
\r\n',17),(170293,'Explore practice and systems','Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)
\r\n\r\nCreate an account and use the money to buy sweets or something else to share in the classroom
\r\n\r\nQuestions for discussion:
\r\n\r\nWhy did you choose to use a local currency rather than traditional money?
\r\nHow did you hear about this local currency?
\r\nHow has this local currency changed the way you spend and buy?
\r\nHave you noticed any advantages or disadvantages of using local currency?
\r\nWhat types of businesses or shops accept this local currency?
\r\nHow is the local currency accepted and exchanged between community members?
\r\nHow can you exchange the local currency for traditional money?
\r\nHow is the local currency managed and regulated?
\r\nHow is the local currency promoted and supported in the local community?
\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170366,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170367,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170368,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170369,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170370,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170371,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170372,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170373,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170374,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170375,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170376,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170377,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170378,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170379,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170380,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170381,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170382,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170383,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170384,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170385,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170386,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170387,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170388,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170389,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170390,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170391,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170392,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170393,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170394,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170395,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170396,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170397,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170398,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170399,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170400,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170401,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170402,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170403,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170404,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170405,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170406,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170407,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170408,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170409,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170410,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170411,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170412,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170413,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170414,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170415,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170416,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170417,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170418,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170419,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170420,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170421,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170422,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170423,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170424,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170425,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170426,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170427,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170428,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170429,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170430,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170431,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170432,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170433,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170434,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170435,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170436,'Make and prototype','
Ideate and prototype: creating a circular economy within the context of local currency.
\r\n\r\nHow can both circular economy and local currency reinforce eath other?
\r\n\r\nIn this step, the idea is to explore new opportunities that arise from the implementation of circular economy strategies with the support of the local currency system.
\r\n\r\nThe expected final outcome should be a matrix of two axes:
\r\n\r\n1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.
\r\n\r\n2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)
\r\n\r\nWith a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:
\r\n\r\nIs there any circular economy strategy?
\r\n\r\nWho is engaged? Are any stakeholders already active? who is missing?
\r\n\r\nNew opportunity for improvement? what can we do to promote a circular economy?
\r\n\r\nTest your idea and create s tory board about it
\r\n\r\n\r\n',17),(170437,'Reflect','
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Collective session with money local association and actors involved
\r\n\r\n- Summary of interviews
\r\n\r\n- The matrix of opportunity
\r\n\r\n- Presentation of the storyboard
\r\n\r\n- Collective reflections: what about the link between EC and LC? What to do next?
\r\n\r\nThe teacher may invite a member of the local money association to listen to students' presentations
\r\n\r\n
\r\n\r\nThe following points may support student presentations:
\r\n\r\n1) Set the context:
\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.
\r\n2) Identify the strengths:
\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?
3) Identify the weak points:
\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?
\r\n4) Analyse the results
\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?
\r\n5) Make recommendations
\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170510,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170511,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170512,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170513,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170514,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170515,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170516,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170517,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170518,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170519,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170520,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170521,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170522,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170523,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170524,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170525,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170526,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170527,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170528,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170529,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170530,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170531,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170532,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170533,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170534,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170535,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170536,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170537,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170538,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170539,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170540,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170541,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170542,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170543,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170544,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170545,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170546,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170547,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170548,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170549,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170550,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170551,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170552,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170553,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170554,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170555,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170556,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170557,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170558,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170559,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170560,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170561,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170562,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170563,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170564,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170565,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170566,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170567,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170568,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170569,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170570,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170571,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170572,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170573,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170574,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170575,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170576,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170577,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170578,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170579,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(170580,'Share','
Share the storyboard with the association and other schools
\r\n\r\n\r\n',17),(179995,'Set-up','
Definir y planear el tiempo de duración del desafio. Explorar el sitio web de Low Tech lab, identificar a actores locales y desarollar una forma de colaboración con laboratorios de fabricación, artesanos, o bricoladores, familia de los estudiantes...
\r\n',30),(180620,'Raise awareness','Leer el Manifiesto y explorar los low-tech.
\r\n',30),(181245,'Explore practice and systems','En grupo, los estudiantes identifican una tecnica que les interesa explorar. Como exploradores, van descubrir como funciona la tecnologia, como se ha desarollado, cual es su impacto. Se puede organizar una ruta, recogiendo imagenes, testimonios. Se puede organizar una entrevista con un actor, y jugar el rol del periodista o del investigador de terreno, preparando una trama de entrevista... Se puede participar en talleres o actividades pedagogicas organizadas por otra organización.
\r\n',30),(182150,'Make and prototype','Aqui los estudiantes seleccionan una tecnologia/herramienta y si los recursos lo permiten, empiezan a fabricar juntos paso a paso. Pueden probar las creaciones en situación de uso.
\r\n',30),(182495,'Reflect','Una vez terminado, tenemos una o diversos herramientas creadas. Cada uno puede exponer su creacion y reflexionar sobre los aprendizajes comunes.
\r\n',30),(183566,'Share','El grupo decide de compartir su trabajo con otros, en el Discord que sea con fotos, historias, mini videos...
\r\n',30),(183745,'Raise awareness','Mapping Innovative Initiatives
\r\n\r\nThink about which initiatives are closest to the low-tech principles you know in your territory/ city, or town.
\r\nCreating a mapping of initiatives in a specific territory. Choose one or two initiatives that have stood out to you / that you feel connected to.
Choose a low-tech initiative and meet/interview the key people in that initiative. Prepare questions for the interview.
\r\n\r\nHere are some questions to inspire you.
\r\n\r\nReference the initiative on the website of low-tech lab!
\r\n\r\nCan you explain to us what the concept of the low-tech initiative is and how you have applied it in your creation?
\r\n\r\nWhat are the main advantages of the low-tech approach in your opinion?
\r\n\r\nHow does your low-tech creation have a positive impact on the environment?
\r\n\r\nWhat resources and skills are needed to design effective low-tech solutions?
\r\n\r\nHave you encountered any reluctance or scepticism about using low-tech technology? How did you respond to them?
\r\n\r\nHow do you see your low-tech creation evolving in the future? Do you have any plans to improve or adapt it?
\r\n',3),(183747,'Make and prototype','Have a look on the tutorials in the low tech lab (see the link)
\r\n\r\nChoose one to do ( a group work of 4 students). Attention, there is a wide variety of tutorials depending on their difficulty, time and cost.
\r\n\r\n\r\n\r\n
Each tutorial is available in several languages and includes videos to guide you through the process.
\r\n\r\nIn addition, before you start, you will find a list of the tools and materials you will need to complete the tutorial.
\r\n',3),(183748,'Reflect','Sujects of discussion:
\r\n\r\nLow-tech vs. high tech : advantages and disadvantages
\r\n\r\nImpact of low-tech on learning and development
\r\n\r\nWhat a future of the low-tech?
\r\n\r\n\r\n',3),(183749,'Share','
Share your experience with other colleagues.
\r\n\r\n\r\n',3),(183750,'Set-up','
Dans cette étape, il y a une introduction au terme low tech (voir le bloc d'apprentissage "low-tech"
\r\n\r\nLes étudiants peuvent également regarder le film (payant)
\r\n\r\nhttps://lowtech-lefilm.com/voir-le-film-en-vod/
\r\n',23),(183751,'Raise awareness','Cartographie des initiatives innovantes
\r\nRéfléchissez aux initiatives les plus proches des principes low-tech que vous connaissez dans votre territoire/ville ou village.
\r\nCréer une cartographie des initiatives sur un territoire spécifique. Choisissez une ou deux initiatives qui vous ont marqué/avec lesquelles vous vous sentez connecté.
Choisissez une initiative low-tech et rencontrez/interrogez les personnes clés de cette initiative. Préparez les questions pour l’entretien.
\r\nVoici quelques questions pour vous inspirer.
\r\nRéférencez l'initiative sur le site de low-tech lab !
\r\nPouvez-vous nous expliquer quel est le concept d’initiative low-tech et comment vous l’avez appliqué dans votre création ?
\r\nQuels sont selon vous les principaux avantages de l’approche low-tech ?
\r\nEn quoi votre création low-tech a-t-elle un impact positif sur l’environnement ?
\r\nQuelles ressources et compétences sont nécessaires pour concevoir des solutions low-tech efficaces ?
\r\nAvez-vous rencontré des réticences ou du scepticisme quant à l’utilisation de technologies low-tech ? Comment leur avez-vous répondu ?
\r\nComment voyez-vous évoluer votre création low-tech dans le futur ? Avez-vous des projets pour l’améliorer ou l’adapter ?
Jetez un oeil aux tutoriels du lab low tech (voir le lien)
\r\nChoisissez-en une à faire (un travail de groupe de 4 étudiants). Attention, il existe une grande variété de tutoriels selon leur difficulté, leur durée et leur coût.
Chaque tutoriel est disponible en plusieurs langues et comprend des vidéos pour vous guider tout au long du processus.
\r\nDe plus, avant
low-tech vs high-tech, avantages et inconvénients
\r\nImpact du low-tech sur l’apprentissage et le développement personnel
\r\nQuel avenir pour la low tech ?
Partager vos experiences avec vos collègues ainsi que sur les réseaux sociaux !
\r\n',23),(183756,'Set-up','',33),(183757,'Raise awareness','',33),(183758,'Explore practice and systems','',33),(183759,'Make and prototype','',33),(183760,'Reflect','',33),(183761,'Share','Los estudiantes y profes pueden compartir sus resultados en el canal Discord del proyecto SCORE
\r\n',33),(183762,'Raise awareness','',36),(183763,'Explore practice and systems','',36),(183764,'Make and prototype','',36),(183765,'Make and prototype','',36),(183766,'Make and prototype','',36),(183767,'Reflect','',36),(183768,'Share','Los alumnos y profes pueden compartir sus creaciones y aprendisaje en el Canal Discord del proyecto Score
\r\n',36),(183775,'Set-up','¿Existen monedas locales en su contexto?
\r\n\r\n¿Sí? póngase en contacto con la asociación u explora como desarollar el desafio con los miembros.
\r\n\r\n¿No? Eche un vistazo al trabajo de otras monedas y reflexione sobre ello con las partes interesadas locales... Quizá explore por qué y cómo crear una.
\r\n',38),(183776,'Raise awareness','En esa etapa, nos interesamos mas en profundidad en el sistema de las monedades locales. Como funcionan? Quiénes son las partes interesadas?
\r\n\r\nProponemos un ejercicio donde se puede positionar/mapear los actores y sus flujos, como lo han hecho con la monedad Eusko: https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf
\r\n\r\nAqui ayuda los estudiantes en ilustrar los flujos de circulación de un punto a otro. Empieza en apuntar preguntas/sugerencias/oportunidades sobre la circularidad del sistema. Hay initiativas circulares que aceptan la monedad local? La monedad ayuda en cerrar unos flujos materiales? en cambiar compartamiento de uso/compra?
\r\n',38),(183777,'Explore practice and systems','En esa etapa, vamos a identificar las necesidades de los actores locales.
\r\n\r\nSi hay una monedad local en su territorio, invitamos a los estudiantes en preparar preguntas para entrevistar/debatir con los usuarios, o las personas que trabajan en la asociación local de la monedad local (empleados y voluntarios).
\r\n\r\nPreguntas para anticipar la discusión:
\r\n\r\n1) Saber mas sobre el funcionamiento
\r\n\r\n¿Por qué has elegido utilizar una moneda local en lugar del dinero tradicional?
\r\n¿Cómo conociste esta moneda local?
\r\n¿Cómo ha cambiado esta moneda local tu forma de gastar y comprar?
\r\n¿Has notado alguna ventaja o desventaja en el uso de la moneda local?
\r\n¿Qué tipo de comercios o tiendas aceptan esta moneda local?
\r\n¿Cómo se acepta e intercambia la moneda local entre los miembros de la comunidad?
\r\n¿Cómo se puede cambiar la moneda local por dinero tradicional?
\r\n¿Cómo se gestiona y regula la moneda local?
\r\n¿Cómo se promueve y apoya la moneda local en la comunidad local?
\r\n¿Ha encontrado dificultades u obstáculos al utilizar la moneda local y cómo los ha superado?
2) Enfocar en el tema de la economia circular
\r\n\r\nIdentificar si conocen la economia circular
\r\n\r\n¿Cómo pueden la economía circular y la moneda local reforzarse mutuamente?
\r\n\r\n¿Existe alguna estrategia de economía circular? ¿Quién está comprometido? ¿Hay partes interesadas ya activas? ¿Quién falta? ¿Qué podemos hacer para promover la economía circular?
\r\n\r\nCompartir las estrategias de economia circular y comparar como se puede integrar con las monedades locales?
\r\n\r\nIdentifcar puntos de acciones/intervenciónes ( nuevos miembros que integrar, eventos circulares que pueden usar la monedad local, ...)
\r\n',38),(183778,'Make and prototype','En este paso, la idea es explorar las nuevas oportunidades que han surgen de la aplicación de estrategias de economía circular con el apoyo del sistema de moneda local.
\r\n\r\nIdear y crear prototipos: crear una economía circular en el contexto de la moneda local
\r\n\r\nCon un grupo de 2 a 3 alumnos, utilizando la técnica del storyboard, piensa cuáles son las mejores estrategias (por ejemplo, la reutilización) que se pueden aplicar al sistema de la moneda local: Pon a prueba sus ideas y crea un storyboard illustrando lo.
\r\n\r\nEl resultado final de la clase, debería ser una matriz de dos ejes:
\r\n\r\n1- Cadena de valor de la moneda local: un mapa que muestre la circulación de la moneda local entre los diferentes actores y partes interesadas (lo que está ocurriendo actualmente).
\r\n\r\n2- Mapeo de las estrategias circulares: reutilizar, reparar, reciclar, repurpose
\r\n\r\n3- Book of storyboards con testimonios.
\r\n',38),(183779,'Reflect','Sesión colectiva con la asociación local de dinero y los agentes implicados
\r\n\r\n- Resumen de las entrevistas
\r\n\r\n- La matriz de oportunidades
\r\n\r\n- Presentación de los storyboards
\r\n\r\n- Reflexiones colectivas: ¿qué pasa con el vínculo entre la CE y la LC? ¿Qué hacer a continuación?
\r\n\r\nEl profesor puede invitar a un miembro de la asociación local de dinero a escuchar las presentaciones de los alumnos
\r\n\r\nLos siguientes puntos pueden servir de apoyo a las presentaciones de los alumnos:
\r\n\r\n1) Establezca el contexto:
\r\nEmpiece describiendo el proyecto de utilización de la moneda local en un contexto de economía circular. Identifique los objetivos del proyecto, las personas implicadas, los resultados esperados, etc.
\r\n2) Identifique los puntos fuertes:
\r\nPregúntese qué funcionó bien durante el proyecto. ¿Cuáles fueron los resultados positivos de la utilización de la moneda local en un contexto de economía circular? ¿Cuáles fueron los aspectos más destacados? ¿Qué ayudó al equipo a tener éxito?
3) Identifique los puntos débiles:
\r\nPregúntese también qué no funcionó. ¿Cuáles fueron los obstáculos encontrados al utilizar la moneda local en un contexto de economía circular? ¿A qué retos se enfrentó el equipo? ¿Qué podría haber impedido al equipo alcanzar sus objetivos?
\r\n4) Analizar los resultados
\r\nUna vez identificados los puntos fuertes y débiles, analice los resultados. Pregúntate cómo ha afectado el uso de la moneda local a la economía circular. ¿Cuáles han sido las ventajas y los inconvenientes? ¿Cómo puede mejorar los resultados en el futuro?
Entender el funcionamiento básico del compostaje
\r\n',40),(183791,'Make and prototype','Trabajar el sistema de compostaje de la escuela. Desde los materiales al sistema de gestión de los residuos.
\r\nTrabajar y concienciar sobre los residuos domésticos
\r\n',40),(183795,'Explore practice and systems','Formar grupos para trabajar en la simulación de varios escenarios futuros, por ejemplo, fijar la temperatura a alcanzar o la energía primaria necesaria.
\r\n¿Qué escenarios son posibles en un futuro próximo y cómo conseguirlos?
Intentar comprender qué políticas y opciones de comportamiento tienen un gran impacto y cuáles tienen un impacto bajo, cuáles podrían aplicarse más fácilmente que otras.
\r\n',41),(183800,'Raise awareness','Formar grupos para trabajar en la simulación de varios escenarios futuros, por ejemplo, fijar la temperatura a alcanzar o la energía primaria necesaria.
\r\n¿Qué escenarios son posibles en un futuro próximo y cómo conseguirlos?
This challenge aims to help teachers to address the topic of consumption as it relates to climate crisis and the circular economy. This includes some historical and social context, the contested status of consumption and overconsumption, conspicuous and inconspicuous consumption, waste (the flip side of consumption) – and some everyday applications such as shopping for food or clothes.
\r\n\r\nIt can be used in different ways: purely as background information for teachers, with individual sections embedded in subjects that deal with social, historical or environmental studies, or taught as a stand-alone activity or ‘challenge’.
\r\n',43),(183808,'Explore practice and systems','',43),(183809,'Make and prototype','',43),(183810,'Reflect','Part 2: Introduction and set-up for this challenge
\r\n',1),(183813,'Raise awareness','',10),(183814,'Explore practice and systems','',10),(183815,'Make and prototype','',10),(183816,'Reflect','',10),(183817,'Set-up','Ouvrez et analysez la calculatrice.
\r\nPréparez un carnet pour noter les actions/choix personnels qui se trouvent dans la calculatrice.
Essayez de comprendre que chacun des choix contribue à une quantité différente de CO2 dans l'atmosphère, certains très peu, d'autres beaucoup. Essayez de changer de comportement pour réduire l'empreinte du pied.
\r\n',48),(183819,'Explore practice and systems','Faites les observations pendant un certain temps (1 jour, 1 semaine, plusieurs mois).
\r\nEssayez de comprendre ce qui motive vos choix, ce qui peut être facilement modifié et ce qui ne permet pas de réduire l'empreinte.
Entrez vos observations dans le calculateur pour avoir votre empreinte CO2 personnelle, discutez avec les autres et comparez.
\r\n',48),(183821,'Reflect','Réfléchissez à la façon de réduire votre empreinte carbone personnelle et essayez-le.
\r\n',48),(183822,'Share','Invitez les autres à essayer notre calculatrice et à changer leur comportement
\r\n',48),(183823,'Set-up','Ouvrez et analysez la calculatrice.
\r\nPréparez un carnet pour noter les actions/choix personnels qui se trouvent dans la calculatrice.
Essayez de comprendre que chacun des choix contribue à une quantité différente de CO2 dans l'atmosphère, certains très peu, d'autres beaucoup. Essayez de changer de comportement pour réduire l'empreinte du pied.
\r\n',47),(183825,'Explore practice and systems','Faites les observations pendant un certain temps (1 jour, 1 semaine, plusieurs mois).
\r\nEssayez de comprendre ce qui motive vos choix, ce qui peut être facilement modifié et ce qui ne permet pas de réduire l'empreinte.
Entrez vos observations dans le calculateur pour avoir votre empreinte CO2 personnelle, discutez avec les autres et comparez.
\r\n',47),(183827,'Reflect','réfléchissez à la manière de réduire votre empreinte carbone personnelle et essayez-le.
\r\n',47),(183828,'Share','invitez les autres professeurs, élèves à essayer notre calculatrice et à changer leur comportement
\r\n',47),(183835,'Set-up','Ce défi vise à aider les enseignants à aborder le thème de la consommation en lien avec la crise climatique et l'économie circulaire. Cela inclut un certain contexte historique et social, le statut contesté de la consommation et de la surconsommation, la consommation ostentatoire et discrète, le gaspillage (l’envers de la consommation) – et certaines applications quotidiennes telles que l’achat de nourriture ou de vêtements.
\r\n\r\nIl peut être utilisé de différentes manières : uniquement comme information de base pour les enseignants, avec des sections individuelles intégrées dans des sujets traitant d'études sociales, historiques ou environnementales, ou enseigné comme une activité autonome ou un « défi ».
\r\n',52),(183837,'Explore practice and systems','',52),(183838,'Make and prototype','',52),(183839,'Reflect','Réfléchir aux défis et aux résultats des activités
\r\n',52),(183840,'Raise awareness','Tout d'abord, imaginez à quoi ressemble la Terre si le réchauffement climatique atteint 3 degrés Celsius. Ensuite, essayez de comprendre quels sont les politiques et les choix de comportement qui ont un impact important et ceux qui ont un impact faible, ceux qui pourraient être mis en œuvre plus facilement que d'autres.
\r\n',46),(183841,'Explore practice and systems','Formez des groupes pour travailler à la simulation de divers scénarios futurs, par exemple la température définie à atteindre ou l'énergie primaire nécessaire.
\r\n\r\nQuels scénarios sont possibles dans un avenir proche et comment les réaliser ?
\r\n',46),(183842,'Make and prototype','1. Divisez la classe en groupes et donnez-leur des paramètres à modifier au hasard. Demandez aux élèves de réfléchir à l'issue du scénario qu'ils ont imaginé, d'utiliser En-roads pour le tester et de réfléchir à l'étendue de leurs prédictions.
\r\n\r\n
\r\n2. Divisez la classe en groupes et demandez-leur d'imaginer un scénario qui atteigne l'objectif de Paris de 2º, ils doivent réfléchir aux paramètres qu'ils modifieront avant de les introduire dans le simulateur. Voyons combien d'entre eux ont atteint l'objectif. Demandez-leur de continuer à modifier les paramètres jusqu'à ce qu'ils atteignent l'objectif et notez-les.
Classer leurs conclusions sur les stratégies qui semblent avoir le plus d'impact et expliquer pourquoi.
\r\nDiscuter des scénarios et des politiques qui sont réalistement possibles et dans lesquels ils aimeraient vivre.
Partager le simulateur avec d'autres personnes pour qu'elles l'essaient afin de simuler le monde futur.
\r\n\r\nLes personnes intéressées préparent et animent un atelier de simulation pour l'une des plus jeunes classes ou pour leur famille.
\r\n',46),(183845,'Set-up','Partie 1 : Introduction et mise en place de ce défi
\r\n',18),(183846,'Set-up','Regarder le bloc d'apprentissage « monnaie locale »
\r\n\r\nDes monnaies locales existent-elles dans votre contexte ? contacter l'association.?
\r\n\r\nSinon, renseignez-vous sur le travail des autres monnaies locales, et réfléchissez-y en tenant compte des acteurs locaux... explorez peut-être pourquoi/comment en créer une.
\r\n',53),(183847,'Raise awareness','Qui sont les parties prenantes ? Apprenez à les connaître. Demandez-leur pourquoi ils utilisent l'argent
\r\n\r\n\r\n\r\n\r\n\r\n
Illustrer les flux de circulation d’un point à un autre
\r\n\r\nRevenez avec des questions/suggestions/opportunités
\r\n',53),(183848,'Explore practice and systems','Préparer des questions pour interviewer les utilisateurs, les biens et les personnes travaillant dans l'association monétaire locale (employés et bénévoles)
\r\n\r\nCréez un compte et utilisez l'argent pour acheter des bonbons ou autre chose à partager en classe
\r\n\r\nQuestions à débattre :
\r\n\r\nPourquoi avez-vous choisi d’utiliser une monnaie locale plutôt que la monnaie traditionnelle ?
\r\nComment avez-vous entendu parler de cette monnaie locale ?
\r\nComment cette monnaie locale a-t-elle changé votre façon de dépenser et d’acheter ?
\r\nAvez-vous remarqué des avantages ou des inconvénients liés à l’utilisation de la monnaie locale ?
\r\nQuels types de commerces ou de magasins acceptent cette monnaie locale ?
\r\nComment la monnaie locale est-elle acceptée et échangée entre les membres de la communauté ?
\r\nComment échanger la monnaie locale contre de la monnaie traditionnelle ?
\r\nComment la monnaie locale est-elle gérée et réglementée ?
\r\nComment la monnaie locale est-elle promue et soutenue au sein de la communauté locale ?
\r\nAvez-vous rencontré des défis ou des obstacles dans l’utilisation de la monnaie locale et comment les avez-vous surmontés ?
Idée et prototype : créer une économie circulaire dans le contexte de la monnaie locale.
\r\n\r\nComment l’économie circulaire et la monnaie locale peuvent-elles se renforcer mutuellement ?
\r\n\r\nDans cette étape, l’idée est d’explorer de nouvelles opportunités découlant de la mise en œuvre de stratégies d’économie circulaire avec le soutien du système monétaire local.
\r\n\r\nLe résultat final attendu doit être une matrice de deux axes :
\r\n\r\n1- Stratégies circulaires : réutiliser, réparer, recycler, réutiliser, ..... voir les 9R de l'économie circulaire.
\r\n\r\n2- Chaîne de valeur de la monnaie locale : une carte qui montre la circulation de la monnaie locale entre les différents acteurs et parties prenantes (ce qui se passe actuellement)
\r\n\r\nAvec un groupe de 2 à 3 étudiants, en utilisant la technique du brainstorming, réfléchissez aux meilleures stratégies (par exemple réutilisation) qui peuvent être appliquées au système monétaire local :
\r\n\r\nExiste-t-il une stratégie d’économie circulaire ?
\r\n\r\nQui est fiancé ? Y a-t-il des parties prenantes déjà actives ? qui manque?
\r\n\r\nNouvelle opportunité d’amélioration ? que pouvons-nous faire pour promouvoir une économie circulaire ?
\r\n\r\nTestez votre idée et créez un tableau d'histoire à ce sujet
\r\n',53),(183850,'Reflect','Séance collective avec l'association locale argent et les acteurs impliqués
\r\n\r\n- Résumé des entretiens
\r\n\r\n- La matrice des opportunités
\r\n\r\n- Présentation du story-board
\r\n\r\n- Réflexions collectives : quid du lien entre EC et LC ? Que faire ensuite?
\r\n\r\nL'enseignant peut inviter un membre de l'association de monnaie locale à écouter les présentations des élèves.
\r\n\r\n\r\n\r\n
Les points suivants peuvent appuyer les présentations des étudiants :
\r\n\r\n1) Définissez le contexte :
\r\nCommencez par décrire le projet d’utilisation de la monnaie locale dans un contexte d’économie circulaire. Identifiez les objectifs du projet, les personnes impliquées, les résultats attendus, etc.
\r\n2) Identifiez les points forts :
\r\nDemandez-vous ce qui a bien fonctionné pendant le projet. Quels ont été les résultats positifs de l’utilisation de la monnaie locale dans un contexte d’économie circulaire ? Quels ont été les moments forts ? Qu’est-ce qui a aidé l’équipe à réussir ?
3) Identifiez les points faibles :
\r\nDemandez-vous également ce qui n’a pas fonctionné. Quels ont été les obstacles rencontrés dans l’utilisation de la monnaie locale dans un contexte d’économie circulaire ? À quels défis l’équipe a-t-elle été confrontée ? Qu’est-ce qui a pu empêcher l’équipe d’atteindre ses objectifs ?
\r\n4) Analyser les résultats
\r\nUne fois que vous avez identifié les forces et les faiblesses, analysez les résultats. Demandez-vous comment l’utilisation de la monnaie locale a affecté l’économie circulaire. Quels en ont été les avantages et les inconvénients ? Comment pouvez-vous améliorer les résultats à l’avenir ?
\r\n5) Faire des recommandations
\r\nEnfin, faites des recommandations pour l’avenir. Demandez-vous ce que vous pouvez faire pour améliorer l’utilisation de la monnaie locale dans un contexte d’économie circulaire. Quelles mesures pouvez-vous prendre pour éviter les obstacles à l’avenir ? Comment maximiser les avantages de l’utilisation de la monnaie locale dans un contexte d’économie circulaire ?
\r\n',53),(183851,'Share','
Partager le storyboard avec l'association et d'autres écoles !
\r\n',53),(183852,'Share','Partagez votre expérience avec d'autres professeurs de votre lycée ainsi que sur Discord !
\r\n',18),(183853,'Set-up','Discutez avec la direction de l'école des possibilités de compostage
\r\nTrouvez un endroit approprié pour le compostage. Examinez les flux de déchets alimentaires.
\r\nConseils : invitez des experts externes à vous aider dans la configuration
Démarrez le programme de compostage scolaire et collectez des connaissances sur le processus pour les partager plus tard avec les autres.
\r\n\r\n\r\n',54),(183856,'Reflect','
Discutez avec les élèves des biodéchets, en particulier du gaspillage alimentaire et du compostage, comme l'une des solutions possibles.
\r\n\r\nDiscutez de ce qui est nécessaire pour démarrer les opérations de compostage à l’école.
\r\n',54),(183859,'Set-up','Découvrez comment d'autres événements ont été organisés.
\r\n',55),(183865,'Reflect','Each group will make a five minutes presentation about the alterative business model "clothing as a service" mentioning following points:
\r\n\r\n1- Customer needs: who is the customer, what do they like, dislike in the service model.
\r\n\r\n2- Supplier services: their key activities "cleaning, ironing, etc., their key resources (e.g. diversity of clothing brand.
\r\n\r\n3- Your opinion, what do you think about this alternative business model?
\r\n',2),(183866,'Share','Students can search, identify and share on the paperboard some business models that sell a service instead of product in their city. They will indicate the type of product-service, the pricing mechanism (subscription, renting ...). Students have to give evaluation on the scale of 5 stars for each pillar of sustainability (social, economic and environmental).
\r\n\r\nThe End
\r\n',2),(183867,'Set-up','Este reto pretende ayudar a los profesores a abordar el tema del consumo en su relación con la crisis climática y la economía circular. Incluye un contexto histórico y social, la controvertida situación del consumo y el consumo excesivo, el consumo llamativo y el consumo discreto, los residuos (la otra cara del consumo) y algunas aplicaciones cotidianas como la compra de alimentos o ropa.
\r\n\r\nPuede utilizarse de distintas maneras: como información de base para los profesores, con secciones individuales integradas en asignaturas que abordan estudios sociales, históricos o medioambientales, o como actividad independiente o "reto".
\r\n',56),(183868,'Raise awareness','',56),(183869,'Explore practice and systems','',56),(183870,'Make and prototype','',56),(183871,'Reflect','Reflexionar sobre los retos y las conclusiones de las actividades
\r\n',56),(183872,'Share','Comparte tu trabajo en el canal DISCORD del proyecto Score para debatir con otros profes
\r\n',56),(183878,'Raise awareness','La industria textil es un sector con un fuerte impacto en el cambio climático. Sin embargo, ¿cuáles son las principales causas de este enorme impacto?
\r\n\r\nSe invita a los estudiantes a aprender sobre el impacto medioambiental del textil a través del bloque de aprendizaje "impacto medioambiental del textil", en el que pueden ver dos vídeos sobre el tema y en el que se tiene en cuenta todo el ciclo de vida de un producto textil.
\r\n',58),(183879,'Explore practice and systems','En esta sección, los alumnos descubrirán las ventajas e inconvenientes del modelo de negocio de la ropa como servicio a través de la lectura del diálogo.
\r\n\r\nAntes de la lectura, los alumnos deberán examinar los bloques de aprendizaje "sostenibilidad" y "economía funcional". Dado que el objetivo general de la economía circular es promover los valores sociales y medioambientales en el ámbito empresarial, el bloque de aprendizaje "sostenibilidad" ayudará al alumno a descubrir estos valores y sus relaciones.
\r\n\r\nLa economía funcional, que se explica en el segundo bloque de aprendizaje, se considera un tipo de innovación para reducir la huella medioambiental.
\r\n\r\nDespués de realizar los bloques de aprendizaje, el alumno
\r\n\r\n1. Leer detenidamente el diálogo
\r\n\r\n2. Marcar la ventaja y la desventaja de este nuevo modelo de negocio
\r\n\r\n3. Asocie cada ventaja e inconveniente con uno de los tres valores de sostenibilidad "social, económico y medioambiental".
\r\n',58),(183880,'Explore practice and systems','En esta sección, los alumnos descubrirán las ventajas e inconvenientes del modelo de negocio de la ropa como servicio a través de la lectura del diálogo.
\r\n\r\nAntes de la lectura, los alumnos deberán examinar los bloques de aprendizaje "sostenibilidad" y "economía funcional". Dado que el objetivo general de la economía circular es promover los valores sociales y medioambientales en el ámbito empresarial, el bloque de aprendizaje "sostenibilidad" ayudará al alumno a descubrir estos valores y sus relaciones.
\r\n\r\nLa economía funcional, que se explica en el segundo bloque de aprendizaje, se considera un tipo de innovación para reducir la huella medioambiental.
\r\n\r\nDespués de realizar los bloques de aprendizaje, el alumno
\r\n\r\n1. Leer detenidamente el diálogo
\r\n\r\n2. Marcar la ventaja y la desventaja de este nuevo modelo de negocio
\r\n\r\n3. Asocie cada ventaja e inconveniente con uno de los tres valores de sostenibilidad "social, económico y medioambiental".
\r\n',58),(183881,'Make and prototype','Los alumnos de las secciones anteriores han adquirido conocimientos sobre el impacto medioambiental del textil, el significado de sostenibilidad y las ventajas y desventajas de la ropa como servicio.
\r\n\r\nPero, ¿cómo puede crear valor este modelo de negocio? ¿Cuáles son los elementos clave de este modelo de negocio? ¿Cuáles son los valores para el cliente y cómo generan dinero los proveedores?
\r\n\r\nPara responder a todas estas preguntas, los estudiantes tendrán que examinar primero el bloque de aprendizaje "modelo de negocio". En él se introduce mucha información sobre el concepto de modelo de negocio.
\r\n\r\nBasándose en el bloque de aprendizaje "modelo de negocio", los alumnos utilizarán sus conocimientos sobre el modelo de negocio para pensar en un prototipo de modelo de negocio de ropa como servicio.
\r\n\r\nEn un grupo de cuatro, los estudiantes descargarán una copia digital o utilizarán una copia en papel del "lienzo del modelo de negocio". El objetivo es cumplir cada elemento del lienzo del modelo de negocio.
\r\n',58),(183882,'Reflect','Cada grupo hará una presentación de cinco minutos sobre el modelo de negocio alternativo "ropa como servicio" mencionando los siguientes puntos:
\r\n\r\n1- Necesidades del cliente: quién es el cliente, qué le gusta y qué no le gusta del modelo de servicio.
\r\n\r\n2- Servicios del proveedor: sus actividades clave "limpieza, planchado, etc., sus recursos clave (por ejemplo, diversidad de marcas de ropa).
\r\n\r\n3- Su opinión, ¿qué les parece este modelo de negocio alternativo?
\r\n\r\nLos alumnos pueden buscar, identificar y compartir en la cartulina algunos modelos de negocio que venden un servicio en lugar de un producto en su ciudad. Indicarán el tipo de producto-servicio, el mecanismo de fijación de precios (suscripción, alquiler...). Los estudiantes tienen que dar una evaluación en la escala de 5 estrellas para cada pilar de la sostenibilidad (social, económico y medioambiental).
\r\n\r\nLuego se puede reflexionar sobre los modelos de negocias en la economia circular.
\r\n',58),(183883,'Share','Se puede compartir el resultado de las sesiones (pitches, modelos de negocios) en el Discord del Proyecto Score. Se puede involucrar la comunidad SCORE en la evaluación de los modelos de negocias...con una escala de 5 estrellas para cada pilar de la sostenibilidad (social, económico y medioambiental)
\r\n',58),(183884,'Share','Kviesti mokinių tėvus susipažinti su procesu, taip pat mokytojus iš kitų mokyklų.
\r\n',25),(183885,'Raise awareness','Greitosios mados problematika ir pažintis su žiedine ekonomika
\r\n',29),(183886,'Set-up','Padiskutuoti su mokiniais dėl pagrindiniu aplinkosauginių ir žiedinės ekonomikos iššūkių.
\r\n',59),(183888,'Make and prototype','Sąvanoriauti aplinkosaugos NVO
\r\n',59),(183889,'Reflect','Pasidalinti patirtimi su kitais ir kviesti kitus savanoriauti.
\r\n',59),(183891,'Explore practice and systems','Susipažinti su didžiausiomis nevyriausybinėmis aplinkosauginėmis organizacijos, surasti tokias organizacijas Lietuvoje ir savanoriauti jose.
\r\n',59),(183892,'Set-up','Aptarkite kokie yra efektyviausi būdai mažinti savo asmeninį pėdsaką, kokius mokiniai planuoja naudoti ateityje?
\r\n',60),(183895,'Share','Mokiniai pabando skaičiuoti savo asmeninį pėdsaką ir tuomet pasilygina vieni su kitais.
\r\n',60),(183897,'Make and prototype','Mokiniai pabando per ateinančias kelias savaites sumažinti savo asmeninį pėdsaką. Pasilygina rezultatus ir aptaria efektyviausias priemones.
\r\n',60),(183898,'Raise awareness','1. Suskirstykite klasę į grupes ir duokite jiems atsitiktinius parametrų pakeitimus, kuriuos jie turi pakeisti. Paprašykite mokinių pagalvoti, kaip galėtų atrodyti jų sumanyto scenarijaus rezultatas, naudodami "En-roads" jį išbandykite ir apmąstykite, kiek jiems pavyko nuspėti.
\r\n\r\n
\r\n2. Suskirstykite klasę į grupes ir paraginkite juos sugalvoti scenarijų, pagal kurį būtų pasiektas Paryžiaus 2º tikslas, jie turi apgalvoti, kokius parametrus keis prieš įvesdami juos į simuliatorių. Pažiūrėkime, kiek jų pasiekė tikslą. Paprašykite jų keisti parametrus tol, kol pasieks tikslą, ir juos užrašykite.
Pasidalykite simuliatoriumi su kitais žmonėmis, kad išbandytų klimato simuliavimą.
\r\n\r\nGalima daryti klimato simuliavimo dirbtuves kitoms klasėms ar šeimos nariams.
\r\n',61),(183903,'Share','Partager votre projet via les réseaux !
\r\n',10),(183904,'Share','Partager vos créations / expériences sur les réseaux sociaux !
\r\n',19),(183905,'Share','Partagez votre expérience sur les réseaux sociaux !
\r\n',20),(183906,'Share','Partagez votre expérience via les réseaux sociaux !
\r\n',52),(183907,'Set-up','Šiame mokymosi bloke svarstysite apie projektų ir iššūkių kūrimo galimybes kartu su platesne žmonių bendruomene už mokyklos sienų.
\r\n',64),(183908,'Raise awareness','Maisto atliekų problemos supratimas.
\r\n',64),(183909,'Explore practice and systems','Sužinokite šiek tiek apie tai, kas yra biomedžiagos, koks jų potencialas ir kaip jas gaminti.
\r\n',64),(183910,'Explore practice and systems','Sužinokite šiek tiek apie tai, kas yra biomedžiagos, koks jų potencialas ir kaip jas gaminti.
\r\n',64),(183911,'Make and prototype','',64),(183912,'Reflect','',64),(183914,'Set-up','Šiame žingsnyje supažindinama su žemųjų technologijų sąvoka (žr. mokymosi bloką "Žemos technologijos").
\r\n',65),(183915,'Raise awareness','Žemųjų technologijų iniciatyvų suradimas
\r\n\r\nPagalvokite, kurios iniciatyvos yra artimiausios jūsų teritorijoje, mieste ar miestelyje žinomiems žemų technologijų principams.
\r\nIniciatyvų žemėlapio sudarymas konkrečioje teritorijoje. Išsirinkite vieną ar dvi iniciatyvas, kurios jums pasirodė išskirtinės / su kuriomis jaučiatės susiję.
Pasirinkite žemųjų technologijų iniciatyvą ir susitarkite su pagrindiniais tos iniciatyvos žmonėmis ir (arba) surenkite su jais interviu. Paruoškite klausimus pokalbiui.
\r\n\r\nŠtai keletas klausimų, kurie gali jus įkvėpti.
\r\n\r\nPateikite nuorodą apie iniciatyvą žemųjų technologijų laboratorijos interneto svetainėje!
\r\n\r\nAr galite paaiškinti, kokia yra žemųjų technologijų iniciatyvos koncepcija ir kaip ją pritaikėte savo kūryboje?
\r\n\r\nKokie, jūsų nuomone, yra pagrindiniai žemųjų technologijų metodo privalumai?
\r\n\r\nKaip jūsų žemųjų technologijų kūrinys daro teigiamą poveikį aplinkai?
\r\n\r\nKokių išteklių ir įgūdžių reikia norint sukurti veiksmingus žemųjų technologijų sprendimus?
\r\n\r\nAr susidūrėte su kokiu nors nenoru ar skepticizmu dėl žemųjų technologijų naudojimo? Kaip į juos reagavote?
\r\n\r\nKaip įsivaizduojate savo žemųjų technologijų kūrinio raidą ateityje? Ar turite planų jį tobulinti ar pritaikyti?
\r\n',65),(183917,'Make and prototype','Pažvelkite į žemųjų technologijų laboratorijoje esančią mokomąją medžiagą (žr. nuorodą)
\r\n\r\nPasirinkite vieną iš jų (4 mokinių grupės darbas). Dėmesio, yra daug įvairių mokomųjų programų, priklausomai nuo jų sudėtingumo, laiko ir kainos.
\r\n\r\nKiekviena mokomoji priemonė pateikiama keliomis kalbomis, taip pat pateikiami vaizdo įrašai, kurie padės jums atlikti užduotį.
\r\n\r\nBe to, prieš pradėdami rasite įrankių ir medžiagų, kurių prireiks pamokai atlikti, sąrašą.
\r\n',65),(183918,'Reflect','Diskusijų objektai:
\r\n\r\nŽemos technologijos ir aukštosios technologijos: privalumai ir trūkumai
\r\n\r\nŽemųjų technologijų poveikis mokymuisi ir vystymuisi
\r\n\r\nKokia žemųjų technologijų ateitis?
\r\n',65),(183919,'Share','Pasidalinkite savo patirtimi su kitais.
\r\n\r\n\r\n',65),(183920,'Raise awareness','
Tekstilės pramonė yra sektorius, darantis didelį poveikį klimato kaitai. Tačiau kokios yra pagrindinės šio didžiulio poveikio priežastys?
\r\n\r\nMokiniai kviečiami sužinoti apie tekstilės poveikį aplinkai per mokymosi bloką "Tekstilės poveikis aplinkai", kuriame jie gali peržiūrėti du vaizdo įrašus šia tema ir atsižvelgti į visą tekstilės gaminio gyvavimo ciklą.
\r\n',66),(183921,'Explore practice and systems','Šiame skyriuje moksleiviai sužinos apie drabužių kaip paslaugos verslo modelio privalumus ir trūkumus skaitydamas dialogą. Prieš skaitydami, studentai turėtų išnagrinėti „tvarumo“ ir „funkcinės ekonomikos“ blokus. Kadangi bendras žiedinės ekonomikos tikslas yra skatinti socialines ir aplinkosaugines vertybes verslo srityje, mokymosi blokas „tvarumas padės mokiniui atrasti šias vertybes ir jų ryšius. Funkcinė ekonomika, kuri paaiškinta antrajame bloke, buvo laikoma naujovių rūšimi, siekiant sumažinti aplinkos pėdsaką. Atlikęs mokymosi blokus mokinys 1. Atidžiai perskaitykite dialogą 2. Pažymėkite šio naujo verslo modelio pranašumus ir trūkumus 3. Kiekvieną pranašumą ir trūkumą susiekite su viena iš trijų tvarumo vertybių „socialinė, ekonominė ir aplinkosauginė“.
\r\n\r\n
\r\n
Skaitykite apie drabužių kaip paslaugos verslo modelį:
\r\n\r\nKliento požiūris:
\r\nMicheliui ir Francoise patinka idėja išsinuomoti drabužius, o ne juos pirkti. Jie mano, kad gali sumažinti anglies pėdsaką, nes drabužiais dalintųsi kiti žmonės. Tačiau jie norėtų pagalvoti apie šį pasirinkimą prieš susižadėdami.
Michel: Man kyla abejonių dėl drabužių švaros ir bijau, kad ginčysime su tiekėju, ar susidėvėjimas ar pažeidimas būtų dėl įprasto naudojimo ir taip įtrauktas į paslaugų sutartį.
\r\n\r\nFrancoise: Kitą mėnesį turėsiu darbo pokalbį, nežinau, ar per savo narystės laikotarpį rasiu „tinkamų drabužių, kai reikės“.
\r\n\r\nMichel: Man bus sunku apsilankyti parduotuvėje kiekvieną kartą, kai prireiks drabužių. Aš gyvenu šiek tiek toli nuo parduotuvės. Apsilankymas parduotuvėje du ar tris kartus per mėnesį naudodamas automobilį padidintų transporto poveikį aplinkai.
\r\n\r\nFrancoise: Neįsivaizduoju savęs, kad nedėvėčiau naujų drabužių visai arba ilgą laiką. Manau, kad karts nuo karto norėčiau apsirengti nauju drabužiu.
\r\n\r\nMichelis: Jau anksčiau neteisingai pasirinkau drabužius. pvz. nusipirkau nereikalingus drabužius ir jie visi atsidūrė šiukšliadėžėje ! Produktas kaip paslauga sumažintų nereikalingus ir praleistus pirkinius ir neleistų man įsigyti drabužių, kurie vėliau gali pasirodyti nereikalingi, todėl bus akivaizdi nauda sumažinus nereikalingą gamybą.
\r\n\r\nFrancoise: Norėčiau išsinuomoti tiek drabužių, kiek galiu, nes jie pagaminti iš perdirbtų medžiagų.
\r\n\r\nMichelis: bet ar nemanote, kad šiuo atveju nepaisysite naudos aplinkai padidindami drabužių suvartojimą?
\r\n\r\n\r\n\r\n
Tiekėjo požiūris
\r\nOlivier ir Patrick yra tiekėjai: jie turi drabužių nuomos parduotuvę.
Olivier: Turime daug drabužių; turėtume pagalvoti apie drabužių būklės įvertinimo sistemą. Gali prireikti kai kuriuose drabužiuose įdiegti sekimo sistemą, kad žinotume, kiek kartų buvo išnuomota, kiek kartų naudota, kad galėtume tikėtis, kada jį pakeisti.
\r\n\r\nPatrikas: bet kaip dėl privatumo problemų, su kuriomis jie gali susidurti klientai.
\r\n\r\nOlivier: Tai jautrus taškas! tačiau šis verslo modelis turi daug privalumų.
\r\n\r\nMes, kaip tiekėjai, valdysime visą drabužių gyvavimo ciklą, tai reiškia, būsime atsakingi už visas atliekas tarnavimo laiko pabaigoje, už drabužių priežiūrą.
\r\n\r\nBe to, ilgesnis tarnavimo laikas ir efektyvesnis drabužių naudojimas yra naudingi aplinkai. Galime padidinti drabužio naudojimą 10 kartų.
\r\n\r\nPatrikas: mūsų parduotuvė sumažintų poreikį gaminti naujus drabužius ir naudoti pirmines medžiagas. Naudoti drabužiai pakeis dalį naujų drabužių. Tokiu būdu kiekvienas audinio gabalas maksimaliai naudojamas iki gyvavimo ciklo pabaigos.
\r\n\r\nOlivier: be to, profesionalios įmonės atlieka techninę priežiūrą ir aplinkai. Veiksminga drabužių priežiūra gali geriau užtikrinti ekologinį aspektą.
\r\n\r\nPatrikas: Bet žinai, mes turime išskalbti drabužius po kiekvienos nuomos, net jei jie atrodo švarūs. Žinau, kad tai per daug. Žmonės skalbia drabužius mažiau nei mes parduotuvėje. Tai padidintų mūsų vandens, ploviklių ir elektros suvartojimą.
\r\n\r\nPatrikas: kas nutiks drabužių gyvenimo pabaigoje?
\r\n\r\nOlivier: perdirbimas! turėsime uždaro ciklo sistemą „nuo audinio iki audinio“, kuri sumažins žaliavų gamybą.
\r\n\r\n\r\n\r\n
Sudarykite šio verslo modelio „Drabužiai kaip paslauga“ pranašumų ir trūkumų sąrašą.
\r\n',66),(183922,'Explore practice and systems','Šiame skyriuje moksleiviai sužinos apie drabužių kaip paslaugos verslo modelio privalumus ir trūkumus skaitydamas dialogą. Prieš skaitydami, studentai turėtų išnagrinėti „tvarumo“ ir „funkcinės ekonomikos“ blokus. Kadangi bendras žiedinės ekonomikos tikslas yra skatinti socialines ir aplinkosaugines vertybes verslo srityje, mokymosi blokas „tvarumas padės mokiniui atrasti šias vertybes ir jų ryšius. Funkcinė ekonomika, kuri paaiškinta antrajame bloke, buvo laikoma naujovių rūšimi, siekiant sumažinti aplinkos pėdsaką. Atlikęs mokymosi blokus mokinys 1. Atidžiai perskaitykite dialogą 2. Pažymėkite šio naujo verslo modelio pranašumus ir trūkumus 3. Kiekvieną pranašumą ir trūkumą susiekite su viena iš trijų tvarumo vertybių „socialinė, ekonominė ir aplinkosauginė“.
\r\n\r\n
\r\n
Skaitykite apie drabužių kaip paslaugos verslo modelį:
\r\n\r\nKliento požiūris:
\r\nMicheliui ir Francoise patinka idėja išsinuomoti drabužius, o ne juos pirkti. Jie mano, kad gali sumažinti anglies pėdsaką, nes drabužiais dalintųsi kiti žmonės. Tačiau jie norėtų pagalvoti apie šį pasirinkimą prieš susižadėdami.
Michel: Man kyla abejonių dėl drabužių švaros ir bijau, kad ginčysime su tiekėju, ar susidėvėjimas ar pažeidimas būtų dėl įprasto naudojimo ir taip įtrauktas į paslaugų sutartį.
\r\n\r\nFrancoise: Kitą mėnesį turėsiu darbo pokalbį, nežinau, ar per savo narystės laikotarpį rasiu „tinkamų drabužių, kai reikės“.
\r\n\r\nMichel: Man bus sunku apsilankyti parduotuvėje kiekvieną kartą, kai prireiks drabužių. Aš gyvenu šiek tiek toli nuo parduotuvės. Apsilankymas parduotuvėje du ar tris kartus per mėnesį naudodamas automobilį padidintų transporto poveikį aplinkai.
\r\n\r\nFrancoise: Neįsivaizduoju savęs, kad nedėvėčiau naujų drabužių visai arba ilgą laiką. Manau, kad karts nuo karto norėčiau apsirengti nauju drabužiu.
\r\n\r\nMichelis: Jau anksčiau neteisingai pasirinkau drabužius. pvz. nusipirkau nereikalingus drabužius ir jie visi atsidūrė šiukšliadėžėje ! Produktas kaip paslauga sumažintų nereikalingus ir praleistus pirkinius ir neleistų man įsigyti drabužių, kurie vėliau gali pasirodyti nereikalingi, todėl bus akivaizdi nauda sumažinus nereikalingą gamybą.
\r\n\r\nFrancoise: Norėčiau išsinuomoti tiek drabužių, kiek galiu, nes jie pagaminti iš perdirbtų medžiagų.
\r\n\r\nMichelis: bet ar nemanote, kad šiuo atveju nepaisysite naudos aplinkai padidindami drabužių suvartojimą?
\r\n\r\n\r\n\r\n
Tiekėjo požiūris
\r\nOlivier ir Patrick yra tiekėjai: jie turi drabužių nuomos parduotuvę.
Olivier: Turime daug drabužių; turėtume pagalvoti apie drabužių būklės įvertinimo sistemą. Gali prireikti kai kuriuose drabužiuose įdiegti sekimo sistemą, kad žinotume, kiek kartų buvo išnuomota, kiek kartų naudota, kad galėtume tikėtis, kada jį pakeisti.
\r\n\r\nPatrikas: bet kaip dėl privatumo problemų, su kuriomis jie gali susidurti klientai.
\r\n\r\nOlivier: Tai jautrus taškas! tačiau šis verslo modelis turi daug privalumų.
\r\n\r\nMes, kaip tiekėjai, valdysime visą drabužių gyvavimo ciklą, tai reiškia, būsime atsakingi už visas atliekas tarnavimo laiko pabaigoje, už drabužių priežiūrą.
\r\n\r\nBe to, ilgesnis tarnavimo laikas ir efektyvesnis drabužių naudojimas yra naudingi aplinkai. Galime padidinti drabužio naudojimą 10 kartų.
\r\n\r\nPatrikas: mūsų parduotuvė sumažintų poreikį gaminti naujus drabužius ir naudoti pirmines medžiagas. Naudoti drabužiai pakeis dalį naujų drabužių. Tokiu būdu kiekvienas audinio gabalas maksimaliai naudojamas iki gyvavimo ciklo pabaigos.
\r\n\r\nOlivier: be to, profesionalios įmonės atlieka techninę priežiūrą ir aplinkai. Veiksminga drabužių priežiūra gali geriau užtikrinti ekologinį aspektą.
\r\n\r\nPatrikas: Bet žinai, mes turime išskalbti drabužius po kiekvienos nuomos, net jei jie atrodo švarūs. Žinau, kad tai per daug. Žmonės skalbia drabužius mažiau nei mes parduotuvėje. Tai padidintų mūsų vandens, ploviklių ir elektros suvartojimą.
\r\n\r\nPatrikas: kas nutiks drabužių gyvenimo pabaigoje?
\r\n\r\nOlivier: perdirbimas! turėsime uždaro ciklo sistemą „nuo audinio iki audinio“, kuri sumažins žaliavų gamybą.
\r\n\r\n\r\n\r\n
Sudarykite šio verslo modelio „Drabužiai kaip paslauga“ pranašumų ir trūkumų sąrašą.
\r\n',66),(183923,'Make and prototype','Ankstesniuose skyriuose mokiniai įgijo įžvalgų apie tekstilės poveikį aplinkai, tvarumo reikšmę ir drabužių, kaip paslaugos, privalumus ir trūkumus.
\r\n\r\nTačiau kaip šis verslo modelis gali sukurti vertę? Kokie yra pagrindiniai šio verslo modelio elementai? Kokios vertybės yra klientui ir kaip tiekėjai uždirba pinigus?
\r\n\r\nNorėdami atsakyti į visus šiuos klausimus, mokiniai pirmiausia turės pažvelgti į „verslo modelio“ mokymosi bloką. Pateikiama daug informacijos apie verslo modelio koncepciją.
\r\n\r\nRemdamiesi mokymosi bloko verslo modeliu, studentai panaudos savo žinias apie verslo modelį, kad galvotų apie drabužių prototipą kaip paslaugų verslo modelį.
\r\n\r\nKeturių žmonių grupėje mokiniai atsisiųs skaitmeninę „verslo modelio drobės“ kopiją arba naudos popierinę kopiją. Tikslas yra išpildyti kiekvieną verslo modelio drobės elementą.
\r\n',66),(183924,'Reflect','Kiekviena grupė pateikia penkių minučių pristatymą apie alternatyvų verslo modelį „drabužiai kaip paslauga“, nurodydama šiuos dalykus:
\r\n\r\n1- Kliento poreikiai: kas yra klientas, kas jam patinka, kas nepatinka paslaugų modelyje.
\r\n\r\n2- Tiekėjo paslaugos: pagrindinė jų veikla „valymas, lyginimas ir kt., pagrindiniai jų ištekliai (pvz., drabužių prekės ženklų įvairovė.
\r\n\r\n3- Jūsų nuomonė, ką manote apie šį alternatyvų verslo modelį?
\r\n',66),(183925,'Share','Mokiniai gali ieškoti, identifikuoti ir dalytis verslo modeliais, kurie parduoda paslaugą, o ne produktą savo mieste. Juose reikia nurodyti prekės-paslaugos tipą, kainodaros mechanizmą (prenumerata, nuoma...). Mokiniai turi įvertinti 5 žvaigždučių skalę už kiekvieną tvarumo ramstį (socialinį, ekonominį ir aplinkosauginį).
\r\n\r\nPabaiga
\r\n',66),(183926,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183927,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183928,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183929,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183930,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183931,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183932,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183933,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183934,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183935,'Set-up','Žiūrėkite mokymosi bloką "Vietos valiuta"
\r\n\r\nAr jūsų aplinkoje egzistuoja vietos valiutos?
\r\n\r\nSužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt išnagrinėkite, kodėl / kaip ją sukurti.
\r\n',67),(183936,'Raise awareness','Kas yra suinteresuotosios šalys? Susipažinkite su jais. Paklauskite jų, kodėl jie naudoja pinigus
\r\n\r\nhttps://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf.
\r\n\r\nIliustruokite apyvartos srautus iš vieno taško į kitą
\r\n\r\nGrįžkite su klausimais / pasiūlymais / galimybėmis
\r\n',67),(183937,'Explore practice and systems','Paruoškite klausimus pokalbiams su vartotojais, prekėmis ir vietos pinigų asociacijoje dirbančiais žmonėmis (darbuotojais ir savanoriais).
\r\n\r\nSusikurkite sąskaitą ir už gautus pinigus nusipirkite saldumynų ar ko nors kito, kuo galėsite pasidalyti klasėje
\r\n\r\nKlausimai diskusijoms:
\r\n\r\nKodėl pasirinkote naudoti vietos valiutą, o ne tradicinius pinigus?
\r\nKaip sužinojote apie šią vietos valiutą?
\r\nKaip ši vietos valiuta pakeitė jūsų išlaidavimo ir pirkimo būdą?
\r\nAr pastebėjote kokių nors vietos valiutos naudojimo privalumų ar trūkumų?
\r\nKokios įmonės ar parduotuvės priima šią vietinę valiutą?
\r\nKaip vietos valiutą priima ir keičiasi bendruomenės nariai?
\r\nKaip vietos valiutą galite iškeisti į tradicinius pinigus?
\r\nKaip vietos valiuta yra valdoma ir reguliuojama?
\r\nKaip vietos valiuta skatinama ir palaikoma vietos bendruomenėje?
\r\nAr susidūrėte su kokiais nors iššūkiais ar kliūtimis naudodami vietinę valiutą ir kaip jas įveikėte?
Sukurti idėją ir prototipą: žiedinės ekonomikos kūrimas vietos valiutos kontekste.
\r\n\r\nKaip žiedinė ekonomika ir vietos valiuta gali sustiprinti viena kitą?
\r\n\r\nŠiame etape siekiama ištirti naujas galimybes, atsirandančias įgyvendinant žiedinės ekonomikos strategijas ir naudojantis vietos valiutos sistema.
\r\n\r\nTikėtinas galutinis rezultatas turėtų būti dviejų ašių matrica:
\r\n\r\n1 - žiedinės strategijos: pakartotinis naudojimas, taisymas, perdirbimas, pakartotinis panaudojimas, ..... žr. žiedinės ekonomikos 9R.
\r\n\r\n2- Vietos valiutos vertės grandinė: žemėlapis, kuriame parodyta vietinės valiutos cirkuliacija tarp įvairių dalyvių ir suinteresuotųjų šalių (kas vyksta šiuo metu).
\r\n\r\nSu 2-3 mokinių grupe, naudodami smegenų šturmo techniką, pagalvokite, kokias geriausias strategijas (pvz., pakartotinio panaudojimo ) galima taikyti vietos valiutos sistemai:
\r\n\r\nAr yra kokia nors žiedinės ekonomikos strategija?
\r\n\r\nKas yra įsitraukęs? Ar kurios nors suinteresuotosios šalys jau yra aktyvios? ko trūksta?
\r\n\r\nNaujos tobulinimo galimybės? ką galime padaryti, kad skatintume žiedinę ekonomiką?
\r\n\r\nPatikrinkite savo idėją ir sukurkite apie ją s torinę lentą
\r\n',67),(183939,'Reflect','Kolektyvinė sesija su pinigų vietos asociacija ir susijusiais veikėjais
\r\n\r\n- Interviu santrauka
\r\n\r\n- Galimybių matrica
\r\n\r\n- Siužetinės lentelės pristatymas
\r\n\r\n- Kolektyviniai apmąstymai: koks ryšys tarp žiedinės ekonomikos ir vietos valiutos? Ką daryti toliau?
\r\n\r\nMokytojas gali pakviesti vietinės pinigų asociacijos narį išklausyti mokinių pristatymų
\r\n\r\nMokinių pristatymams gali padėti šie punktai:
\r\n\r\n1) Nustatykite kontekstą:
\r\nPradėkite nuo vietos valiutos naudojimo žiedinės ekonomikos kontekste projekto aprašymo. Nurodykite projekto tikslus, jame dalyvaujančius žmones, laukiamus rezultatus ir pan.
\r\n2) Nustatykite stipriąsias puses:
\r\nPaklauskite savęs, kas projekto metu veikė gerai. Kokie buvo teigiami vietinės valiutos naudojimo žiedinės ekonomikos kontekste rezultatai? Kokie buvo svarbiausi akcentai? Kas padėjo komandai pasiekti sėkmę?
3) Nustatykite silpnąsias puses:
\r\nTaip pat paklauskite savęs, kas nepasiteisino. Su kokiomis kliūtimis teko susidurti naudojant vietinę valiutą žiedinės ekonomikos kontekste? Su kokiais iššūkiais susidūrė komanda? Kas galėjo sutrukdyti komandai pasiekti užsibrėžtus tikslus?
\r\n4) Išanalizuokite rezultatus
\r\nNustatę stipriąsias ir silpnąsias puses, išanalizuokite rezultatus. Paklauskite savęs, kaip vietinės valiutos naudojimas paveikė žiedinę ekonomiką. Kokie buvo privalumai ir trūkumai? Kaip galėtumėte pagerinti rezultatus ateityje?
\r\n5) Pateikite rekomendacijas
\r\nGaliausiai pateikite rekomendacijas ateičiai. Paklauskite savęs, ką galite padaryti, kad pagerintumėte vietinės valiutos naudojimą žiedinės ekonomikos kontekste. Kokių veiksmų galite imtis, kad ateityje išvengtumėte kliūčių? Kaip galite maksimaliai padidinti vietinės valiutos naudojimo žiedinės ekonomikos kontekste naudą?
Pasidalykite siužetine lenta su asociacija ir kitomis mokyklomis.
\r\n\r\n\r\n',67),(183941,'Set-up','
Pristatymas ir pasiruošimas iššūkiam
\r\n',68),(183942,'Raise awareness','Paskaita apie tvaraus elgesio dizainą
\r\n',68),(183943,'Explore practice and systems','Nustatykite elgesį, į kurį norite sutelkti dėmesį, ir ištirkite su juo susijusią sistemą.
\r\n',68),(183944,'Make and prototype','Pasirinkti tinkamą dizaino strategiją, sukurti prototipą ir išbandyti dizaino intervenciją.
\r\n',68),(183945,'Reflect','Pristatyti, eksponuoti ir aptarti rezultatus.
\r\n',68),(183946,'Share','Pasidalinti iššūkiu ir jo rezultatais su kitais mokytojais
\r\n',68),(183948,'Raise awareness','',69),(183949,'Explore practice and systems','',69),(183950,'Make and prototype','',69),(183951,'Make and prototype','',69),(183952,'Make and prototype','',69),(183953,'Reflect','',69); /*!40000 ALTER TABLE `circular_challenges_steps` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `circular_challenges_steps_details` -- DROP TABLE IF EXISTS `circular_challenges_steps_details`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `circular_challenges_steps_details` ( `id` int NOT NULL AUTO_INCREMENT, `learningBlockId` int NOT NULL, `orderSteps` int NOT NULL, `circularChallengeStepsId` int NOT NULL, PRIMARY KEY (`id`), KEY `FK_b0cdf89187b990f6a3789f04e80` (`learningBlockId`), KEY `FK_50d7c6baea6c46094d19fa30fae` (`circularChallengeStepsId`), CONSTRAINT `FK_50d7c6baea6c46094d19fa30fae` FOREIGN KEY (`circularChallengeStepsId`) REFERENCES `circular_challenges_steps` (`id`) ON DELETE CASCADE ON UPDATE CASCADE, CONSTRAINT `FK_b0cdf89187b990f6a3789f04e80` FOREIGN KEY (`learningBlockId`) REFERENCES `learning_blocks` (`id`) ON DELETE CASCADE ON UPDATE CASCADE ) ENGINE=InnoDB AUTO_INCREMENT=35050 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; 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/*!40000 ALTER TABLE `circular_challenges_steps_details` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `circular_economy` -- DROP TABLE IF EXISTS `circular_economy`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `circular_economy` ( `id` int NOT NULL AUTO_INCREMENT, `description` text NOT NULL, `contentCc` varchar(255) NOT NULL, `contentLb` varchar(255) NOT NULL, `languageId` enum('FR','EN','ES','LT') NOT NULL DEFAULT 'EN', PRIMARY KEY (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=5 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = @saved_cs_client */; -- -- Dumping data for table `circular_economy` -- LOCK TABLES `circular_economy` WRITE; /*!40000 ALTER TABLE `circular_economy` DISABLE KEYS */; INSERT INTO `circular_economy` VALUES (1,'Empowering Schools for a Circular Future
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\n\n\n','circularChallenges','mostViewed','EN'),(2,'
Favoriser l'émergence d'un avenir circulaire dans les écoles
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\n\nLe projet SCORE est votre passerelle pour favoriser l'éducation à l'économie circulaire dans les écoles d'Europe et d'ailleurs. Notre mission est de rendre accessible aux éducateurs, aux étudiants et aux communautés du monde entier une éducation de qualité à l'économie circulaire. En tant que plateforme ouverte, SCORE offre un contenu pédagogique sur mesure, du matériel et des outils d'apprentissage en ligne de pointe conçus pour inspirer une nouvelle génération de penseurs circulaires.
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\n','mostViewed','mostViewed','FR'),(3,'Capacitar a las escuelas para un futuro circular
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El Proyecto SCORE es su puerta de entrada para fomentar la educación en economía circular en las escuelas de Europa y de otros lugares. Nuestra misión es hacer accesible una educación de calidad para una economía circular a educadores, estudiantes y comunidades de todo el mundo. Como plataforma abierta, SCORE ofrece contenidos pedagógicos a medida, materiales y herramientas de aprendizaje electrónico de vanguardia diseñadas para inspirar a una nueva generación de pensadores circulares.
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\n','circularChallenges','learningBlocks','ES'),(4,'Mokyklų įgalinimas žiedinei ateičiai
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Projektas SCORE yra jūsų vartai į žiedinės ekonomikos švietimo skatinimą mokyklose Europoje ir už jos ribų. Mūsų misija - padaryti kokybišką žiedinės ekonomikos švietimą prieinamą pedagogams, mokiniams ir bendruomenėms visame pasaulyje. Kaip atvira platforma, SCORE siūlo specialiai pritaikytą pedagoginį turinį, medžiagą ir pažangiausias e. mokymosi priemones, skirtas įkvėpti naują žiedinio mąstymo specialistų kartą.
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\n','mostViewed','mostViewed','LT'); /*!40000 ALTER TABLE `circular_economy` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `circular_economy_cards` -- DROP TABLE IF EXISTS `circular_economy_cards`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `circular_economy_cards` ( `id` int NOT NULL AUTO_INCREMENT, `title` text NOT NULL, `shortDescription` text NOT NULL, `description` text NOT NULL, `image` varchar(255) NOT NULL, `icon` varchar(255) NOT NULL, `link` varchar(255) NOT NULL, `circularEconomyId` int NOT NULL, PRIMARY KEY (`id`), KEY `circularEconomyId` (`circularEconomyId`), CONSTRAINT `circular_economy_cards_ibfk_1` FOREIGN KEY (`circularEconomyId`) REFERENCES `circular_economy` (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=14 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = @saved_cs_client */; -- -- Dumping data for table `circular_economy_cards` -- LOCK TABLES `circular_economy_cards` WRITE; /*!40000 ALTER TABLE `circular_economy_cards` DISABLE KEYS */; INSERT INTO `circular_economy_cards` VALUES (5,'What is the circular economy?',' The circular economy is a term which is often used to describe an economic model that moves away from traditional forms of production and consumption (commonly referred to as the linear economy)....','','7417501.png','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','none',1),(6,'Teaching about the circular economy.','The SCORE philosophy regarding teaching about the Circular Economy','Teaching about the Circular Economy
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Teachers’ responsibility
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SCORE teaching material
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For more information about the SCORE Project click the link below: https://projectscore.eu/
\r\n','scorepic.JPG','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','circularChallenge',1),(8,'Qu\'est-ce que l\'économie circulaire ?','L\'économie circulaire est un terme souvent utilisé pour décrire un modèle économique...','• L'économie circulaire est un terme souvent utilisé pour décrire un modèle économique qui s'éloigne des formes traditionnelles de production et de consommation (communément appelées économie linéaire).
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• Les principales différences entre l'économie circulaire et l'économie linéaire sont le rôle accru de la réutilisation, de la réparation, de la refabrication, de la réaffectation et du recyclage des produits, ainsi que le rôle accru du partage, de la location et d'autres services.
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\r\n• Lorsqu'elle réussit, l'économie circulaire peut contribuer à des formes plus durables de production et de consommation, et ainsi contribuer à éviter la pénurie de ressources, la pollution et les déchets, et à lutter contre les crises de durabilité telles que le changement climatique et la perte de biodiversité.
\r\nL'utilisation du terme "économie circulaire
\r\n• Bien que le terme d'économie circulaire remonte aux années 1980, il est plus fréquemment utilisé depuis 2010 dans les rapports gouvernementaux et scientifiques, et progressivement dans les médias grand public.
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• Le paradigme de l'économie circulaire peut être considéré comme la continuation et l'élargissement de termes précédemment utilisés tels que l'écoconception et Cradle-to-Cradle, et a généralement une perspective plus large incluant à la fois l'offre et la demande, ainsi que des perspectives de durabilité économique, environnementale et sociale.
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\r\n\r\n• L'économie circulaire s'aligne bien sur les 17 objectifs de développement durable (ODD) des Nations unies, qui constituent un appel urgent à l'action de la part de tous les pays - développés et en développement - dans le cadre d'un partenariat mondial. Ces objectifs visent à mettre en œuvre des stratégies qui améliorent la santé et l'éducation, réduisent les inégalités et stimulent la croissance économique, tout en luttant contre le changement climatique et en œuvrant à la préservation de nos océans et de nos forêts.
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\r\nL'économie circulaire autour de nous (ou pas ?)
\r\n\r\n• Alimenté par les préoccupations croissantes en matière de durabilité au cours de la dernière décennie, le paradigme de l'économie circulaire a suscité beaucoup plus d'intérêt que les paradigmes précédents. Les gouvernements, les ONG et l'industrie y font souvent référence. Parfois, nous le voyons à l'œuvre, mais il s'agit souvent de simples mots et promesses.
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\r\n• Même si les références à l'économie circulaire sont omniprésentes, les initiatives visant à la mettre en place sont encore souvent considérées comme des niches. Bien qu'il existe de nombreux exemples de bonnes initiatives, l'économie mondiale fonctionne encore principalement de manière linéaire.
\r\n• Cela s'explique en partie par le fait que les modes de consommation et de production linéaires sont ancrés dans nos cerveaux ; c'est ainsi que nous vivons et nous comportons, c'est ainsi que l'on gagne de l'argent, et le citoyen du monde moyen n'est pas formé pour remettre en question ces modes de pensée et d'action.
\r\n','7417501.png','icons.png','none',2),(9,'Le matériel pédagogique SCORE','Pour atteindre ces objectifs, la plateforme SCORE met à la disposition des enseignants deux types de matériel pédagogique...','
- Pour atteindre ces objectifs, la plateforme SCORE met à la disposition des enseignants deux types de matériel pédagogique, tous disponibles gratuitement sans qu'il soit nécessaire de s'inscrire.
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\r\n- Sur la plateforme, des blocs d'apprentissage sont disponibles et consistent en des conférences, des vidéos et des idées d'activités, y compris des excursions, des jeux et des événements, qui impliqueront et responsabiliseront les étudiants. Certains blocs d'apprentissage donnent également des indications sur la manière d'aborder les émotions des étudiants liées aux préoccupations qu'ils peuvent avoir en matière de développement durable et de s'attaquer à des problèmes tels que l'éco-anxiété, qui survient lorsque la peur des crises liées au développement durable peut conduire à la frustration et à l'apathie.
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\r\n- La plateforme donne également accès aux défis, qui consistent en plusieurs blocs d'apprentissage combinés, et qui sont principalement basés sur une approche de conception pratique qui combine la connaissance, la perspicacité et la créativité pour relever les défis circulaires. Ces défis peuvent être des moyens attrayants et stimulants pour les jeunes étudiants d'en apprendre davantage sur l'économie circulaire.
- Enfin, la plateforme SCORE permet d'entrer en contact avec une communauté d'enseignants à travers l'Europe, ce qui peut être utile pour échanger des idées, des expériences et des commentaires avec d'autres enseignants engagés qui partagent l'ambition d'éduquer une nouvelle génération sensibilisée aux principes de l'économie circulaire et capable d'agir en conséquence.
\r\n','Circular-Economy-illustration-880x495.jpg','icons.png','learningBlock',2),(10,'Enseigner l\'économie circulaire','- Alors que les adultes ont des difficultés à s\'adapter de manière proactive à l\'économie circulaire...','• Alors que les adultes ont des difficultés à s'adapter de manière proactive à l'économie circulaire et à adopter des comportements et des pratiques durables, les enfants et les adolescents sont considérés comme plus ouverts à cette démarche et comme ayant des valeurs plus durables.
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\r\n• Ils se montrent plus soucieux d'un avenir durable et sont davantage disposés à apprendre comment ils peuvent contribuer à l'économie circulaire en adoptant eux-mêmes des comportements et des pratiques durables et en aidant les autres à le faire.
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\r\n• Enseigner l'économie circulaire aux enfants et aux adolescents est donc considéré comme une contribution importante à la réalisation d'une économie circulaire, dans laquelle les enseignants peuvent jouer un rôle important.
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La responsabilité des enseignants
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\r\n\r\n• Les enseignants ont donc une grande responsabilité dans l'éducation des enfants et des adolescents à l'économie circulaire et à la manière dont ils peuvent y contribuer.
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• Comme les enseignants sont généralement des experts dans leur propre matière, mais qu'ils n'ont pas reçu de formation formelle sur l'économie circulaire, il est important qu'ils aient accès à du matériel pédagogique qu'ils considèrent comme pertinent et qu'ils sont capables d'utiliser et, espérons-le, d'intégrer dans leur propre matière.
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• Le projet SCORE vise à fournir aux enseignants un tel matériel pédagogique, à les guider dans le choix du matériel pédagogique qui leur convient le mieux et à leur faire sentir qu'ils peuvent enseigner l'économie circulaire sans être eux-mêmes des experts.
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- La economía circular es un término que suele utilizarse para describir un modelo económico que se aleja de las formas tradicionales de producción y consumo (comúnmente denominadas economía lineal).
\r\n\r\n- Las principales diferencias entre la economía circular y la lineal son el papel cada vez mayor de la reutilización, la reparación, la refabricación, la reutilización y el reciclaje de productos, y el papel cada vez mayor del uso compartido, el arrendamiento y otros servicios.
\r\n\r\n- Cuando tiene éxito, la economía circular puede contribuir a formas más sostenibles de producción y consumo, y contribuir así a evitar la escasez de recursos, la contaminación y los residuos, y a combatir crisis de sostenibilidad como el cambio climático y la pérdida de biodiversidad.
\r\n\r\nEl uso del término Economía Circular
\r\n\r\n- Aunque el término economía circular viene desde hace la decada 1980, desde 2010 se utiliza con más frecuencia en los informes gubernamentales y científicos, y gradualmente también en los medios de comunicación populares.
\r\n\r\n- El paradigma de la economía circular puede verse como una continuación y ampliación de términos utilizados anteriormente como ecodiseño y Cradle-to-Cradle, y en general tiene una perspectiva más amplia que incluye tanto el lado de la oferta como el de la demanda, así como perspectivas de sostenibilidad económica, medioambiental y social.
\r\n\r\n- La economía circular encaja perfectamente con los 17 Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, que son un llamamiento urgente a la acción de todos los países -desarrollados y en desarrollo- en una alianza mundial. Estos objetivos pretenden promulgar estrategias que mejoren la salud y la educación, reduzcan la desigualdad y estimulen el crecimiento económico, al tiempo que abordan el cambio climático y trabajan para preservar nuestros océanos y bosques.
\r\n\r\nLa economía circular màs cerca de nosotrxs (¿Si o no?)
\r\n\r\n- Impulsado por la creciente preocupación por la sostenibilidad en la última década, el paradigma de la economía circular ha recibido mucho más interés que los paradigmas anteriores. Los gobiernos, las ONG y la industria lo mencionan a menudo. A veces lo vemos en acción, pero a menudo son meras palabras y promesas.
\r\n\r\n- Aunque las referencias a la economía circular están por todas partes, las iniciativas para establecerla a menudo se siguen considerando de nicho. Aunque existen muchos ejemplos de buenas iniciativas, la economía mundial sigue funcionando mayoritariamente de forma lineal.
\r\n\r\n- En parte, esto se debe a que las formas lineales de consumo y producción están arraigadas en nuestros cerebros; así es como vivimos y nos comportamos, así es como se hace el dinero, y el ciudadano medio del mundo no está entrenado para desafiar estas formas de pensar y hacer.
\r\n','Captura de pantalla 2024-01-23 161302.png','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','learningBlock',3),(12,'Enseñar sobre la economía circular.','Enseñar sobre la economía circular.','Enseñar sobre la economía circular
\r\n\r\nMientras que los adultos tienen dificultades para adaptarse proactivamente a la economía circular y adoptar comportamientos y prácticas sostenibles, se considera que los niños y los adolescentes están más abiertos a ello y tienen potencial para activar comportamientos mas sostenibles.
\r\n\r\nExpresan en mayor medida su preocupación por un futuro sostenible y están más dispuestos a aprender cómo contribuir adoptando ellos mismos comportamientos y prácticas sostenibles y ayudando a los demás a hacerlo.
\r\n\r\nEnseñar a los niños y adolescentes sobre la economía circular se considera, por tanto, una contribución importante en la que los profesores pueden desempeñar un papel importante.
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\r\nLa responsabilidad de los profesores
\r\nAsí pues, los profesores de los centros escolares tienen una gran responsabilidad a la hora de enseñar a los niños y adolescentes sobre la economía circular y sobre cómo pueden contribuir en las transiciones.
\r\nDado que los profesores suelen ser expertos en su propia materia, pero carecen de educación formal en economía circular, es importante que tengan acceso a material didáctico que consideren relevante y que puedan utilizar y, con suerte, integrar en sus propias asignaturas.
\r\n El proyecto SCORE tiene como objetivo proporcionar a los profesores dicho material didáctico, orientarles a la hora de decidir qué material didáctico es el más adecuado para ellos y hacerles sentir que pueden enseñar sobre la economía circular sin ser ellos mismos expertos.
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Material didáctico SCORE
\r\n\r\nPara alcanzar estos objetivos, la plataforma SCORE pone a disposición de los profesores dos tipos de material didáctico, todos ellos de libre acceso y sin necesidad de registrarse.
\r\n\r\nEn la plataforma hay disponibles bloques de aprendizaje que consisten en conferencias, vídeos e ideas para actividades como excursiones, juegos y eventos, que implicarán y capacitarán a los alumnos. Algunos bloques de aprendizaje también proporcionan información sobre cómo abordar las emociones de los estudiantes relacionadas con las preocupaciones que puedan tener sobre la sostenibilidad, y para hacer frente a problemas como la eco-ansiedad, que se produce cuando el miedo a las crisis de sostenibilidad puede conducir a la frustración y la apatía.
\r\n\r\n
\r\nLa plataforma también proporciona acceso a los Desafíos, que consisten en varios Bloques de Aprendizaje combinados, y se basan principalmente en un enfoque de diseño práctico que combina el conocimiento, la perspicacia y la creatividad para abordar los desafíos circulares. Pueden ser formas atractivas y motivadoras para que los jóvenes estudiantes aprendan sobre la economía circular.
\r\nPor último, la plataforma SCORE proporciona una forma de conectarse con una comunidad de profesores de toda Europa, que puede ser útil para intercambiar ideas, experiencias y comentarios con otros profesores comprometidos que comparten la ambición de educar a una nueva generación con conciencia sobre los principios circulares y la capacidad de actuar de acuerdo con ellos.
El objetivo del proyecto SCORE es permitir a los profesores ayudar a las generaciones más jóvenes a comprender cómo pueden contribuir al cambio. Para ello, ofrece material didáctico que puede contribuir a proporcionar una comprensión elemental de los principios fundamentales de una economía circular, de mostrar qué productos, procesos y estrategias pueden apoyarla, y de ayudar a esta generación más joven a comprender su propio papel y su contribución potencial para alcanzar este objetivo.
\r\n\r\nEs parte del programa Erasmus+
\r\n\r\nEl nuevo programa Erasmus+ tiene como objetivo apoyar acciones en los ámbitos de la educación, la formación, la juventud y el deporte para el periodo 2021-2027.
\r\n\r\nAyuda a las organizaciones a trabajar en asociaciones internacionales y a compartir prácticas innovadoras en educación, formación y juventud. Erasmus+ también tiene una importante dimensión internacional, especialmente en el ámbito de la educación superior. Esta dimensión abre el programa a actividades de cooperación institucional, juventud y movilidad del personal a escala mundial.
\r\n\r\nMás información sobre el proyecto SCORE
\r\n\r\nPara más información sobre el proyecto SCORE, haga clic en el siguiente enlace: https://projectscore.eu/
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Regardez la vidéo pour savoir comment utiliser efficacement la plateforme
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\n',1),(12,'fi1_7SGTHC8','Get to know more about our SCORE project !
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= utf8mb4 */; CREATE TABLE `languages` ( `id` varchar(36) NOT NULL, `name` varchar(2) NOT NULL, PRIMARY KEY (`id`) ) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = @saved_cs_client */; -- -- Dumping data for table `languages` -- LOCK TABLES `languages` WRITE; /*!40000 ALTER TABLE `languages` DISABLE KEYS */; INSERT INTO `languages` VALUES ('EN','EN'),('ES','ES'),('FR','FR'),('LT','LT'); /*!40000 ALTER TABLE `languages` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `learning_blocks` -- DROP TABLE IF EXISTS `learning_blocks`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `learning_blocks` ( `id` int NOT NULL AUTO_INCREMENT, `learningBlocksGroup` varchar(255) NOT NULL, `title` text NOT NULL, `duration` varchar(255) DEFAULT NULL, `views` int DEFAULT NULL, `likes` int DEFAULT NULL, `createdAt` datetime(6) NOT NULL DEFAULT CURRENT_TIMESTAMP(6), `shortDescription` text NOT NULL, `longDescription` text NOT NULL, `status` enum('save','publish','feedback') NOT NULL DEFAULT 'save', `language` enum('FR','EN','ES','LT') NOT NULL DEFAULT 'EN', `institutionId` int DEFAULT NULL, PRIMARY KEY (`id`), KEY `FK_80f2a956764d428836068c9982a` (`institutionId`), CONSTRAINT `FK_80f2a956764d428836068c9982a` FOREIGN KEY (`institutionId`) REFERENCES `institutions` (`id`), CONSTRAINT `learning_blocks_ibfk_1` FOREIGN KEY (`institutionId`) REFERENCES `institutions` (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=214 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = @saved_cs_client */; -- -- Dumping data for table `learning_blocks` -- LOCK TABLES `learning_blocks` WRITE; /*!40000 ALTER TABLE `learning_blocks` DISABLE KEYS */; INSERT INTO `learning_blocks` VALUES (1,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Building communities of practice','1 week',63,1,'2023-11-11 17:39:02.662000','Looking for ways to co-create with local communities. Map your community of practice (educational community, parents, local businesses). Contact them to make a local array of people. Original material from Fab Lab Bcn','What are Communities of Practice?
\r\n\r\nCommunities of Practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other; they care about their standing with each other.
\r\n\r\nMembers of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction.
\r\n\r\nHow can a Communitie of Practice be beneficial in a school context?
\r\n\r\n-Internally: How to organize educational experiences that ground school learning in practice through participation in communities around subject matters?
\r\n\r\n-Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?
\r\n\r\n-Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period?
\r\n\r\nWhat will you learn in this lesson plan?
\r\n\r\nYou will be pressented with a design thinking strategy to start mapping and contact out local communities and business that can help you with their experience and resources to start a Project an make it more meaningfull.
\r\n','publish','EN',2),(2,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Crear comunidades de prácticas','1 week',6,0,'2023-11-11 17:39:03.713000','Buscar formas de co-crear con las comunidades locales. Haz un mapa de tu comunidad de práctica (comunidad educativa, padres, empresas locales). Ponte en contacto con ellos para formar un conjunto local de personas.','¿Qué son las Comunidades de Práctica?
\r\n\r\nLas Comunidades de Práctica son grupos de personas que comparten una inquietud o una pasión por algo que hacen y aprenden a hacerlo mejor a medida que interactúan regularmente. Al perseguir su interés en su ámbito, los miembros participan en actividades y debates conjuntos, se ayudan mutuamente y comparten información. Entablan relaciones que les permiten aprender unos de otros; se preocupan por la posición que ocupan entre ellos. Los miembros de una comunidad de práctica son profesionales. Desarrollan un repertorio compartido de recursos: experiencias, historias, herramientas, formas de abordar problemas recurrentes... en resumen, una práctica compartida.
\r\n\r\n¿De qué manera las Comunidades de Práctica son beneficiosas en un context escolar?
\r\n\r\n¿Qué aprenderás en este módulo?
\r\n\r\nSe os presentará una estrategia de “Design Thinking” para empezar a mapear y contactar con las comunidades locales y las empresas que pueden ayudar con su experiencia y recursos a iniciar un proyecto y hacerlo más significativo.
\r\n','publish','ES',2),(3,'578f997a-1854-4c2e-9e6f-9608d46d760b','Understanding the food waste problem','1 session',32,3,'2023-11-11 17:54:00.284000','Introduction to food waste problem and the possibility of creating high value products from organic waste. A series of reads to lead a discussion with students on food waste problem and products from organic waste. Original material from Ellen Mc Arthur Foundation','What is food waste?
\r\n\r\nFood waste is the discarding or wasting of edible food, typically at different stages of the food supply chain, including production, processing, distribution and consumption. It includes any food that is thrown away, lost or uneaten. Food waste can occur for a variety of reasons, including spoilage, overproduction, improper storage, cosmetic defects, expiration dates or consumer behaviour. It is a significant global problem with serious economic, environmental and social consequences.
\r\n\r\n
\r\nWhy is it relevant in a school context?
Introducing the issue of food waste to students is crucial to raise awareness of the problem and to encourage critical thinking about an issue that seems crucial to addressing the sustainability challenges of our food systems.
\r\n\r\n
\r\nWhat will you learn in this module?
You will find several articles and videos to introduce the topic of food waste and the revaluation of organic waste in the classroom, as well as general questions to lead a debate around it.
\r\n','publish','EN',2),(4,'578f997a-1854-4c2e-9e6f-9608d46d760b','Entender la problemática del desperdicio alimentario','2 sesión',7,0,'2023-11-11 17:54:01.511000','Introducción a la problemática del desperdicio alimentario y a la posibilidad de crear productos de alto valor a partir de residuos orgánicos. Una serie de lecturas para dirigir un debate con los alumnos sobre el problema de los residuos alimentarios y los productos a partir de residuos orgánicos.','¿Qué es el desperdicio alimentario?
\r\n\r\nEl desperdicio de alimentos es el descarte o desperdicio de alimentos comestibles, normalmente en diferentes etapas de la cadena de suministro de alimentos, incluida la producción, transformación, distribución y consumo. Incluye cualquier alimento que se tira, se pierde o no se consume. El desperdicio de alimentos puede producirse por diversas razones, como el deterioro, el exceso de producción, el almacenamiento inadecuado, los defectos cosméticos, las fechas de caducidad o el comportamiento de los consumidores. Se trata de un importante problema mundial con graves consecuencias económicas, medioambientales y sociales.
\r\n\r\n¿Por qué es pertinente en un contexto escolar?
\r\n\r\nIntroducir la problemática del desperdicio alimentario entre los estudiantes es crucial para concienciarlos del problema y fomentar el pensamiento crítico sobre una cuestión crucial para abordar los retos de sostenibilidad de nuestros sistemas alimentarios.
\r\n\r\n¿Qué aprenderá en este módulo?
\r\n\r\nEncontrará varios artículos y vídeos para introducir el tema del desperdicio de alimentos y la revalorización de los residuos orgánicos en el aula, así como preguntas generales para suscitar un debate en torno a él.
\r\n','publish','ES',2),(5,'535b40b7-330a-422c-963e-67cc03456c4e','About Circular Challenges','10mn',12,2,'2023-11-11 17:56:06.021000','Intro to Circular Challenges','Contributing to the CE, is about shifting from a linear system to a more circular one, it is about understanding a system, and creating interventions that will guarantee the ressources to circulate as long time as possible with limited and controlled damages to the environment.
\r\n\r\nTo simplify drastically…What is extracted from the earth is given back to the earth.
\r\n\r\nZooming on the ressource/material flow, Bocken defines three circular strategies to transform systems towards circularity. It is about slowing down the use of ressources, about making them circulating and it is about narrowing down the quantity of ressources. In other words, it is about reducing, closing the loops and extending the lifetime of materials and products. In addition the geographical dimension is also mentionned frequently with the intent to relocate / doing short loop, and allowing to potentially reduce the costs generated by transportation and foster more transparency and cooperation inside the system.
\r\n\r\nThe effective transformation of the material flows will depend on the way we are living, producing, consuming, acting. It involves many changes, from our daily consumer behaviours, our ability to care about things and nature, our effective control of technologies and fabrication processes, our political/societal engagement.
\r\n\r\nWe do think that organizing local circular challenges with students and local stakeholders will help you to better learn about circular economy and participate to needed individual and territorial transformations, even creating new vocations for your students, new projects for your school and region.
\r\n\r\nWe propose you four families of circular challenges that can be applied in many contexts and sectors.
\r\n\r\nChange behaviours and practices
\r\nThose challenges will help you to observe current practices of making and consuming through socio-emotional and cognitive lenses. You will design and discuss creative solutions that will support behavioural changes so to minimise the environmental impacts accross all the life-cycle of products/services.
\r\n\r\nExamples: Imagine future clothing services, Optimize the way you are using your soap….
\r\n\r\nCare, repair, regenerate
\r\nWith this family of challenges, we invite teachers and students to change their relation to things and nature through the practice of reuse and repairs of products as well as with immersion experiences with nature and local ressources.
\r\n\r\nExamples: Organize a school repair café, set up a waste hunting event in your neighborhood…
\r\n\r\nDesign and make out of waste
\r\nIn those challenge, we invite teachers and students to see waste as ressources and empower them in new forms of making.
\r\n\r\nExamples: Design biomaterials from foodwaste, learn how to make woolly products…
\r\n\r\nEngage and act for policy changes
\r\nIn this type of challenge, teachers and students will have the possibility to discover new forms of engagement to foster political changes from local to european level.
\r\n\r\nExample: Run an action with an environmental NGOs, create a circular manifesto for your school, create a discourse for diploma ceremony, create a circular value chart for local currency NGO, participate in an european campaign/action like EWWR, Fashion Revolution Week, Right to Repair…
\r\n\r\nFor each challenge we recommend you to contextualize them with your local context and cooperate as much as possible with lorganizations that are close to you and engaged in circular transformations.
\r\n','publish','EN',2),(6,'535b40b7-330a-422c-963e-67cc03456c4e','Sobre los desafíos circulares','10mn',3,0,'2023-11-11 17:56:06.811000','Sobre los desafíos circulares','Contribuir a la economia circular, es pasar de un sistema lineal a uno más circular, es entender un sistema, y crear intervenciones que garanticen que los recursos circulen el mayor tiempo posible con daños limitados y controlados al medio ambiente.
\r\n\r\nPara simplificar drásticamente... Lo que se extrae de la tierra se devuelve a la tierra.
\r\n\r\nAcercándose al flujo de recursos/materiales, Bocken define tres estrategias circulares para transformar los sistemas hacia la circularidad. Se trata de ralentizar el uso de los recursos, de hacerlos circular y de reducir la cantidad de recursos. En otras palabras, se trata de reducir, cerrar los bucles y prolongar la vida útil de los materiales y productos. Además, la dimensión geográfica también se menciona con frecuencia con la intención de deslocalizar / hacer bucles cortos, y permitiendo reducir potencialmente los costes generados por el transporte y fomentar una mayor transparencia y cooperación dentro del sistema.
\r\n\r\nLa transformación efectiva de los flujos de materiales dependerá de nuestra forma de vivir, producir, consumir y actuar. Implica muchos cambios, desde nuestros comportamientos cotidianos de consumo, nuestra capacidad de preocuparnos por las cosas y la naturaleza, nuestro control efectivo de las tecnologías y los procesos de fabricación, nuestro compromiso político/social.
\r\n\r\nCreemos que organizar desafios circulares locales con estudiantes y actores locales nos ayudará a aprender mejor sobre la economía circular y a participar en las transformaciones individuales y territoriales necesarias, incluso creando nuevas vocaciones para nosotros estudiantes, nuevos proyectos para nuestras escuelas y regiones.
\r\n\r\nProponemos cuatro familias de desafios circulares que pueden aplicarse en muchos contextos y sectores.
\r\n\r\nCambiar comportamientos y prácticas
\r\n\r\nEstos desafio nos ayudarán a observar las prácticas actuales de fabricación y consumo a través de lentes socioemocionales y cognitivas. Diseñaremos y debatiremos soluciones creativas que favorezcan cambios de comportamiento para minimizar el impacto medioambiental a lo largo de todo el ciclo de vida de los productos y servicios.
\r\n\r\nEjemplos: Imaginar futuros servicios de ropa, Optimizar la forma en que utilizas tu jabón....
\r\n\r\nCuidar, reparar, regenerar
\r\n\r\nCon esta familia de retos, invitamos a profesores y alumnos a cambiar su relación con las cosas y la naturaleza mediante la práctica de la reutilización y la reparación de productos, así como con experiencias de inmersión en la naturaleza y los recursos locales.
\r\n\r\nEjemplos: Organiza un café de reparaciones en el colegio, organiza una cacería de residuos en tu barrio...
\r\n\r\nDiseñar y fabricar a partir de residuos
\r\n\r\nEn este desafio, invitamos a profesores y alumnos a ver los residuos como recursos y a participar en nuevas formas de creación.
\r\n\r\nEjemplos: Diseñar biomateriales a partir de residuos alimentarios, aprender a fabricar productos de lana...
\r\n\r\nComprometerse y actuar para lograr cambios políticos
\r\n\r\nEn este tipo de desafio, profesores y alumnos tendrán la posibilidad de descubrir nuevas formas de compromiso para fomentar cambios políticos desde el ámbito local al europeo.
\r\n\r\nEjemplo: Llevar a cabo una acción con una ONG medioambiental, crear un manifiesto circular para tu escuela, crear un discurso para la ceremonia de entrega de diplomas, crear una tabla de valores circulares para una ONG local, participar en una campaña/acción europea como EWWR, Fashion Revolution Week, Right to Repair...
\r\n\r\nPara cada desafio, recomendamos contextualizarlo en su entorno local y cooperar con organizaciones vecinas, que participen en transformaciones circulares.
\r\n','publish','ES',2),(7,'535b40b7-330a-422c-963e-67cc03456c4e','À propos des défis circulaires','10mn',13,4,'2023-11-11 17:56:08.058000','L\'économie circulaire émerge comme une réponse cruciale aux défis environnementaux contemporains, visant à transformer les systèmes de production et de consommation vers une approche plus durable. Fondée sur le principe de réutilisation et de régénération des ressources, elle engage les individus à repenser leurs comportements et leurs pratiques. À travers des défis locaux et des interventions éducatives, les lycéens sont invités à explorer et à contribuer activement à cette transition vers un modèle économique plus circulaire.','Contribuer à l'économie circulaire, c'est passer d'un système linéaire à un système plus circulaire, c'est comprendre un système, et créer des interventions qui garantiront aux ressources de circuler le plus longtemps possible avec des dommages limités et contrôlés sur l'environnement.
\r\n\r\nPour simplifier drastiquement… Ce qui est extrait de la terre est restitué à la terre.
\r\n\r\nEn zoomant sur le flux ressource/matière, Bocken définit trois stratégies circulaires pour transformer les systèmes vers la circularité. Il s'agit de ralentir l'utilisation des ressources, de les faire circuler et de réduire la quantité de ressources. En d’autres termes, il s’agit de réduire, de boucler les boucles et de prolonger la durée de vie des matériaux et des produits. De plus, la dimension géographique est également fréquemment évoquée dans le but de délocaliser/faire des boucles courtes, et permettant potentiellement de réduire les coûts générés par le transport et de favoriser plus de transparence et de coopération au sein du système.
\r\n\r\nLa transformation effective des flux de matières dépendra de la manière dont nous vivons, produisons, consommons, agissons. Cela implique de nombreux changements, depuis nos comportements de consommation quotidiens, notre capacité à nous soucier des choses et de la nature, notre contrôle efficace des technologies et des processus de fabrication, notre engagement politique/sociétal.
\r\n\r\nNous pensons qu'organiser des défis circulaires locaux avec les étudiants et les acteurs locaux vous aidera à mieux connaître l'économie circulaire et à participer aux transformations individuelles et territoriales nécessaires, voire à créer de nouvelles vocations pour vos étudiants, de nouveaux projets pour votre école et votre région.
\r\n\r\nNous vous proposons quatre familles de défis circulaires applicables dans de nombreux contextes et secteurs.
\r\n\r\nChanger les comportements et les pratiques
\r\n\r\nCes défis vous aideront à observer les pratiques actuelles de fabrication et de consommation à travers des lentilles socio-émotionnelles et cognitives. Vous concevrez et discuterez de solutions créatives qui soutiendront les changements de comportement afin de minimiser les impacts environnementaux tout au long du cycle de vie des produits/services.
\r\n\r\nExemples : Imaginez les futurs services vestimentaires, Optimisez la façon dont vous utilisez votre savon….
\r\n\r\nEntretenir, réparer, régénérer
\r\n\r\nAvec cette famille de défis, nous invitons enseignants et élèves à changer leur rapport aux choses et à la nature à travers la pratique du réemploi et de la réparation de produits ainsi qu'avec des expériences d'immersion avec la nature et les ressources locales.
\r\n\r\nExemples : Organiser un café de réparation scolaire, mettre en place une chasse aux déchets dans votre quartier…
\r\n\r\nConcevoir et fabriquer à partir de déchets
\r\n\r\nDans ce défi, nous invitons les enseignants et les étudiants à considérer les déchets comme des ressources et à les responsabiliser dans de nouvelles formes de fabrication.
\r\n\r\nExemples : Concevoir des biomatériaux à partir de déchets alimentaires, apprendre à fabriquer des produits en laine…
\r\n\r\nS'engager et agir pour des changements de politique
\r\n\r\nDans ce type de défi, enseignants et étudiants auront la possibilité de découvrir de nouvelles formes d'engagement pour favoriser les changements politiques du niveau local au niveau européen.
\r\n\r\nExemple : menez une action avec une ONG environnementale, créez un manifeste circulaire pour votre école, créez un discours pour la cérémonie de remise des diplômes, créez une charte de valeurs circulaire pour une ONG en monnaie locale, participez à une campagne/action européenne comme EWWR, Fashion Revolution Week, Right repare…
\r\n\r\nPour chaque challenge nous vous recommandons de les contextualiser avec votre contexte local et de coopérer au maximum avec des organisations proches de vous et engagées dans des transformations circulaires.
\r\n','publish','FR',2),(8,'535b40b7-330a-422c-963e-67cc03456c4e','Apie Žiedinius iššūkius','10mn',2,0,'2023-11-11 17:56:08.719000','Supažindinimas su žiediniais iššūkiais','Prisidėti prie žiedinės ekonomikos reiškia pereiti nuo linijinės sistemos prie labiau žiedinės, suprasti sistemą ir kurti intervencines priemones, kurios užtikrintų, kad ištekliai naudojami kuo ilgiau, o žala aplinkai būtų ribota ir kontroliuojama.
\r\n\r\nTai, kas išgaunama iš žemės, grąžinama atgal į žemę.
\r\n\r\nGalima apibrėžti tris žiedines strategijas, skirtas sistemoms pertvarkyti žiediškumo link. Visų pirma išteklių naudojimo sulėtinimą, jų ilgalaikio naudojimo užtikrinimą ir išteklių kiekio susiaurinimą. Kitaip tariant,medžiagų ir produktų mažinimą, ciklų uždarymą ir jų gyvavimo trukmės pailginimą. Be to, dažnai svarbus ir geografinis aspektas, kai siekiama perkelti ir (arba) padaryti trumpą žiedą, ir tai leidžia potencialiai sumažinti transportavimo sąnaudas bei skatinti didesnį skaidrumą ir bendradarbiavimą sistemos viduje.
\r\n\r\nVeiksminga medžiagų srautų transformacija priklauso nuo to, kaip gyvename, gaminame, vartojame, veikiame. Tai susiję su daugeliu pokyčių, pradedant mūsų kasdiene vartojimo elgsena, mūsų gebėjimu rūpintis daiktais ir gamta, veiksminga technologijų ir gamybos procesų kontrole, mūsų politiniu ir (arba) visuomeniniu dalyvavimu.
\r\n\r\nTikrai manome, kad vietos žiedinės ekonomikos iššūkių organizavimas kartu su mokiniais ir vietos suinteresuotosiomis šalimis padės Jums geriau pažinti žiedinę ekonomiką ir dalyvauti reikalingose individualiose ir teritorinėse permainose, netgi sukurti naujus pašaukimus jūsų mokiniams, naujus projektus jūsų mokyklai ir regionui.
\r\n\r\nSiūlome jums keturias žiedinių iššūkių šeimas, kurias galima taikyti įvairiose aplinkose ir sektoriuose.
\r\n\r\nKeisti elgseną ir praktiką
\r\n\r\nŠie iššūkiai padės Jums stebėti dabartinę gamybos ir vartojimo praktiką per socialines ir emocines bei kognityvines prizmes. Kursite ir aptarsite kūrybiškus sprendimus, kurie padės keisti elgseną taip, kad būtų sumažintas poveikis aplinkai per visą produktų ir (arba) paslaugų gyvavimo ciklą.
\r\n\r\nPavyzdžiai: Įsivaizduokite ateities drabužių paslaugas, optimizuokite savo muilo naudojimo būdą....
\r\n\r\nRūpintis, taisyti, regeneruoti/atkurti
\r\n\r\nŠia užduočių grupe kviečiame mokytojus ir mokinius keisti savo santykį su daiktais ir gamta, praktikuojant pakartotinį produktų naudojimą ir taisymą, taip pat gilinantis į gamtą ir vietinius išteklius.
\r\n\r\nPavyzdžiai: Organizuokite mokyklos remonto kavinę, surenkite atliekų surinkimo renginį savo rajone...
\r\n\r\nKurkite ir gaminkite iš atliekų
\r\n\r\nŠiuose iššūkiuose kviečiame mokytojus ir mokinius pažvelgti į atliekas kaip į išteklius ir įgalinti juos naujoms kūrimo formoms.
\r\n\r\nPavyzdžiai: Sukurkite biomedžiagas iš maisto atliekų, išmokite gaminti gaminius iš vilnos...
\r\n\r\nĮsitraukite ir veikite siekdami politikos pokyčių
\r\n\r\nŠio tipo iššūkiuose mokytojai ir mokiniai turės galimybę atrasti naujų įsitraukimo formų, kad paskatintų politinius pokyčius nuo vietos iki Europos lygmens.
\r\n\r\nPavyzdys: Kartu su aplinkosaugos NVO surengti akciją, sukurti žiedinį manifestą savo mokyklai, sukurti diskursą diplomų įteikimo ceremonijai, sukurti žiedinės vertės lentelę, vietos valiuta, dalyvauti europinėje kampanijoje / akcijoje, pvz., mados revoliucijos savaitė, teisė į remontą...
\r\n\r\nKiekvieną iššūkį rekomenduojame susieti su vietos kontekstu ir kuo labiau bendradarbiauti su organizacijomis, kurios yra arti jūsų ir užsiima žiedinėmis permainomis.
\r\n','publish','LT',2),(16,'e8aa4d7d-8171-4ec7-9f8a-78f1a46c4430','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','1 hour',20,0,'2023-11-11 18:09:55.651000','Teacher guidance for preparing for the Design for Sustainable Behaviour Challenge','Teacher guidance for preparing for the Design for Sustainable Behaviour Challenge
\r\n','save','EN',3),(17,'3b0d627b-be9f-4f18-bd47-f8fe0dd9cb7d','An introduction lecture about Design for Sustainable Behaviour','1 hour',27,0,'2023-11-11 18:13:00.423000','A lecture about the basics of Design for Sustainable Behaviour.','This learning block can be used as a stand-alone lecture on Design for Sustainable Behaviour, but is also meant as part 2 of the Design for Sustainable Behaviour Challenge
\r\n','publish','EN',3),(18,'4b6f3171-952a-467b-a9ea-ca99fd8cfc55','Design for Sustainable Behaviour Challenge: Part 3: Explore','One day to one week',12,0,'2023-11-11 18:14:46.206000','Part 3 of the Design for Sustainable Behaviour Challenge where student will identify and choose an unsustainable behaviour that will be the topic of the rest of the challenge.','Part 3 of the Design for Sustainable Behaviour Challenge where student will identify and choose an unsustainable behaviour that will be the topic of the rest of the challenge.
\r\n','save','EN',3),(19,'4ee5e80a-c610-463b-9125-5ed8329c7c2e','Design for Sustainable Behaviour Challenge, Part 4: Prototype','One half day to several days',7,0,'2023-11-11 18:16:27.490000','This is part 4 of the Design for Sustainable Behaviour Challenge, where students learn to select strategies for changing behaviour and prototype a design intervention','This is part 4 of the Design for Sustainable Behaviour Challenge, where students learn to select strategies for changing behaviour and prototype a design intervention
\r\n','save','EN',3),(20,'a1d36977-c529-4198-816e-06da7af3ef30','Design for Sustainable Behaviour Challenge, part 5: Reflect','One half day to one day',6,0,'2023-11-11 18:18:11.500000','This is the 5th and final part of the Design for Sustainable Behaviour Challenge, where the design interventions are discussed and reflected upon.','This is the 5th and final part of the Design for Sustainable Behaviour Challenge, where the design interventions are discussed and reflected upon.
\r\n','save','EN',3),(21,'5e36773a-533c-4e9d-9446-87d59fefd9e2','Business model','2',10,0,'2023-11-11 18:22:44.592000','Student will discover a tool that help them in understanding how a business can be created and how an idea can be transformed a business model. Furthermore, Student will explore the process of business model prototyping and know the key components of a business model An introduction to a well-known tool the \"business model canvas\" is made with an application a case study','What is a business model?
\r\n\r\nThe Business Model emerged in the early 90s as a new concept enabling entrepreneurs to make their innovative e-businesses understandable for resource holders in the specific context of the New Economy. The use of the Business Model concept spread among practitioners far beyond the frontiers of Internet economy since it more generally meets entrepreneurs’ needs for new and efficient tools in more challenging environments
\r\n\r\nHow can students use the business model as a tool to design new business models and present her/his idea
\r\n\r\n•Internally: being able to express an entrepreneurial idea using business terms
\r\n\r\n•Externally: be able to analyze and understand how successful companies function
\r\n\r\n•Over the lifetime of students: exploring and exploiting creative ideas and transforming them into innovative business models
\r\n\r\nWhat will you learn in this lesson plan?
\r\n\r\n•Understand the concept of the business model
\r\n\r\n•Explore the essential elements of the business model canvas
\r\n\r\n•Apply the analytical skills in a case study
\r\n','publish','EN',5),(22,'4f085428-49fe-4064-b3bd-5afc4a36dcc7','Introduction to Sustainability','1',9,1,'2023-11-11 18:27:20.857000','Students will learn about the sustainability concept, its three pillars, the intersection between them and the two diagram of representing sustainability ','The importance of sustainability
\r\n\r\nWhat is sustainability? What do we want to sustain? An important part of teaching sustainability issues involves keeping these questions always open and alive. Sustainability offers a novel framework for asking enduring philosophical questions: What is the good life? How do we create a better world? Thinking and teaching about sustainability are future-oriented projects, but the relevance of sustainability principles and practices must be articulated in the present.
\r\n\r\nHow can students think about future economic activities in light of sustainable mindset
\r\n\r\n•Internally: think about a more sustainable behavior including purchasing, transportation, entertainment, and other activities
\r\n\r\n•Externally: having a critical view over the products and services of the market in terms of its social, environmental and economic values
\r\n\r\n•Over the lifetime of students: integrating the concept of sustainability in the future carriers.
\r\n\r\nWhat will you learn in this lesson plan?
\r\n\r\n•Understand the concept of sustainability
\r\n\r\n•Explore the essential components of sustainability
\r\n\r\n•Distinguish between two points of view over sustainability
\r\n','publish','EN',5),(28,'40129098-1963-47b7-b6d8-deac2c24c1fb','Functional economy','1.5 hour',16,0,'2023-11-17 08:58:00.032000','Students are going to learn about the Functional economy and its difference from traditional economic model. Learn about how value is created and captured. ','The functional economy is one of the seven pillars of the circular economy.
\r\n\r\n\r\n\r\n
Since the concept appeared as the "service economy" in the 1980s, the academic world took hold of this concept to give it various definitions, and related concepts have also emerged, such as "product-service system“, “the performance economy’ the "quaternary economy," the "economy of useful effects
\r\n\r\nHow can students use the functional economy as a means of ecological transition
\r\n\r\n\r\n\r\n
Student will learn about the environmental footprint of the whole life cycle of an textile product.
\r\n','publish','EN',5),(30,'8df89a58-35ab-4c64-86b0-fbedf51ec83d','Design with Intent: 101 patterns for influencing behaviour through design','Supporting tool for inspiration',4,0,'2023-11-22 14:20:52.326000','A card based tool that provides inspiration for finding design strategies which designers can use to influence behaviour and make it more sustainable.','A card based tool that provides inspiration for finding design strategies which designers can use to influence behaviour and make it more sustainable. It can be played with as a stand alone tool, but is included here as a recommended tool to be used in the Design for Sustainable Behaviour Challenge
\r\n','publish','EN',3),(31,'afa2d73f-3487-4024-b170-586edab09c1a','MeetECOid card tool','Supporting tool for inspiration',4,0,'2023-11-22 14:26:35.913000','A tool to help design product-based interventions aimed at making behaviour more sustainable','A tool to help design product-based interventions aimed at making behaviour more sustainable. The tool is recommended to be used during the Design for Sustainable Behaviour on this platform, but it's worth to take a look at and get a quick impression of what strategies a designer can use to influence behavious (like using the right timing, letting the user or a product have control over the behaviour, or using emotional or rational arguments)
\r\n','publish','EN',3),(32,'75e435b6-8e96-40a1-b715-89c8b93fa080','TED talk: How to design the circular economy','15 minutes',0,0,'2023-11-22 14:30:20.752000','An online TED talk from teemill.com, discussing the basics of the circular economy and how to design for it','An online TED talk from teemill.com, discussing the basics of the circular economy and how to design for it
\r\n','publish','EN',3),(33,'bffd4334-ff4f-45fe-9606-96133c1025cd','Addressing eco-anxiety in class','2-3 hours',6,0,'2023-11-22 14:37:38.005000','Material to address eco-anxiety in a classroom setting','The powerpoint includes some theoretical background for teachers. It has a meme exercise which can help students to discuss eco-anxiety. Teachers can also show a short video featuring students (from the US) sharing their eco-anxiety. It may be useful for teachers to show, as it may resonate with the students they are teaching themselves. It may be a good introduction before having a class discussion about the theme, and before doing the meme exercise
\r\n','publish','EN',3),(34,'0f2208f1-7e5f-434b-9bd1-53785afb689f','What is your ecological footprint?','15 minutes',2,0,'2023-11-22 14:48:55.759000','An online ecological footprint calculator developed by the Global Footprint Network ','An online ecological footprint calculator developed by the Global Footprint Network based on simple questions that students can relate to and which is graphically pleasing. It calculates how many Earths would be required if everyone lived like you. It can be a good conversation starter about environmental impact caused by individual behaviour. The tool is available in several languages.
\r\n','publish','EN',3),(35,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Ecosystem Mapping','2h to 1 week',8,0,'2023-11-24 11:17:53.930000','Identify and place the different actors in a geographical map','Ecosystem mapping allows you to get a better understanding of the stakeholders involved in the transformation of local resources and identify potential gaps.
\r\n\r\nThe exercice was tested with one specific ressource (Wool) but can be applied in many context.
\r\n','publish','EN',2),(36,'a806b995-21c6-4add-a60d-6232018ae5e8','Experiencing Materials','30mn to 3h',7,0,'2023-11-24 11:34:57.776000','Feel collectively different type of materials through sensory touching and emotional networking','Materials/Objects are surrounding us. We barely take time to look at what they are, beyond their primary utility.
\r\n\r\nThis exercice helps students to question themselves about products and materials through various angles.
\r\n\r\nIt is a soft entry in material caracterisation and help to reflect on our relation with materials.
\r\n\r\nBy gathering various items of the same resource, you will then be guided by the MAE24 toolkit and explore the property of each item with your students, from tangible to intangible exploration
\r\n','publish','EN',2),(37,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Create an open source tool for spinning and/or weaving','30mn to 3h',5,0,'2023-11-24 14:32:48.267000','Here the idea is to support students in making, assembly and use small-scale tool for spinning and weaving. ','After introducing the different steps of wool transformation, let's go into practice and get a better understanding on how tools are working. Let's make spindles and looms. We propose you tutorials with digital fabrication but also practical designs that can be adapted with low-tech materials like wood found in the wood and other reused materials....
\r\n\r\nDon't hesitate to get closer to a fab lab if you want to use the laser graving and cutting for your design.
\r\n','publish','EN',2),(38,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Wool Colouring','2h to 1 week',5,0,'2023-11-24 15:10:23.178000','Give colour to your wool with natural plants and species ','Dyeing is complex steps with important environmental impacts: water use, high toxicity.
\r\n\r\nTechniques exists to optimize dyes and reduce environmental impacts, with positive and negative consequences.
\r\n\r\nOrganize a workshop with your students to make them about natural dyes on wool, and discuss the pros and cons.
\r\n','publish','EN',2),(39,'9de2b68f-557c-4cd9-b6d6-e9788f8db097','Reflect on Circular Challenges','30mn to 2h',9,0,'2023-11-24 16:16:43.122000','Organize a collective session with students to reflect on what do they learn and what they would envision for circular futures','Get your students reflect on their practices and work with the Circular Challenge by organizing two small activities where they will share the key lessons learnt and debate on circular strategies.
\r\n','publish','EN',2),(40,'8f46773e-dc1e-4570-a0a8-7ee4087fc4cc','Introduction to biomaterials: what are they? Where do they come from?','2 weeks',10,0,'2023-11-27 15:53:29.303000','Introduction to what biomaterials are, a tool to change the perception of organic waste by repourpusing once againg and transforming it to a new product.','What are Biomaterials?
\r\n\r\nBiomaterials refers to materials that are derived from renewable biological sources, such as plants, microorganisms or food waste. These materials are often organic in nature and can be designed to be environmentally friendly, biodegradable, and more sustainable than traditional materials derived from fossil fuels. They require less energy and produce less amount of CO2 in their manufacturing, and their primary source is renewable and organic.
\r\n\r\nBiomaterials, in this sense, contribute to reducing the environmental impact associated with the production and disposal of materials, offering a more eco-friendly alternative for various applications, including packaging, disposable items, and other consumer products.
\r\n\r\n.
\r\n\r\nWhy is it relevant in a school context?
\r\n\r\nTeaching students about biomaterials educates them on eco-friendly alternatives, fosters environmental awareness and responsible consumption, and introduces them to cutting-edge technologies and materials science, encouraging interest in STEM fields.
\r\n\r\nWhat will you learn in this lesson plan?
\r\n\r\nYou will be presented with an introduction to bioplastics. This will cover what they are, where they come from, and some case studies.
\r\n','publish','EN',2),(41,'997ec1c0-e836-4bf3-aae3-76f879066891','Making a biomaterial sample book','3 weeks',8,0,'2023-11-28 15:32:41.420000','Experiment with different proportions, create an observation routine to encourage scientific observation and create a library sample of biomaterials. By varying the recipe and additives, the final properties of the biomaterials can be altered.','Principles of biomaterial making:
\r\n\r\nThe basic biomaterials are polymer+plasticiser+solvent. Changing the proportions between them can change the final properties of the materials. Properties can also be changed by the additives, which directly affect texture, colour and other properties. The drying process also has a direct effect on the final appearance of the material: % of shrinkage, final shape, even mould growth.
\r\n\r\nWhy is it relevant in a school context?
\r\n\r\nWorking with something as variable as biomaterials is a huge opportunity to develop a critical and scientific process of observation.
\r\n\r\nWhat will you learn in this lesson plan?
\r\n\r\nYou will look at some of the factors that affect the outcome when making a biomaterial and propose an observation diary and sample book initiative to document the final properties according to recipe proportions and environmental conditions.
\r\n','publish','EN',2),(42,'5ec45383-920c-42cf-8e7b-cd05d0c4a8ce','Professeurs en transitions','---',12,2,'2023-12-04 17:11:09.767000','Professeurs en transitions','Profs en transition est un réseau d’acteurs francophones de l’éducation agissant ensemble pour construire une école, des approches pédagogiques et des pratiques éducatives plus écoresponsables, citoyennes et solidaires.
\r\n\r\nMédia collaboratif, le réseau Profs en transition est mobilisé autour de la construction et de la diffusion de ressources pédagogiques en lien avec la transition écologique et sociale. N’hésitez pas à nous contacter et à nous rejoindre !
\r\n','publish','FR',6),(43,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Visible Mending: repair and customize your fabric','1h to 1 week',3,0,'2023-12-05 09:52:11.080000','This activity consists in discovering how to mend pieces of clothing so to invite you to create your own repairs and customizations','Visible mending is a creative and sustainable approach to repairing clothing or textiles in a way that not only restores functionality but also adds aesthetic value to the item. Instead of concealing the mending work, visible mending embraces and highlights the repairs, turning them into a deliberate and often decorative part of the garment.
\r\n\r\nVisible mending allows for artistic expression. Menders often use different stitching techniques, embroidery, or patchwork to create visually appealing repairs. By repairing and extending the life of clothing, visible mending promotes sustainable fashion practices. It encourages individuals to value their garments and reduce the overall waste in the fashion industry.
\r\n\r\n\r\n\r\n
Tools
\r\nThread
Needles
\r\n\r\nSewing pins
\r\n\r\nClothes or fabric scraps
\r\n\r\nSkills
\r\nBeginners < Advanced
It often involves developing sewing and stitching skills. Menders may learn various embroidery stitches and techniques to create attractive and durable repairs.
\r\n\r\nVisible mending has gained popularity as part of the slow fashion movement, which emphasizes thoughtful and sustainable consumption of clothing. It challenges the disposable nature of fast fashion by encouraging people to take a more active role in maintaining and repairing their garments.
\r\n','save','EN',2),(44,'333a69e3-aa9e-4396-9347-dad789b3861f','Mitigation of climate change (VIDEO)','15 minutes',3,0,'2023-12-09 13:10:13.363000','Mitigation of climate change (VIDEO)','You can found on link a video of Climate Change 2022: Mitigation of Climate Change: https://www.youtube.com/watch?v=7yHcXQoR1zA
\r\n\r\nThe Working Group III contribution to the IPCC Sixth Assessment Report. Read the report: https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/
\r\n','publish','EN',4),(45,'7231b948-fb81-40f9-9828-70d32702775a','En-Roads simulator introduction (Video)','20 minutes',0,0,'2023-12-09 13:17:51.106000','En-Roads simulator introduction (Video)','An introduction to the En-ROADS Simulator and the main features that it offers. En-ROADS can help you understand climate solutions, how to make an impact in the world, and how it can help us meet our climate goals.
\r\n\r\nThe video is done according to IPCC materials.
\r\n\r\nThe Intergovernmental Panel on Climate Change (IPCC) is an intergovernmental body of the United Nations.
\r\n\r\n\r\n','publish','EN',6),(46,'a71521a4-7b64-4b51-ac52-d473bacf2160','Design your circular transition','variable',0,0,'2023-12-15 11:20:15.682000','One toolkit, eight tools. Our circular toolkit will help kickstart your transition','
This toolbox contains eight tools that guide you through a circular innovation process and provide you with the resources you need along the way.
\r\n\r\nThis is a resource for companies and organizations who want to work more creatively and collaboratively in their team or organization towards circularity.
\r\n\r\n\r\n\r\n
Developped by the Danish Design Centre.
\r\n','save','EN',6),(47,'39148402-168a-424d-981e-9352366ee5dd','Impact environnemental du textile','10 minutes',34,4,'2023-12-18 15:35:00.683000','Les étudiants vont apprendre les impacts écologiques de la production et la consommation d’habits','Les étudiants vont apprendre l’empreinte environnementale du cycle de vie complet d’un produit textile
\r\n','publish','FR',5),(48,'09b93295-2720-45b3-b5cd-a45b3ffe9282','Intro to environmental NGO organizations','15 minutes',1,0,'2023-12-19 09:27:26.340000','Largest environmental NGO organizations in Europe','There are a lot of environmental NGOs operating in each EU country. 10 largest of them are below:
\r\n\r\nCEE Bankwatch Network (https://bankwatch.org/) - CEE Bankwatch Network is a coalition of 16 environmental groups from central and eastern Europe monitoring public finance institutions that are responsible for hundreds of billions of investments across the globe. Together with local communities and other NGOs we work to expose the influence of these institutions and provide a counterbalance to their unchecked power.
\r\n\r\nBIRDLIFE EUROPE AND CENTRAL ASIA (https://www.birdlife.org/europe-and-central-asia/) - BirdLife Europe and Central Asia is a partnership of 48 national conservation organisations and a leader in bird conservation. Our unique local to global approach enables us to deliver high impact and long term conservation for the benefit of nature and people. BirdLife Europe and Central Asia is one of the six regional secretariats that compose BirdLife International.
\r\n\r\nCAN EUROPE (https://caneurope.org/) - Climate Action Network (CAN) Europe is Europe’s largest coalition working on climate and energy issues. With over 140 member organisations in more than 30 European countries – representing over 44 million citizens – CAN Europe works to prevent dangerous climate change and promote sustainable climate and energy policy in Europe.
\r\n\r\nEUROPEAN ENVIRONMENTAL BUREAU (EEB) (https://eeb.org/) - The EEB is the largest network of environmental citizens’ organisations in Europe. It currently consists of over 160 member organisations in more than 35 countries (all EU Member States plus some accession and neighbouring countries), including a growing number of European networks, and representing some 30 million individual members and supporters.
\r\n\r\nFRIENDS OF THE EARTH EUROPE (https://friendsoftheearth.eu/) - Friends of the Earth Europe is the largest grassroots environmental network in Europe, uniting more than 30 national organisations with thousands of local groups. We campaign on today’s most urgent environmental and social justice issues. We are the European arm of the Friends of the Earth International global federation of 75 national member organisations.
\r\n\r\nGREENPEACE EUROPEAN UNIT (https://www.greenpeace.org/eu-unit/) - Greenpeace European Unit is part of the international Greenpeace network, active in over 55 countries worldwide and with more than three million supporters. We monitor the work of the EU institutions, expose deficient EU policies and laws, and challenge EU decision-makers to implement progressive solutions. We value our independence and do not accept donations from governments, the EU, businesses or political parties.
\r\n\r\nHEALTH AND ENVIRONMENT ALLIANCE (HEAL) (https://www.env-health.org/) - The Health and Environment Alliance (HEAL) is a leading European not-for-profit organisation addressing how the environment affects health in the European Union. With the support of more than 75 member organisations, HEAL brings independent expertise and evidence from the health community to different decision-making processes.
\r\n\r\nNATUREFRIENDS INTERNATIONAL (https://www.nf-int.org/) - NFI is the global umbrella organisation of the Naturefriends movement, uniting more than 45 member organisations with 350,000 members throughout the globe. NFI works for sustainable development in and beyond Europe focusing both on environment and society.
\r\n\r\nTRANSPORT & ENVIRONMENT (https://www.transportenvironment.org/) - Transport & Environment (T&E) is Europe’s leading NGO campaigning for cleaner transport. Its work is supported by 58 organisations in 26 countries across Europe representing, all together, more than 3.5 million people.
\r\n\r\nWWF EUROPEAN POLICY OFFICE (https://www.wwf.eu/) - At WWF, we work towards a world in which people and nature thrive. WWF’s European Policy Office in Brussels advocates and campaigns for better EU policies that benefit the European and global environment. We represent 25 national and regional offices and over 3 million members.
\r\n','publish','EN',6),(49,'19194069-9341-4b49-bc84-7905c8da26fd','Guide to starting a composting program in school','3 hours',2,0,'2023-12-19 09:41:12.008000','All information needed to starting a composting program in school','If your school is like most across the Europe, recycling has become a part of your culture. Why not take the next steps and start composting? Composting is a way to promote a responsible and environmentally friendly way to deal with waste. Along with saving landfill space, school composting programs have many benefits:
\r\n\r\n- Compost as a finished product enhances the soil and plant quality in school vegetable and flower gardens
\r\n\r\n- Providing educational opportunities that promote sustainable environmental practices
\r\n\r\n- Reducing the school’s cost of waste removal
\r\n\r\n- Providing a medium for many environmental and science related topics for discovery along with opportunities for student development and responsibility, art and inspiration projects
\r\n\r\nThe goal of this manual is to help aid schools to establish a successful composting program providing information, tips and resources.
\r\n','publish','EN',6),(50,'dd29dfaa-17d6-4a50-9f52-e165e3233b45','Durabilité','1',19,4,'2023-12-19 10:48:51.513000','Les étudiants vont apprendre le concept de la durabilité. Soit ses trois piliers, l’intersection entre eux et les deux diagrammes représentant la durabilité','L’importance de la durabilité
\r\n\r\nQu’est-ce que c’est que la durabilité ? Qu’est ce qu’on veut qui dure ? Une partie importante d’enseigner les problèmes liés à la durabilité implique de toujours garder ces questions ouvertes en en vie. La durabilité offre un large cadre pour se poser des questions philosophiques tenaces : Qu’est ce que c’est que la belle vie ? Comment peut-on créer un meilleur monde ? Penser et enseigner les principes et pratiques durables sont des projets orientés vers le futur mais la pertinence des principes et pratiques durables doivent s’articuler dans le présent.
\r\n\r\n\r\n\r\n
Comment peuvent les étudiants penser aux activités économiques futures en gardant la durabilité en vue
\r\n\r\n- Intérieurement : Penser à des comportements plus durables dont l’achat, le transport, les loisirs et tous autres activités
\r\n\r\n- Extérieurement : avoir une vue critique sur les produits et services sur le marché en termes de valeurs sociales, environnementales et écologiques
\r\n\r\n- Sur la durée de vie des étudiants : intégrer les concepts de la durabilité dans leurs futures carrières
\r\n\r\n
\r\n\r\nQu’allez-vous apprendre dans ce plan de cours ?
\r\n\r\n- Comprendre le concept de durabilité
\r\n\r\n- Explorer les composants essentiels de la durabilité
\r\n\r\n- Faire la différence entre deux points de vues au rapport de la durabilité
\r\n','publish','FR',5),(52,'db96c3a3-d7c4-43a3-8bee-2ccd6e365531','Une conférence d\'introduction à la conception pour un comportement durable','1 hour',6,1,'2023-12-19 13:13:17.122000','Une conférence sur les bases de la conception pour un comportement durable','Ce bloc d'apprentissage peut être utilisé comme un cours sur la conception pour comportement durable à lui seul, mais il est pensé pour être la deuxième partie du défi sur la conception pour un comportement durable
\r\n','save','FR',3),(53,'3cd3b023-d10e-4975-be21-5df560e07d73','Conception pour un comportement durable : Partie 3 : Explorer','Un jour à une semaine',5,1,'2023-12-19 13:26:47.345000','La 3e partie du défi sur la conception pour un comportement durable. L’étudiant devra identifier et choisir un comportement qui n’est pas durable afin de définir son thème pour le reste du défi','La 3e partie du défi sur la conception pour un comportement durable. L’étudiant devra identifier et choisir un comportement qui n’est pas durable afin de définir son thème pour le reste du défi
\r\n\r\n\r\n','save','FR',3),(54,'c6e37067-421d-41ab-af4a-75bdcc250660','la conception pour un comportement durable : Partie 4: Prototype / Défi','De 1/2 journée à plusieurs jours',0,0,'2023-12-19 13:41:02.889000','Ceci est la 4e partie du défi sur la conception pour un comportement durable où les étudiants apprennent à choisir des stratégies pour changer le comportement et prototyper une idée de conception ','
Ceci est la 4e partie du défi sur la conception pour un comportement durable où les étudiants apprennent à choisir des stratégies pour changer le comportement et prototyper une idée de conception
\r\n','save','FR',3),(55,'c8f5ad12-53ff-4b3c-b9da-288b60e5e89b','Conception pour un comportement durable : Partie 5 : Réflexion','1/2 journée à un jour',0,0,'2023-12-19 13:53:43.598000','Ceci est la 5e et dernière partie du défi sur la conception, au cours de laquelle les interventions en matière de conception sont discutées et analysées','Ceci est la 5e et dernière partie du défi sur la conception, au cours de laquelle les interventions en matière de conception sont discutées et analysées
\r\n','save','FR',3),(57,'f4884e35-15c6-44eb-a254-f4f52ad972d5','Comprendre le problème du gaspillage alimentaire','1 session',8,0,'2023-12-21 12:49:59.872000','Introduction au problème des déchets alimentaires et à la possibilité de créer des produits de grande valeur à partir de déchets organiques. Une série de lectures pour mener une discussion avec les élèves sur le problème des déchets alimentaires et les produits issus des déchets organiques. Matériel original de la Fondation Ellen Mc Arthur','Le gaspillage alimentaire fait référence au fait de jeter ou de gaspiller de la nourriture comestible, généralement à divers stades de la chaîne d'approvisionnement alimentaire, notamment la production, la transformation, la distribution et la consommation. Il englobe toute nourriture qui est jetée, perdue ou non consommée. Le gaspillage alimentaire peut se produire pour diverses raisons, telles que le pourrissement, la surproduction, un stockage inapproprié, des imperfections cosmétiques, des dates d'expiration ou le comportement des consommateurs.
\r\n\r\nLe gaspillage alimentaire est un problème mondial significatif avec des conséquences économiques, environnementales et sociales graves. Lorsque de la nourriture est gaspillée, des ressources précieuses telles que l'eau, l'énergie, le travail et les terres utilisées pour la production sont également gaspillées. De plus, l'élimination des déchets alimentaires dans les décharges contribue aux émissions de gaz à effet de serre car elle se décompose et libère du méthane, un gaz à effet de serre potentiellement puissant.
\r\n\r\nRéduire le gaspillage alimentaire est crucial pour faire face aux défis de durabilité de nos systèmes alimentaires. Diverses initiatives et stratégies sont mises en œuvre pour lutter contre le gaspillage alimentaire, notamment la sensibilisation, l'amélioration des pratiques de stockage et de transport, la promotion d'un comportement de consommateur responsable et la redistribution alimentaire aux personnes dans le besoin.
\r\n\r\nVous serez présenté à plusieurs articles et vidéos de la Fondation Ellen MacArthur pour introduire le sujet du gaspillage alimentaire et de la réévaluation des déchets organiques.
\r\n\r\nLe contenu aborde probablement des stratégies, des initiatives et l'importance d'adopter une approche d'économie circulaire pour aborder ces problèmes.
\r\n\r\nEn explorant ces ressources, les participants peuvent acquérir des connaissances sur les défis du gaspillage alimentaire, le potentiel de réévaluation des déchets organiques et les principes d'une économie circulaire.
\r\n\r\nCes informations visent à sensibiliser et à éduquer les individus sur la nécessité de pratiques durables en matière de consommation alimentaire, de gestion des déchets et d'utilisation des ressources.
\r\n\r\n\r\n\r\n
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\r\n\r\n
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\r\n','publish','FR',2),(58,'cd7649b6-ef4a-42ee-83cc-15820efb1ca2','Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?','2 semaines',7,0,'2023-12-21 13:35:50.950000','Introduction à ce que sont les biomatériaux et les recettes les plus élémentaires. Commencer à fabriquer des biomatériaux avec des déchets provenant de la maison, de l\'école ou du voisinage, comme le marc de café ou les pelures d\'orange. Nous proposons de valoriser et de changer la perception que nous avons des déchets en leur attribuant une nouvelle signification qui se construit à travers l\'expérience d\'un processus de travail. A la fin de ce module, les déchets organiques seront vus avec un nouveau regard, comme des ressources disponibles pour créer une deuxième et une troisième vie à la matière disponible.','
Qu'est-ce que les bioplastiques ?
\r\n\r\nLes bioplastiques sont un type de matériau plastique dérivé de sources renouvelables telles que les plantes, les cultures ou les micro-organismes. Contrairement aux plastiques traditionnels qui sont dérivés des combustibles fossiles (pétrole), les bioplastiques sont fabriqués à partir de biomasse ou de matières premières d'origine biologique. Ils offrent une alternative plus durable aux plastiques conventionnels en réduisant la dépendance vis-à-vis des ressources non renouvelables et en atténuant les impacts environnementaux associés aux déchets plastiques.
\r\n\r\nIl est important de noter que tous les bioplastiques ne sont pas biodégradables, et tous les plastiques conventionnels ne sont pas non biodégradables. Les bioplastiques peuvent avoir différentes propriétés et applications, et leur impact environnemental dépend de facteurs tels que l'approvisionnement en matières premières, les processus de fabrication et les options de fin de vie. En tenant compte de cela, on peut dire qu'il existe deux catégories principales de bioplastiques :
\r\n\r\n• Bioplastiques d'origine biologique : ceux-ci sont dérivés de sources de biomasse telles que l'amidon de maïs, la canne à sucre, les huiles végétales ou la cellulose. Les polymères utilisés dans les bioplastiques d'origine biologique peuvent être soit biodégradables, soit non biodégradables.
\r\n\r\n• Bioplastiques biodégradables : ceux-ci sont conçus pour se décomposer naturellement en substances plus simples dans des conditions environnementales spécifiques, telles que le compostage ou la dégradation dans le sol. Ces matériaux peuvent réduire la persistance des déchets plastiques dans l'environnement.
\r\n\r\nLes avantages des bioplastiques comprennent :
\r\n\r\n• Ressource renouvelable : Les bioplastiques utilisent des ressources renouvelables au lieu de dépendre uniquement des combustibles fossiles, ce qui contribue à réduire l'empreinte carbone et la dépendance aux ressources non renouvelables.
\r\n\r\n• Réduction des émissions de gaz à effet de serre : La production de bioplastiques peut entraîner des émissions de gaz à effet de serre plus faibles par rapport aux plastiques conventionnels dérivés des combustibles fossiles.
\r\n\r\n• Potentiel de biodégradabilité : Les bioplastiques biodégradables peuvent se décomposer en substances plus simples dans des conditions spécifiques, réduisant l'accumulation de déchets plastiques et la pollution environnementale.
\r\n\r\n• Applications diverses : Les bioplastiques peuvent être utilisés dans diverses applications, notamment l'emballage, les biens de consommation, l'agriculture, les textiles et les dispositifs médicaux.
\r\n\r\nQu'allez-vous apprendre dans ce plan de leçon ?
\r\n\r\nVous serez introduit à la théorie des bioplastiques et présenté à quelques recettes simples pour commencer à fabriquer des bioplastiques en classe.
\r\n','publish','FR',2),(59,'2854f497-a869-448e-9726-b3614851ae69','Réalisation d\'un livre d\'échantillons de biomatériaux','3 semaines',4,0,'2023-12-21 13:41:37.080000','Expérimenter différentes proportions pour la fabrication de biomatériaux et créer une routine d\'observation pour promouvoir l\'observation scientifique.','Principes de fabrication des biomatériaux :
\r\n\r\nLes biomatériaux de base sont polymère+plastifiant+solvant. Changer les proportions entre eux peut modifier les propriétés finales des matériaux. Les propriétés peuvent également être modifiées par les additifs, qui affectent directement la texture, la couleur et d'autres propriétés. Le processus de séchage a également un effet direct sur l’aspect final du matériau : % de retrait, forme finale, voire croissance de moisissures.
\r\n\r\nPourquoi est-ce pertinent dans un contexte scolaire ?
\r\n\r\nTravailler avec quelque chose d’aussi variable que les biomatériaux constitue une immense opportunité de développer un processus d’observation critique et scientifique.
\r\n\r\nQu'allez-vous apprendre dans ce plan de cours ?
\r\n\r\nVous examinerez certains des facteurs qui affectent le résultat lors de la fabrication d'un biomatériau et proposerez une initiative de journal d'observation et de livre d'échantillons pour documenter les propriétés finales en fonction des proportions de la recette et des conditions environnementales.
\r\n','publish','FR',2),(60,'85112bd3-56a0-428f-9e38-3e1c7db03e76','Réflexion sur les défis circulaires','30 min à 2h',5,1,'2023-12-21 16:53:52.935000','Organiser une session collective avec les élèves pour réfléchir à ce qu\'ils apprennent et à ce qu\'ils envisagent pour les avenirs circulaires','Faites réfléchir vos élèves sur leurs pratiques et leur travail dans le cadre du défi circulaire en organisant deux petites activités au cours desquelles ils partageront les principales leçons apprises et débattront des stratégies circulaires.
\r\n','publish','FR',2),(62,'69292a63-24f2-42e9-b49e-c082e20f1566','Les étudiants s\'expriment sur l\'éco-anxiété','5 minutes',5,1,'2023-12-21 17:12:59.246000','Courte vidéo présentant des étudiants (des États-Unis) partageant leur éco-anxiété ','Courte vidéo présentant des étudiants (des États-Unis) partageant leur anxiété écologique. Il peut être utile pour les enseignants de la montrer, car elle peut trouver un écho chez les élèves qu'ils enseignent eux-mêmes.
\r\n\r\nIl peut s'agir d'une bonne introduction avant d'entamer une discussion en classe sur le thème.
\r\n\r\n\r\n\r\n
Après avoir vu la vidéo,
\r\n\r\nVous pouvez trouver ci-joint un ppt à l'intérieur duquel se trouve des questions qui pourraient être débattues en classe.
\r\n','publish','FR',3),(64,'6107bf5e-2814-4936-ae9a-3fc90b4e23cc','EN-roads climate simulator','15 minutes',1,0,'2023-12-27 13:22:35.135000','EN-roads climate simulator','En-ROADS is a global climate simulator that allows users to explore the impact that dozens of policies—such as electrifying transport, pricing carbon, and improving agricultural practices—have on hundreds of factors like energy prices, temperature, air quality, and sea level rise.
\r\n\r\nDeveloped by Climate Interactive, the MIT Sloan Sustainability Initiative, and Ventana Systems, En-ROADS is a system dynamics model carefully grounded in the best available science, and has been calibrated against a wide range of existing integrated assessment, climate, and energy models. En-ROADS runs on an ordinary laptop in a fraction of a second, is freely available online, offers an intuitive user-friendly interface, and is available in over a dozen languages.
\r\n\r\nEn-ROADS helps people make connections between things they care about and the possibilities available to help ensure a resilient future. Users can quickly see the long-term effects of the global climate policies and actions they imagine. The goal? To break through the noise and equip elected officials, business leaders, and others with the knowledge they need to implement equitable and high-leverage climate solutions. You can learn more about the science behind the simulator here.
\r\n','publish','EN',6),(65,'a27ab722-3290-4283-846d-cb1f4ce7575f','School event planning','Few days',2,0,'2023-12-27 13:55:30.091000','School event planning','Detailed information on hosting event at school: https://www.wikihow.com/Host-an-Event-in-School
\r\n','publish','EN',6),(66,'a61fc74c-7227-4639-a0af-3b81fa905db4','Circular event','1 day',2,0,'2023-12-27 14:12:18.935000','Circular event','Planning a cirular event:
\r\n\r\nClothing swap: https://cariki.co.uk/blogs/the-green-road/how-to-organise-a-clothes-swap
\r\n\r\nRepair cafe: https://www.instructables.com/Host-a-Repair-Cafe/
\r\n','publish','EN',6),(67,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Praktikos bendruomenių kūrimas','1 week',6,0,'2023-12-27 15:26:00.249000','Ieškome būdų, kaip kurti kartu su vietos bendruomenėmis. Sudarykite savo bendruomenės žemėlapį (švietimo bendruomenės, tėvų, vietos įmonių). Susisiekite su jais, kad sudarytumėte vietos žmonių masyvą. Originali Fab Lab Bcn medžiaga','Kas yra praktikos bendruomenės?
\r\n\r\nPraktikos bendruomenės - tai grupės žmonių, kuriuos sieja bendras rūpestis ar aistra tam tikram dalykui, kurį jie daro, ir kurie reguliariai bendraudami mokosi, kaip tai daryti geriau. Siekdami interesų savo srityje, nariai dalyvauja bendroje veikloje ir diskusijose, padeda vieni kitiems ir dalijasi informacija. Jie užmezga santykius, kurie leidžia jiems mokytis vieniems iš kitų; jiems rūpi jų tarpusavio padėtis.
\r\n\r\nPraktikos bendruomenės nariai yra praktikai. Jie kuria bendrą išteklių repertuarą: patirtį, istorijas, įrankius, pasikartojančių problemų sprendimo būdus - trumpai tariant, bendrą praktiką. Tam reikia laiko ir nuolatinės sąveikos.
\r\n\r\nKuo praktikos bendruomenė gali būti naudinga mokykloje?
\r\n\r\n-Išoriškai: Kaip organizuoti edukacinę patirtį, kuri pagrįstų mokyklinį mokymąsi praktika dalyvaujant bendruomenėse, susijusiose su dalykais?
\r\n\r\n-Išoriškai: Kaip susieti mokinių patirtį su realia praktika per periferines dalyvavimo platesnėse bendruomenėse už mokyklos sienų formas?
\r\n\r\n-Per visą mokinių gyvenimą: Kaip tenkinti mokinių mokymosi visą gyvenimą poreikius, organizuojant praktines bendruomenes, orientuotas į temas, kurios mokinius domina ir po pradinio mokymosi mokykloje laikotarpio?
\r\n\r\nKo išmoksite iš šio pamokos plano?
\r\n\r\nJums bus pateikta projektinio mąstymo strategija, kaip pradėti kurti žemėlapį ir susisiekti su vietos bendruomenėmis ir verslo įmonėmis, kurios gali jums padėti savo patirtimi ir ištekliais, kad galėtumėte pradėti projektą ir padaryti jį prasmingesnį.
\r\n','publish','LT',2),(68,'578f997a-1854-4c2e-9e6f-9608d46d760b','Maisto atliekų problemos supratimas','1 session',0,0,'2023-12-27 15:55:26.615000','Supažindinimas su maisto atliekų problema ir galimybe iš organinių atliekų sukurti didesnės vertės produktus.','Kas yra maisto atliekos?
\r\n\r\nNeretai gyventojai teigia, kad jų namuose maisto atliekų nesusidaro. Visgi, net ir suvalgydami visus namuose pasigamintus patiekalus, maisto atliekų vargiai, ar išvengiame. Lieka vaisių ir uogų likučiai, daržovių žievės, lupenos ir nuopjovos, kavos tirščiai ir jų filtrai, mėsos ir žuvies kaulai, kiaušinių lukštai ir kiti vartojimui nebetinkami maisto produktai.
\r\n\r\nVirtuvėje susidaro ir kitų atliekų, kurias jau nuo kitų metų turėsime atskirti iš bendro mišrių komunalinių atliekų srauto. Su maistu susilietusios ir riebalais suteptos servetėlės, popieriniai rankšluosčiai, maistu suteptos popierinės ir kartotinės maisto pakuotės, kartonas, maistui gaminti skirti produktai taip pat priskiriami maisto ir virtuvės atliekoms.
\r\n\r\nKaip didelėnės vertės produktų gamyba iš organinių atliekų gali būti naudinga mūsų visuomenei?
\r\n\r\n1.Efektyvus išteklių naudojimas: Organinių atliekų perdirbimas į didesnės vertės produktus leidžia efektyviai naudoti išteklius.
\r\n\r\n2. Atliekų mažinimas ir nukreipimas: Išgaunant vertę iš organinių atliekų, mažėja į sąvartynus ar deginimo įrenginius siunčiamų atliekų kiekis. Tai padeda mažinti su atliekų šalinimu susijusį poveikį aplinkai, pavyzdžiui, šiltnamio efektą sukeliančių dujų išmetimą ir dirvožemio bei vandens užterštumą.
\r\n\r\n3. Ekonominės galimybės: Didelės vertės produktų kūrimas iš organinių atliekų gali paskatinti ekonominę plėtrą ir darbo vietų kūrimą.
\r\n\r\n4. Žiedinės ekonomikos skatinimas: Organinių atliekų pavertimas didelės vertės produktais atitinka žiedinės ekonomikos principus.
\r\n','publish','LT',2),(69,'5e36773a-533c-4e9d-9446-87d59fefd9e2','Verslo modeliai','2',0,0,'2023-12-28 11:36:08.717000','Mokiniai atras priemonę, kuri padės jiems suprasti, kaip galima sukurti verslą ir kaip idėją galima paversti verslo modeliu. Be to, studentas susipažins su verslo modelio prototipo kūrimo procesu ir sužinos pagrindines verslo modelio sudedamąsias dalis.','Kas yra verslo modelis?
\r\n\r\nVerslo modelis atsirado devintojo dešimtmečio pradžioje kaip nauja sąvoka, leidžianti verslininkams savo novatorišką e. verslą padaryti suprantamą išteklių turėtojams konkrečiomis naujosios ekonomikos sąlygomis. Verslo modelio koncepcijos naudojimas tarp praktikų išplito toli už interneto ekonomikos ribų, nes ji bendriau atitinka verslininkų poreikius, susijusius su naujomis ir veiksmingomis priemonėmis sudėtingesnėje aplinkoje
\r\n\r\nKaip studentai gali naudoti verslo modelį kaip priemonę naujiems verslo modeliams kurti ir pristatyti savo idėją
\r\n\r\n-viduje: gebėti išreikšti verslumo idėją naudojant verslo terminus
\r\n\r\n-Išoriškai: gebėti analizuoti ir suprasti, kaip veikia sėkmingai veikiančios įmonės
\r\n\r\n-Antrinėje aplinkoje: tyrinėti ir panaudoti kūrybines idėjas ir paversti jas novatoriškais verslo modeliais
\r\n\r\nKo išmoksite iš šio pamokos plano?
\r\n\r\n-Suprasti verslo modelio sąvoką
\r\n\r\n-išnagrinėti esminius verslo modelio drobės elementus
\r\n\r\n-Taikyti analitinius įgūdžius atliekant atvejo analizę
\r\n','publish','LT',5),(70,'4f085428-49fe-4064-b3bd-5afc4a36dcc7','Tvarumas','1',0,0,'2023-12-28 12:02:44.111000','Mokiniai sužinos apie tvarumo koncepciją, tris jos ramsčius, jų sankirtą ir dvi tvarumo atvaizdavimo schemas.','Tvarumo svarba
\r\n\r\nKas yra tvarumas? Ką norime išlaikyti? Svarbi tvarumo mokymo dalis - išlaikyti šiuos klausimus visada atvirus ir gyvus. Tvarumas siūlo naują sistemą, leidžiančią užduoti ilgalaikius filosofinius klausimus: Kas yra geras gyvenimas? Kaip sukurti geresnį pasaulį? Mąstymas ir mokymas apie tvarumą yra į ateitį orientuoti projektai, tačiau tvarumo principų ir praktikos aktualumas turi būti išreikštas dabartyje.
\r\n\r\nKaip mokiniai gali mąstyti apie būsimą ekonominę veiklą, atsižvelgdami į tvarų mąstymą?
\r\n\r\n-Viduje: mąstykite apie tvaresnį elgesį, įskaitant pirkimą, transportą, pramogas ir kitą veiklą.
\r\n\r\n-Išoriškai: kritiškai vertinti rinkoje esančius produktus ir paslaugas, atsižvelgiant į jų socialinę, aplinkosauginę ir ekonominę vertę.
\r\n\r\n-Atvirkščiai: integruoti tvarumo sampratą į būsimus vežėjus.
\r\n\r\nKą sužinosite iš šio pamokos plano?
\r\n\r\n-Suprasti tvarumo sąvoką
\r\n\r\n-išnagrinėti esminius tvarumo komponentus
\r\n\r\n-Atskirti du požiūrius į tvarumą
\r\n','publish','LT',5),(71,'cd65eae1-edec-4bf2-be5c-61d084d5b614','Tekstilės poveikis aplinkai','10 minutes',0,0,'2023-12-28 12:49:39.505000','Mokiniai sužinos apie drabužių gamybos ir vartojimo poveikį aplinkai','Mokiniai sužinos apie viso tekstilės gaminio gyvavimo ciklo poveikį aplinkai, kaip tekstilė tvarkoma dabar ir kaip galima rinktis tvariau.
\r\n','publish','LT',5),(72,'a61fc74c-7227-4639-a0af-3b81fa905db4','Žiedinis renginys','1 day',0,0,'2023-12-28 13:19:51.082000','Informacija kaip suorganizuoti žiedinė renginį','Informacinė medžiaga kaip organizuoti žiedinius renginius, pvz.:
\r\n\r\n1. Drabužių mainytuves
\r\n\r\n2. Daiktų taisymo dirbtuves
\r\n','publish','LT',6),(73,'a27ab722-3290-4283-846d-cb1f4ce7575f','Renginio planavimas mokykloje','Kelios dienos',0,0,'2023-12-28 13:39:39.271000','Renginio planavimas mokykloje','Renginio planavimas (pavyzdys iš Kaišiadorių r. Žąslių gimnazijos): https://www.zasliu.kaisiadorys.lm.lt/images/Tekstai/Mokyklos_dokumentai/mensporen.pdf
\r\n\r\nKiekvienoje mokykloje gali būti kitokios taisyklės, verta to paklausti mokytojų.
\r\n','publish','LT',6),(74,'6107bf5e-2814-4936-ae9a-3fc90b4e23cc','EN-roads klimato simuliatorius','15 minutes',1,0,'2023-12-28 13:45:00.468000','EN-roads klimato simuliatorius','"En-ROADS" - tai pasaulinis klimato simuliatorius, leidžiantis naudotojams ištirti dešimčių politikos priemonių, pavyzdžiui, transporto elektrifikavimo, anglies dioksido kainų nustatymo ir žemės ūkio praktikos tobulinimo, poveikį šimtams veiksnių, pavyzdžiui, energijos kainoms, temperatūrai, oro kokybei ir jūros lygio kilimui.
\r\n\r\n"Climate Interactive", Masačusetso technologijos instituto (MIT) tvarumo iniciatyvos ir "Ventana Systems" sukurtas "En-ROADS" yra sistemos dinamikos modelis, kruopščiai pagrįstas geriausiais turimais moksliniais duomenimis ir sukalibruotas pagal daugybę esamų integruotų vertinimo, klimato ir energetikos modelių. "En-ROADS" paleidžiamas įprastame nešiojamajame kompiuteryje per sekundės dalį, yra laisvai prieinamas internete, turi intuityvią patogią vartotojo sąsają ir yra išverstas į keliolika kalbų.
\r\n\r\n"En-ROADS" padeda žmonėms susieti jiems rūpimus dalykus su galimybėmis padėti užtikrinti atsparią ateitį. Vartotojai gali greitai pamatyti ilgalaikį jų įsivaizduojamos pasaulinės klimato politikos ir veiksmų poveikį. Tikslas? Išsklaidyti triukšmą ir suteikti išrinktiems pareigūnams, verslo lyderiams ir kitiems asmenims žinių, reikalingų teisingiems ir efektyviems klimato sprendimams įgyvendinti. Daugiau informacijos apie simuliatoriaus mokslinį pagrindą galite sužinoti čia.
\r\n','publish','LT',6),(75,'333a69e3-aa9e-4396-9347-dad789b3861f','Klimato kaitos stabdymas ir švelninimas (video)','45 minutės',2,1,'2023-12-28 13:54:44.030000','Klimato kaitos stabdymas ir švelninimas','Informacija apie klimatą, jo keitimosi priežastis ir būtinus imtis veiksmus.
\r\n','publish','LT',6),(76,'7231b948-fb81-40f9-9828-70d32702775a','En-Roads simuliatoriaus pristatymas','20 minučių',0,0,'2023-12-28 13:58:05.672000','En-Roads simuliatoriaus pristatymas','Supažindinama su "En-ROADS" simuliatoriumi ir pagrindinėmis jo funkcijomis. "En-ROADS" gali padėti suprasti klimato sprendimus, kaip daryti poveikį pasauliui ir kaip tai gali padėti mums pasiekti klimato tikslus.
\r\n','publish','LT',6),(77,'09b93295-2720-45b3-b5cd-a45b3ffe9282','Informacija apie aplinkosaugines NVO','15 minučių',0,0,'2023-12-28 14:29:56.580000','Didžiausios aplinkosauginės nevyriausybinės organizacijos Lietuvoje ir Europoje','Lietuvos aplinkosauginės nevyriausybinės NVO:
\r\n\r\nBendrija „Atgaja“
\r\nŽiedinė ekonomika
\r\n\r\n\r\n
Kiekvienoje ES šalyje veikia daug aplinkosaugos NVO. Toliau pateikiama 10 didžiausių iš jų:
\r\n\r\n
\r\nCEE Bankwatch Network (https://bankwatch.org/) - CEE Bankwatch Network yra 16 aplinkosaugos grupių iš Vidurio ir Rytų Europos, stebinčių viešąsias finansų institucijas, kurios atsakingos už šimtus milijardų investicijų visame pasaulyje. Kartu su vietos bendruomenėmis ir kitomis nevyriausybinėmis organizacijomis siekiame atskleisti šių institucijų įtaką ir sukurti atsvarą jų nekontroliuojamai galiai.
\r\nBIRDLIFE EUROPE AND CENTRAL ASIA (https://www.birdlife.org/europe-and-central-asia/) - "BirdLife Europe and Central Asia" yra 48 nacionalinių gamtosaugos organizacijų partnerystė ir paukščių apsaugos lyderė. Mūsų unikalus vietinis ir pasaulinis požiūris leidžia mums užtikrinti didelį poveikį ir ilgalaikę apsaugą gamtos ir žmonių labui. "BirdLife Europe and Central Asia" yra vienas iš šešių regioninių sekretoriatų, sudarančių "BirdLife International".
\r\nCAN EUROPE (https://caneurope.org/) - Europos klimato kaitos veiksmų tinklas (CAN) yra didžiausia Europos koalicija, sprendžianti klimato ir energetikos klausimus. Daugiau kaip 140 organizacijų narių iš daugiau kaip 30 Europos šalių, atstovaujančių daugiau kaip 44 mln. piliečių, CAN Europe siekia užkirsti kelią pavojingai klimato kaitai ir skatinti tvarią klimato ir energetikos politiką Europoje.
\r\nEUROPOS EKOLOGIJOS BIURAS (EEB) (https://eeb.org/) - EEB yra didžiausias aplinkosaugos piliečių organizacijų tinklas Europoje. Šiuo metu jam priklauso daugiau kaip 160 organizacijų narių daugiau kaip 35 šalyse (visose ES valstybėse narėse ir kai kuriose stojančiosiose bei kaimyninėse šalyse), įskaitant vis daugiau Europos tinklų, ir jis atstovauja apie 30 mln. individualių narių ir rėmėjų.
\r\nEuropos žemės draugai (https://friendsoftheearth.eu/) - "Friends of the Earth Europe" yra didžiausias paprastų žmonių aplinkosaugos tinklas Europoje, vienijantis daugiau kaip 30 nacionalinių organizacijų ir tūkstančius vietinių grupių. Vykdome kampanijas aktualiausiais šiandienos aplinkosaugos ir socialinio teisingumo klausimais. Esame tarptautinės pasaulinės federacijos "Friends of the Earth International", kurią sudaro 75 nacionalinės organizacijos narės, Europos padalinys.
\r\nGREENPEACE EUROPOS SKYRIUS (https://www.greenpeace.org/eu-unit/) - "Greenpeace" Europos skyrius yra tarptautinio "Greenpeace" tinklo, veikiančio daugiau kaip 55 pasaulio šalyse ir turinčio daugiau kaip tris milijonus rėmėjų, dalis. Mes stebime ES institucijų darbą, atskleidžiame ES politikos ir įstatymų trūkumus ir raginame ES sprendimų priėmėjus įgyvendinti pažangius sprendimus. Vertiname savo nepriklausomybę ir nepriimame aukų iš vyriausybių, ES, įmonių ar politinių partijų.
\r\nHEALTH AND ENVIRONMENT ALLIANCE (HEAL) (https://www.env-health.org/) - Sveikatos ir aplinkos aljansas (HEAL) yra pirmaujanti Europos ne pelno siekianti organizacija, sprendžianti, kaip aplinka veikia sveikatą Europos Sąjungoje. Remiama daugiau nei 75 organizacijų narių, HEAL į įvairius sprendimų priėmimo procesus įtraukia nepriklausomą sveikatos bendruomenės patirtį ir įrodymus.
\r\nNATUREFRIENDS INTERNATIONAL (https://www.nf-int.org/) - NFI yra pasaulinė gamtos draugų judėjimo skėtinė organizacija, vienijanti daugiau kaip 45 organizacijas nares, turinčias 350 000 narių visame pasaulyje. NFI siekia darnaus vystymosi Europoje ir už jos ribų, daugiausia dėmesio skirdama aplinkai ir visuomenei.
\r\nTRANSPORTAS IR APLINKA (https://www.transportenvironment.org/) - Transportas ir aplinka (T&E) yra pagrindinė Europos NVO, vykdanti kampanijas už švaresnį transportą. Jos veiklą remia 58 organizacijos 26 Europos šalyse, iš viso atstovaujančios daugiau kaip 3,5 mln. žmonių.
\r\nWWF EUROPOS POLITIKOS BIURAS (https://www.wwf.eu/) - WWF siekia, kad pasaulyje klestėtų žmonės ir gamta. Briuselyje įsikūręs WWF Europos politikos biuras propaguoja geresnę ES politiką, naudingą Europos ir pasaulio aplinkai, ir vykdo kampanijas už ją. Atstovaujame 25 nacionaliniams ir regioniniams biurams ir daugiau kaip 3 milijonams narių.
Kompostavimas – tai prižiūrimas natūralus procesas, kai organinės atliekos paverčiamos dirvožemiui bei augalams lengvai pasisavinamų maistinių medžiagų šaltiniu, vadinamu – kompostu.
\r\n
\r\nŠis procesas vyksta mikroorganizmų pagalba. Tai yra vienas iš būdų perdirbti atliekas ir svarbiausia, atsikratyti šiukšlių. Kompostavimas patogiausias būdas atsikratyti sodo tvarkymo atliekomis, tokiomis kaip sugrėbti lapai, nupjauta žolė, išrauti krūmai ir t. t.
\r\n
\r\nTai labai praktiškas sprendimas išvengiant atliekų išvežimo mokesčių, o kompostu patręšę žemę grąžinsite dirvai prarastas medžiagas ir pagerinsite jos kokybę. Šiuo būdu galima perdirbti daugiau kaip 50 % buitinių atliekų.
Kompostui nenaudojama: mėsa, žuvis, riebalai, kaulai, pieno produktai, plastikinės arba sintetinės atliekos, sergantys augalai, šunų bei kačių fekalijos, piktžolės, turinčios subrendusių sėklų.
\r\n\r\nKompostuoti galima: virtuvės atliekas – vaisių, daržovių gabaliukai, vaisių, daržovių žievės, kiaušinių lukštai, arbatos pakeliai, kavos tirščiai bei jų filtrai, suplėšytas popierius; sodo atliekas – augalų lapai, nupjauta žolė, jaunos piktžolės (be subrendusių sėklų), sena vazonų žemė, triušių, vištų, arklių, karvių mėšlas.
\r\n\r\nGeriausia pradėti kompostuoti pavasarį arba vasaros pabaigoje – rugpjūčio ar rugsėjo mėnesiais.
\r\n\r\nKompostavimo vieta parenkama nuošalesnėje sklypo vietoje, geriau nedideliame šešėlyje, kad neišdžiūtų.
\r\n\r\nKompostuoti rekomenduojama:
\r\n\r\nKompostuojant ant žemės, rekomenduojama lygioje vietoje paruošti aikštelę, (5,5 x 1,5 m), kurioje tilptų 3 krūvos (kiekviena 1,5 x 1,5 m su 50 cm tarpais). Pirmais metais ruošiama viena krūva, antrais – antra, trečiais – trečia. Ruošiant trečią, pirmoji jau tinkama naudoti.
\r\n\r\nKompostuojant ant žemės, kompostas ilgiau bręsta (1–2 metus), sunkiau palaikyti tvarką.
\r\n\r\nKompostuoti specialiuose konteineriuose yra patogiau, nes užimama mažiau vietos, greičiau pakyla kompostuojamoms medžiagoms irti reikalinga temperatūra, geriau išsilaiko drėgmė ir kompostas greičiau subręsta ( iki 1 metų ). Be to, tokius konteinerius lengviau prižiūrėti ir palaikyti tvarką.
\r\n\r\nNumatytoje kompostavimo vietoje ant pagrindo paklojamas augalinės kilmės medžiagų (piktžolių, popieriaus, šakelių) 15–20 cm sluoksnis arba padedama plytų. Tai pagerina oro cirkuliaciją ir drenažą komposto krūvoje.
\r\n\r\nNorint paruošti gerą kompostą, būtina palaikyti bent 50° C temperatūrą. Esant tokiai temperatūrai sunyksta piktžolių sėklos. Taip pat būtina, kad į komposto krūvą patektų daugiau deguonies. Todėl reikia dažniau ją maišyti, kraunant per daug nespausti. Kita vertus, nederėtų krauti per laisvai, nes jis išdžius.
\r\n\r\nTemperatūra, pasiekusi aukščiausią laipsnį, per kitas 4–5 savaites mažėja. Šiuo laikotarpiu patartina kompostą apvartyti, kad jis prisisotintų deguonies, kuris skatina augalinių medžiagų irimą. Kai temperatūra nustoja kilti, kompostą reikia palikti dar 2 mėnesiams, kad viskas perpūtų. Subrendęs kompostas yra birus, tamsios, beveik juodos, spalvos ir kvepia miško žeme.
\r\n\r\nSubrendęs kompostas gali būti sijojamas per retą tinklą (angos 1–2,5 cm), kad atsiskirtų šakutės, akmenukai ir kitos priemaišos. Visos atsijotos tinkamos priemaišos gali būti panaudotos kitam kompostui ruošti.
\r\n\r\nKompostą galima paskleisti tiesiog dirvos paviršiuje ar sumaišyti su dirvožemiu, taip pat galima naudoti kambarinėms gėlėms auginti.
\r\n\r\nKonteinerį lengva sukonstruoti iš vielos tinklo ar iš medienos. Vielos tinklas turi būti 90 cm aukščio, kampuose pritvirtintas prie sunkių strypų ar kampuočių. Konstruojant medinį konteinerį, reikėtų laikytis šių patarimų:
\r\n\r\nJei nėra galimybės kompostuoti namų sąlygomis, galima visas žaliąsias atliekas pristatyti į žaliųjų atliekų kompostavimo aikšteles ir rūiavimos centrus.
\r\n','publish','LT',6),(79,'0f2208f1-7e5f-434b-9bd1-53785afb689f','Aplinkosauginio pėdsako skaičiuoklė','15 minučių',0,0,'2023-12-28 14:44:33.782000','Internetinė aplinkosauginio pėdsako skaičiuoklė, kurią sukūrė \"Global Footprint Network\".','Internetinė ekologinio pėdsako skaičiuoklė, kurią sukūrė "Global Footprint Network", pagrįsta paprastais klausimais, su kuriais mokiniai gali susipažinti, ir grafiniu pavidalu. Ji apskaičiuoja, kiek Žemės plotų reikėtų, jei visi gyventų taip, kaip jūs. Tai gali būti gera pokalbio apie individualaus elgesio daromą poveikį aplinkai pradžia. Įrankis yra išverstas į kelias kalbas.
\r\n','publish','LT',3),(80,'67fcfbf4-ae87-4e04-ad6c-e76b30253e52','Kompostavimo pradmenys','15 minučių - 1 valanda',8,1,'2024-01-01 14:49:45.110000','Kompostavimo pradmenys','Kompostavimo pradmenys, siekiant sužinoti kas yra kompostavimas ir kaip jis vykdomas
\r\n','publish','LT',6),(81,'b20dcd7e-1c28-4d1b-8144-5097b4872b2e','Poveikis aplinkai','15 minučių',0,0,'2024-01-02 15:09:10.540000','Informacija apie aplinkosauginį poveikį','Tekstinė ir video medžiaga dėl poveikio aplinkai, pagrinde per CO2 kiekį.
\r\n','publish','LT',6),(82,'f0dedadd-6702-46e2-b953-4996ffcee7d0','Economia Circular - introducción y enlaces claves','2h',6,0,'2024-01-14 18:47:06.391000','Recursos locales a Catalunya','Entra en el mundo de la economia circular descubriendo los estudios de la region de Catalunya.
\r\n\r\n
\r\n','publish','ES',2),(83,'b3ef33c3-9897-40f4-8202-d9e0467053b7','Monnaie Locale','20 minutes',7,0,'2024-01-15 14:05:44.984000','Introduction à la monnaie locale','Les étudiants découvriront le concept de monnaie locale. Qu’est-ce que c’est ? Comment travaillent-elles ? pour quelles raisons sont-elles créées ?
\r\n','save','FR',5),(84,'b3ef33c3-9897-40f4-8202-d9e0467053b7','Local currency ','20 minutes',0,0,'2024-01-15 14:37:57.030000','Introduction to the local currency concept','Students will discover the concept of local currency. What is this ? How do they work? why are they created?
\r\n','save','EN',5),(85,'0fce5928-e129-4c8d-bff4-11117f67ec45','Low-tech','1 hour',4,0,'2024-01-30 09:19:23.117000','Les élèves découvriront le concept de \"low-tech\".','Pour mieux comprendre ce qu'est la low tech, lisez l'article ci-dessous et essayez de répondre aux questions suivantes :
\r\n\r\nQuelle est la définition de la low tech ?
\r\n\r\nQuel est l'intérêt de déconstruire le régime technologique en briques élémentaires ?
\r\n\r\nComment les basses technologies contribuent-elles à l'équité ?
\r\n\r\nQue signifie le terme "utilisabilité" ?
\r\n','publish','FR',5),(86,'9224819d-9d8a-4992-a69a-a028f940e7b4','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','1h',2,0,'2024-01-31 08:48:58.539000','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','El objetivo de este reto es que los estudiantes tomen conciencia de los aspectos del comportamiento relacionados con una práctica de su elección, y diseñen intervenciones que puedan hacer que el comportamiento sea más sostenible.
\r\n','save','ES',3),(87,'52dc910a-82f4-43f6-9a63-2b7ff285e062','Una conferencia introductoria sobre el Diseño para un Comportamiento Sostenible','1h',4,0,'2024-01-31 09:00:46.163000','Una conferencia sobre los fundamentos del Diseño para un Comportamiento Sostenible.','Este bloque de aprendizaje puede utilizarse como una clase independiente sobre el Diseño para un Comportamiento Sostenible, pero también como parte 2 del Desafío de Diseño para un Comportamiento Sostenible.
\r\n','publish','ES',3),(88,'6c5e7134-6649-4531-aebe-0e654762d0a9','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','un dia hasta una semana',2,0,'2024-01-31 10:50:50.987000','Parte 3 del Desafío de Diseño de Comportamientos Sostenibles, en la que el alumno identificará y elegirá un comportamiento insostenible que será el tema del resto del desafío.','Parte 3 del Desafío de Diseño de Comportamientos Sostenibles, en la que el alumno identificará y elegirá un comportamiento insostenible que será el tema del resto del desafío.
\r\n','save','ES',3),(89,'d1593c17-17f6-42fe-b204-e58c5c36971d','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','1 hasta varios dias',3,0,'2024-01-31 10:56:41.293000','Esta es la cuarta parte del Desafío de Diseño para un Comportamiento Sostenible, en la que los estudiantes aprenden a seleccionar estrategias para cambiar comportamientos y crear prototipos de una intervención de diseño.','Esta es la cuarta parte del Desafío de Diseño para un Comportamiento Sostenible, en la que los estudiantes aprenden a seleccionar estrategias para cambiar comportamientos y crear prototipos de una intervención de diseño.
\r\n','save','ES',3),(90,'c434a9f0-b871-49d3-9f8f-fb301788bfc3','Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar','1h - 1 semana',2,0,'2024-01-31 11:02:16.295000','Esta es la 5ª y última parte del Desafío de Diseño para un Comportamiento Sostenible, en la que se debaten y reflexionan las intervenciones de diseño.','Esta es la 5ª y última parte del Desafío de Diseño para un Comportamiento Sostenible, en la que se debaten y reflexionan las intervenciones de diseño.
\r\n','save','ES',3),(91,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Mapeo de los ecosistemas ','2h to 1 week',2,0,'2024-01-31 13:24:30.372000','Identificar y situar a los diferentes actores en un mapa geográfico','El mapeo de ecosistemas permite conocer mejor a las partes implicadas en la transformación de los recursos locales e identificar posibles carencias.
\r\n\r\nEl ejercicio se ha probado con un recurso concreto (la lana), pero puede aplicarse en muchos contextos.
\r\n','publish','ES',2),(92,'a806b995-21c6-4add-a60d-6232018ae5e8','Explorar los materiales','30mn to 3h',3,0,'2024-01-31 13:31:20.110000','Explorar colectivamente diferentes tipos de materiales a través del tacto sensorial y la creación de redes emocionales.','Los materiales/objetos nos rodean. Al dia dia, apenas nos tomamos tiempo para ver lo que son, más allá de su utilidad primaria.
\r\n\r\nEste ejercicio ayuda a los alumnos a interrogarse sobre los productos y materiales desde distintos ángulos.
\r\n\r\nEs una entrada en la caracterización de los materiales y ayuda a reflexionar sobre nuestra relación con ellos.
\r\n\r\nAl reunir varios elementos del mismo recurso, te guiarás por el conjunto de herramientas MAE24 y explorarás con tus alumnos las propiedades de cada elemento, desde la exploración tangible a la intangible.
\r\n','publish','ES',2),(93,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Crear una herramienta de código abierto para hilar y/o tejer','30mn to 3h',3,0,'2024-01-31 13:34:23.448000','Aquí se trata de ayudar a los alumnos a fabricar, montar y utilizar pequeñas herramientas para hilar y tejer.','Después de presentar las distintas etapas de la transformación de la lana, pasemos a la práctica y conozcamos mejor el funcionamiento de las herramientas. Hagamos husos y telares. Te proponemos tutoriales con fabricación digital pero también diseños prácticos que se pueden adaptar con materiales de baja tecnología como la madera encontrada en el bosque y otros materiales reutilizados....
\r\n\r\nNo dudes en acercarte a un fab lab si quieres utilizar el grabado y corte láser para tu diseño.
\r\n','publish','ES',2),(94,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Coloración de la lana','2h to 1 week',3,0,'2024-01-31 13:38:19.540000','Da color a tu lana con plantas y especies naturales','El teñido es una etapa compleja con importantes repercusiones medioambientales: uso de agua, alta toxicidad.
\r\n\r\nExisten técnicas para optimizar los tintes y reducir el impacto ambiental, con consecuencias positivas y negativas.
\r\n\r\nOrganiza un taller con tus alumnos para que conozcan los tintes naturales sobre lana y debatan los pros y los contras.
\r\n\r\n\r\n','publish','ES',2),(95,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Visible Mending: repara y personaliza tu tejido','1h to 1 week',1,0,'2024-01-31 13:47:22.608000','Esta actividad consiste en descubrir cómo remendar piezas de ropa para invitarte a crear tus propios arreglos y personalizaciones','
La reparación visible es un enfoque creativo y sostenible de la reparación de prendas de vestir o textiles que no sólo restaura su funcionalidad, sino que también añade valor estético a la prenda. En lugar de ocultar el trabajo de reparación, la reparación visible abraza y resalta las reparaciones, convirtiéndolas en una parte deliberada y a menudo decorativa de la prenda.
\r\n\r\nEl zurcido visible permite la expresión artística. Los zurcidores suelen utilizar diferentes técnicas de costura, bordado o patchwork para crear arreglos visualmente atractivos. Al reparar y alargar la vida de la ropa, la reparación visible promueve prácticas de moda sostenibles. Anima a las personas a valorar sus prendas y a reducir los residuos de la industria de la moda.
\r\n\r\nHerramientas
\r\n- Hilo
- Agujas
\r\n\r\n- Alfileres de costura
\r\n\r\n- Ropa o retales de tela
\r\n\r\nA menudo implica desarrollar habilidades de costura y puntadas. Los zurcidores pueden aprender varias puntadas y técnicas de bordado para crear reparaciones atractivas y duraderas.
\r\n\r\nEl zurcido visible ha ganado popularidad como parte del movimiento slow fashion, que hace hincapié en el consumo reflexivo y sostenible de la ropa. Desafía la naturaleza desechable de la moda rápida animando a la gente a adoptar un papel más activo en el mantenimiento y la reparación de sus prendas.
\r\n','publish','ES',2),(96,'9de2b68f-557c-4cd9-b6d6-e9788f8db097','Reflexionar sobre los retos circulares','30mn to 2h',9,0,'2024-01-31 13:56:43.882000','Organizar una sesión colectiva con los alumnos para reflexionar sobre lo que aprenden y lo que imaginarían para futuros circulares.','Haga que sus alumnos reflexionen sobre sus prácticas y su trabajo con el Reto Circular organizando dos pequeñas actividades en las que compartirán las principales lecciones aprendidas y debatirán sobre estrategias circulares.
\r\n','publish','ES',2),(97,'67fcfbf4-ae87-4e04-ad6c-e76b30253e52','Conceptos básicos del compostaje','15 minučių - 1 valanda',1,0,'2024-02-01 12:46:50.759000','Introducción a los conceptos básicos sobre compostaje. Cuál es su proceso y por qué deberíamos compostar','¿Qué es el compostaje?
\r\n\r\nEl compostaje es un proceso natural de descomposición de materiales orgánicos que resulta en la formación de compost, un material rico en nutrientes y beneficioso para el suelo. Durante el compostaje, los materiales orgánicos, como restos de cocina, hojas, recortes de césped y otros residuos orgánicos, se descomponen bajo condiciones controladas.
\r\n\r\n¿Por qué es interesante conocer sobre el funcionamiento del compostaje en un context escolar?
\r\n\r\nAyuda a concienciar sobre la importancia de la gestión sostenible de los residuos y la reducción de la huella de carbono, así como de la cantidad de residuos orgánicos que generamos y cómo estos pueden ser convertidos en recursos valiosos en lugar de ser enviados a vertederos.
\r\n\r\nEl compostaje ilustra el ciclo de nutrientes en la naturaleza. Los estudiantes pueden aprender cómo los materiales orgánicos se descomponen y se convierten en compost, un producto que puede devolver nutrientes al suelo y apoyar el crecimiento de nuevas plantas.
\r\n\r\n¿Qué aprenderás en este módulo?
\r\n\r\nSe presentará la teoría básica para poder introducir el tópico en el aula de manera adecuada.
\r\n','save','ES',6),(98,'238469bc-07ed-4997-ac6b-4ba1fe62bb12','Social and environmental reasons to repair','2 Session',6,0,'2024-02-01 14:01:38.200000','This will be the grounding in the social and environmental reasons to repair Citizenship, Geography','Work around the reasons to repair
\r\n','publish','EN',6),(99,'238469bc-07ed-4997-ac6b-4ba1fe62bb12','Razones sociales y medioambientales para reparar','2 Session',0,0,'2024-02-01 14:08:21.739000','Se enmarcaran las razones sociales y medioambientales para reparar ','Se enmarcaran las razones sociales y medioambientales para reparar
\r\n','save','ES',6),(100,'e84d8505-6bb3-486a-b5a7-f257ea7af0b5','what is it a Repair Café?','30 min',1,0,'2024-02-01 14:32:31.405000','Explain what is a repair café','Explain what is a repair café
\r\n','publish','EN',6),(101,'e84d8505-6bb3-486a-b5a7-f257ea7af0b5','¿Qué es un Repair Café? y ¿Una Restart Party?','30 min',6,0,'2024-02-01 14:35:04.631000','Descubrir qué es un repair café y su potencial dentro de la comunidad','Tanto un Repair café, como una Restart party son eventos públicos en los que voluntarios con distintas habilidades ayudan a los asistentes a aprender a reparar diferentes tipos de objetos. Los Repair Café son conocidos por reparar cualquier tipo de cosa, desde bicicletas a muebles, pasando por objetos electrónicos. Las Restart Party se enfocan más en la capacitación de reparaciones de aparatos electrónicos y eléctricos estropeados.
\r\n','publish','ES',6),(102,'bfcdba16-165d-4388-9e7b-e75d8fd61511','¿Qué necesitamos en mi centro educativo para comenzar a compostar?','1h 30 min',3,0,'2024-02-01 15:09:32.284000','Webinar de Composta en Red y Nómadas, educación ambiental sobre los primeros pasos para establecer un proyecto de compostaje en entorno escolar.','En este webinar el colectivo Nómadas Educación Ambiental, ponen sobre la mesa las necesidades básicas que hay que tener en cuenta antes de embarcarse en un proyecto tan ambicioso como el de compostaje
\r\n','publish','ES',6),(103,'7a37de74-e3e5-4aba-9223-339016fbe87b','Biomaterial making: first steps and recipes','1-5 sessions',4,0,'2024-02-09 17:02:09.317000','Initial steps and recipes to start your biomaterial making journey.','Principles of biomaterial making:
\r\n\r\nThe basic biomaterials are composed by polymers+plastizer+solvent. Additives are recommended for texture, colour and properties. This additives can come from organic waste to close the loop.
\r\n\r\nWhy is it relevant in a school context?
\r\n\r\nTeaching students how to cook their own biomaterials using food waste, reduces the distance from the problem and allows to articulate a system within the local community for biomaterial making
\r\n\r\nWhat will you learn in this lesson plan?
\r\n\r\nYou will go through the methodologies, composition, basic recipes and initial materials to start cooking your own biomaterials. Hopefully you will be making some as well.
\r\n','publish','EN',2),(104,'bffd4334-ff4f-45fe-9606-96133c1025cd','Moksleiviai kalba apie ekologinį nerimą','5 minutes',0,0,'2024-02-19 12:42:55.276000','Trumpas vaizdo įrašas, kuriame mokiniai (iš JAV) dalijasi savo ekologiniu nerimu','Trumpas vaizdo įrašas, kuriame mokiniai (iš JAV) dalijasi savo ekologiniu nerimu. Gali būti naudingas parodyti ir mokytojams, nes tai aktualu mokomiems mokiniams. Tai gali būti gera įžanga prieš klasės diskusiją šia tema.
\r\n','publish','LT',3),(105,'75e435b6-8e96-40a1-b715-89c8b93fa080','TED paskaita: kaip sukurti žiedinę ekonomiką','15 minutes',0,0,'2024-02-19 12:46:05.634000','Internetinė TED paskaita iš teemill.com, kurioje aptariami žiedinės ekonomikos pagrindai ir kaip ją kurti.','Internetinė TED paskaita iš teemill.com, kurioje aptariami žiedinės ekonomikos pagrindai ir kaip ją kurti.
\r\n','publish','LT',3),(106,'afa2d73f-3487-4024-b170-586edab09c1a','MeetECOid kortelių priemonė (anglų k.)','Supporting tool for inspiration',0,0,'2024-02-19 13:01:19.185000','Priemonė, padedanti kurti su produktais susijusias intervencines priemones, kuriomis siekiama, kad elgesys taptų tvaresnis.','Priemonė, padedanti kurti produktais grindžiamas intervencines priemones, kuriomis siekiama, kad elgesys būtų tvaresnis. Šią priemonę rekomenduojama naudoti šios platformos "Darnios elgsenos projektavimas" metu, tačiau ją verta peržvelgti ir susidaryti trumpą įspūdį apie tai, kokias strategijas dizaineris gali naudoti siekdamas paveikti elgseną (pavyzdžiui, pasirinkti tinkamą laiką, leisti naudotojui ar produktui kontroliuoti elgseną, naudoti emocinius ar racionalius argumentus).
\r\n','publish','LT',3),(107,'8df89a58-35ab-4c64-86b0-fbedf51ec83d','Design with Intent: 101 patterns for influencing behaviour through design (ang. k.)','Supporting tool for inspiration',0,0,'2024-02-19 13:06:07.622000','Kortelėmis pagrįsta priemonė, kuri suteikia įkvėpimo ieškant dizaino strategijų, kurias dizaineriai gali naudoti siekdami paveikti elgseną ir padaryti ją tvaresnę.','Kortelėmis pagrįsta priemonė, kuri suteikia įkvėpimo ieškant dizaino strategijų, kurias dizaineriai gali naudoti siekdami paveikti elgseną ir padaryti ją tvaresnę. Ją galima naudoti kaip atskirą priemonę, tačiau čia ji pateikiama kaip rekomenduojama priemonė, kurią galima naudoti vykdant "Tvaraus dizaino elgesio iššūkį".
\r\n','publish','LT',3),(108,'3b0d627b-be9f-4f18-bd47-f8fe0dd9cb7d','Įžanginė paskaita apie tvaraus elgesio dizainą (ang. k.)','1 hour',0,0,'2024-02-19 13:17:39.905000','Paskaita apie tvaraus elgesio projektavimo pagrindus.','Šis mokymosi blokas gali būti naudojamas kaip atskira paskaita apie darnios elgsenos projektavimą, tačiau jis taip pat skirtas kaip antroji "Tvaraus elgsenos projektavimo iššūkio" dalis.
\r\n','publish','LT',3),(109,'40129098-1963-47b7-b6d8-deac2c24c1fb','Funkcinė ekonomika','1.5 valandos',0,0,'2024-02-20 08:26:16.983000','Mokiniai sužinos apie funkcinę ekonomiką ir jos skirtumus nuo tradicinio ekonomikos modelio. Sužinos, kaip kuriama ir fiksuojama vertė.','Funkcinė ekonomika yra vienas iš septynių žiedinės ekonomikos ramsčių.
\r\n\r\nKaip studentai gali pasinaudoti funkcine ekonomika kaip ekologinio perėjimo priemone:
\r\n\r\n- išoriškai: pagalvokite apie alternatyvą nuosavybe pagrįstam vartojimo modeliui
\r\n- Išoriškai: stebėti ir atskirti du modelius rinkoje
\r\n- atskirai: kaip šį modelį galima pritaikyti būsimuose projektuose.
A short presentation with theoretical background on circular consumption, aimed at teachers but adaptable for students.
\r\n','publish','EN',3),(111,'02827e51-34e1-4132-b544-64a5df8a3a56','Consumption in the circular economy challenge: Make and Prototype','Half day to full day',0,0,'2024-02-20 10:47:39.661000','This is the Make and Prototype part of the Consumption Challenge','A few activities are suggested, like doing interviews with consumers or making a survey to collect insight in what people do and think related to clothing consumption, or any other practice. Another activity could be to make advertisements for products and services that would require alternative consumption models; how would these look like, if you think about how people would respond to them?
\r\n','save','EN',3),(112,'e02b7744-5e0f-4c14-b4bf-7fc8007e3414','Circular Consumption Challenge: Explore','Half day to full day',0,0,'2024-02-20 10:50:04.923000','This is the Explore part of the Circular consumption challenge. ','Students discuss and reflect over consumption in general, including their own, and choose a practice or a product, and study it.it
\r\n','save','EN',3),(121,'07498c3c-0e0a-4f72-a334-bf3e48b3ca16','Créer un outil open source de filage et/ou de tissage','30 min à 3 heures',0,0,'2024-02-21 10:46:59.974000','Créer un outil open source de filage et/ou de tissage','Après avoir présenté les différentes étapes de transformation de la laine, passons à la pratique et comprenons mieux le fonctionnement des outils. Faisons des broches et des métiers à tisser. Nous vous proposons des tutoriels de fabrication numérique mais aussi des conceptions pratiques pouvant être adaptées avec des matériaux low-tech comme le bois trouvé dans le bois et d'autres matériaux réutilisés....
\r\n\r\nN'hésitez pas à vous rapprocher d'un fab lab si vous souhaitez utiliser la gravure et la découpe laser pour votre création.
\r\n','publish','FR',2),(125,'f09215f5-87b5-4383-8085-0ba79e3e0641','Visible Mending : réparez et personnalisez votre tissu','1 heure à 1 semaine',0,0,'2024-02-21 12:42:18.980000','Visible Mending : réparez et personnalisez votre tissu','La réparation visible est une approche créative et durable pour réparer des vêtements ou des textiles d'une manière qui non seulement restaure la fonctionnalité, mais ajoute également une valeur esthétique à l'article. Au lieu de dissimuler le travail de raccommodage, le raccommodage visible englobe et met en valeur les réparations, les transformant en une partie délibérée et souvent décorative du vêtement.
\r\n\r\nLa réparation visible permet l’expression artistique. Les réparateurs utilisent souvent différentes techniques de couture, de broderie ou de patchwork pour créer des réparations visuellement attrayantes. En réparant et en prolongeant la durée de vie des vêtements, le raccommodage visible favorise les pratiques de mode durables. Il encourage les individus à valoriser leurs vêtements et à réduire le gaspillage global dans l’industrie de la mode.
\r\n\r\n\r\n\r\n
Outils
\r\nFil
Aiguilles
\r\n\r\nÉpingles à coudre
\r\n\r\nDes vêtements ou des chutes de tissus
\r\n\r\nCompétences
\r\nDébutants < Avancés
Cela implique souvent de développer des compétences en couture et en couture. Les réparateurs peuvent apprendre divers points et techniques de broderie pour créer des réparations attrayantes et durables.
\r\n\r\nLe raccommodage visible a gagné en popularité dans le cadre du mouvement de mode lente, qui met l'accent sur une consommation réfléchie et durable de vêtements. Il remet en question le caractère jetable de la fast fashion en encourageant les gens à jouer un rôle plus actif dans l’entretien et la réparation de leurs vêtements.
\r\n','publish','FR',2),(127,'4385c15b-5e1b-4867-9cfb-cfaa93483949','Défi de la consommation circulaire : Explorez','1 j',1,0,'2024-02-22 08:48:43.530000','C\'est la partie exploration du défi Consommation circulaire','Les étudiants discutent et réfléchissent sur la consommation en général, y compris la leur, choisissent une pratique ou un produit et l'étudient.
\r\n','publish','FR',3),(128,'d758312e-21c8-453d-a94e-849de1d74fa4','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','1 moitié de journée',0,0,'2024-02-22 09:20:08.104000','Il s\'agit de la partie Fabrication et Prototype du Défi Consommation.','Quelques activités sont suggérées, comme réaliser des entretiens avec des consommateurs ou réaliser une enquête pour recueillir un aperçu de ce que les gens font et pensent en matière de consommation de vêtements ou de toute autre pratique. Une autre activité pourrait consister à faire des publicités pour des produits et services qui nécessiteraient des modèles de consommation alternatifs ; à quoi ressembleraient-ils, si vous pensez à la façon dont les gens y réagiraient ?
\r\n','save','FR',3),(129,'d27a6380-1457-4eac-9226-582a582581dd','Introduction aux ONG environnementales','15 minutes',2,0,'2024-02-22 12:27:39.609000','Les plus grandes ONG environnementales d’Europe','De nombreuses ONG environnementales opèrent dans chaque pays de l’UE. Les 10 plus grands d’entre eux sont ci-dessous :
\r\n\r\nCEE Bankwatch Network (https://bankwatch.org/) - CEE Bankwatch Network est une coalition de 16 groupes environnementaux d'Europe centrale et orientale qui surveillent les institutions financières publiques responsables de centaines de milliards d'investissements à travers le monde. En collaboration avec les communautés locales et d'autres ONG, nous travaillons pour dénoncer l'influence de ces institutions et fournir un contrepoids à leur pouvoir incontrôlé.
\r\n\r\nBIRDLIFE EUROPE ET ASIE CENTRALE (https://www.birdlife.org/europe-and-central-asia/) - BirdLife Europe et Asie centrale est un partenariat de 48 organisations nationales de conservation et un leader dans la conservation des oiseaux. Notre approche unique du local au global nous permet d’assurer une conservation à fort impact et à long terme pour le bénéfice de la nature et des populations. BirdLife Europe et Asie centrale est l'un des six secrétariats régionaux qui composent BirdLife International.
\r\n\r\nCAN EUROPE (https://caneurope.org/) - Climate Action Network (CAN) Europe est la plus grande coalition européenne travaillant sur les questions climatiques et énergétiques. Avec plus de 140 organisations membres dans plus de 30 pays européens – représentant plus de 44 millions de citoyens – CAN Europe œuvre pour prévenir un changement climatique dangereux et promouvoir une politique climatique et énergétique durable en Europe.
\r\n\r\nBUREAU EUROPÉEN DE L'ENVIRONNEMENT (BEE) (https://eeb.org/) - Le BEE est le plus grand réseau d'organisations citoyennes environnementales en Europe. Elle compte actuellement plus de 160 organisations membres dans plus de 35 pays (tous les États membres de l’UE ainsi que certains pays candidats et pays voisins), dont un nombre croissant de réseaux européens, et représentant quelque 30 millions de membres individuels et sympathisants.
\r\n\r\nAMIS DE LA TERRE EUROPE (https://friendsoftheearth.eu/) - Les Amis de la Terre Europe sont le plus grand réseau environnemental de base en Europe, réunissant plus de 30 organisations nationales et des milliers de groupes locaux. Nous faisons campagne sur les problèmes environnementaux et de justice sociale les plus urgents d’aujourd’hui. Nous sommes la branche européenne de la fédération mondiale des Amis de la Terre International, composée de 75 organisations nationales membres.
\r\n\r\nUNITE EUROPÉENNE GREENPEACE (https://www.greenpeace.org/eu-unit/) - L'Unité européenne de Greenpeace fait partie du réseau international Greenpeace, actif dans plus de 55 pays à travers le monde et comptant plus de trois millions de sympathisants. Nous surveillons le travail des institutions européennes, dénonçons les politiques et lois européennes déficientes et mettons les décideurs européens au défi de mettre en œuvre des solutions progressistes. Nous valorisons notre indépendance et n’acceptons pas les dons des gouvernements, de l’UE, des entreprises ou des partis politiques.
\r\n\r\nHEALTH AND ENVIRONMENT ALLIANCE (HEAL) (https://www.env-health.org/) - L'Alliance pour la santé et l'environnement (HEAL) est une organisation européenne à but non lucratif de premier plan qui s'intéresse à la manière dont l'environnement affecte la santé dans l'Union européenne. . Avec le soutien de plus de 75 organisations membres, HEAL apporte une expertise indépendante et des preuves de la communauté de la santé aux différents processus décisionnels.
\r\n\r\nNATUREFRIENDS INTERNATIONAL (https://www.nf-int.org/) - NFI est l'organisation faîtière mondiale du mouvement Naturefriends, réunissant plus de 45 organisations membres avec 350 000 membres à travers le monde. NFI œuvre pour le développement durable en Europe et au-delà, en se concentrant à la fois sur l'environnement et la société.
\r\n\r\nTRANSPORT & ENVIRONNEMENT (https://www.transportenvironment.org/) - Transport & Environment (T&E) est la principale ONG européenne qui milite pour des transports plus propres. Son travail est soutenu par 58 organisations dans 26 pays à travers l'Europe représentant, ensemble, plus plus de 3,5 millions de personnes.
\r\n\r\nBUREAU POLITIQUE EUROPÉEN DU WWF (https://www.wwf.eu/) - Au WWF, nous travaillons pour un monde dans lequel les hommes et la nature prospèrent. Le bureau de politique européenne du WWF à Bruxelles plaide et fait campagne pour de meilleures politiques européennes qui profitent à l’environnement européen et mondial. Nous représentons 25 bureaux nationaux et régionaux et plus de 3 millions de membres.
\r\n','publish','FR',6),(130,'982f0a04-98a5-4285-8120-0fa57af2c432','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','1 heure',4,0,'2024-02-22 13:21:27.965000','Conseils aux enseignants pour se préparer au défi Design for Sustainable Behaviour','Conseils aux enseignants pour se préparer au défi Design for Sustainable Behaviour
\r\n','save','FR',3),(136,'cc4f1684-f34f-44b9-8c0c-cdaeac7ae567','Fabrication de biomatériaux : premiers pas et recettes','1 à 5 sessions',0,0,'2024-02-23 10:27:16.410000','Premières étapes et recettes pour commencer votre parcours de fabrication de biomatériaux.','Principes de fabrication des biomatériaux :
\r\n\r\nLes biomatériaux de base sont composés de polymères+plastifiant+solvant. Des additifs sont recommandés pour la texture, la couleur et les propriétés. Ces additifs peuvent provenir de déchets organiques pour boucler la boucle.
\r\n\r\nPourquoi est-ce pertinent dans un contexte scolaire ?
\r\n\r\nEnseigner aux étudiants comment cuisiner leurs propres biomatériaux en utilisant des déchets alimentaires réduit la distance par rapport au problème et permet d'articuler un système au sein de la communauté locale pour la fabrication de biomatériaux.
\r\n\r\nQu'allez-vous apprendre dans ce plan de cours ?
\r\n\r\nVous passerez en revue les méthodologies, la composition, les recettes de base et le matériel initial pour commencer à cuisiner vos propres biomatériaux. J'espère que vous en ferez également.
\r\n','save','FR',2),(137,'4e799de0-0672-4649-9840-3cd6665eaf2c','Planification d\'événements scolaires','quelques jours',0,0,'2024-02-27 13:12:46.525000','planification d\'événements scolaires','Vous pouvez trouver ci-joint les Informations détaillées sur l'organisation d'un événement à l'école : https://www.wikihow.com/Host-an-Event-in-School
\r\n','save','FR',6),(140,'0001db25-5897-4de1-9764-d2441c9fafd2','La consommation dans l\'économie circulaire, une introduction théorique','1 heure',0,0,'2024-02-27 14:50:44.693000','Une courte présentation avec un contexte théorique sur la consommation circulaire','A short presentation with theoretical background on circular consumption, aimed at teachers but adaptable for students.
\r\n','save','FR',3),(141,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Visible Mending : réparez et personnalisez votre tissu','1h to 1 week',0,0,'2024-03-01 09:12:12.514000','Visible Mending : réparez et personnalisez votre tissu','La réparation visible est une approche créative et durable pour réparer des vêtements ou des textiles d'une manière qui non seulement restaure la fonctionnalité, mais ajoute également une valeur esthétique à l'article. Au lieu de dissimuler le travail de raccommodage, le raccommodage visible englobe et met en valeur les réparations, les transformant en une partie délibérée et souvent décorative du vêtement.
\r\n\r\nLa réparation visible permet l’expression artistique. Les réparateurs utilisent souvent différentes techniques de couture, de broderie ou de patchwork pour créer des réparations visuellement attrayantes. En réparant et en prolongeant la durée de vie des vêtements, le raccommodage visible favorise les pratiques de mode durables. Il encourage les individus à valoriser leurs vêtements et à réduire le gaspillage global dans l’industrie de la mode.
\r\n\r\n
\r\n\r\nOutils
\r\nFil
Aiguilles
\r\n\r\nÉpingles à coudre
\r\n\r\nDes vêtements ou des chutes de tissus
\r\n\r\nCompétences
\r\nDébutants < Avancés
Cela implique souvent de développer des compétences en couture et en couture. Les réparateurs peuvent apprendre divers points et techniques de broderie pour créer des réparations attrayantes et durables.
\r\n\r\nLe raccommodage visible a gagné en popularité dans le cadre du mouvement de mode lente, qui met l'accent sur une consommation réfléchie et durable de vêtements. Il remet en question le caractère jetable de la fast fashion en encourageant les gens à jouer un rôle plus actif dans l’entretien et la réparation de leurs vêtements.
\r\n','publish','FR',2),(142,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Coloration de la laine','2h to 1 week',0,0,'2024-03-01 10:18:17.597000','Coloration de la laine','La teinture est une étape complexe aux impacts environnementaux importants : consommation d’eau, forte toxicité.
\r\n\r\nDes techniques existent pour optimiser les teintures et réduire les impacts environnementaux, avec des conséquences positives et négatives.
\r\n\r\nOrganisez un atelier avec vos élèves pour les sensibiliser aux teintures naturelles sur la laine, et discutez des avantages et des inconvénients.
\r\n','publish','FR',2),(143,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Créer un outil open source de filage et/ou de tissage','30mn to 3h',0,0,'2024-03-01 11:16:23.481000','Créer un outil open source de filage et/ou de tissage','Après avoir présenté les différentes étapes de transformation de la laine, passons à la pratique et comprenons mieux le fonctionnement des outils. Faisons des broches et des métiers à tisser. Nous vous proposons des tutoriels de fabrication numérique mais aussi des conceptions pratiques pouvant être adaptées avec des matériaux low-tech comme le bois trouvé dans le bois et d'autres matériaux réutilisés....
\r\n\r\nN'hésitez pas à vous rapprocher d'un fab lab si vous souhaitez utiliser la gravure et la découpe laser pour votre création.
\r\n','publish','FR',2),(144,'a806b995-21c6-4add-a60d-6232018ae5e8','Faire l’expérience des matériaux','30mn to 3h',2,0,'2024-03-01 13:11:08.963000',' s\'interroger sur les produits et les matériaux sous différents angles','Les matériaux/objets nous entourent. On prend à peine le temps de regarder ce qu’ils sont, au-delà de leur utilité première.
\r\n\r\nCet exercice amène les élèves à s'interroger sur les produits et les matériaux sous différents angles.
\r\n\r\nC'est une entrée douce dans la caractérisation des matériaux et aide à réfléchir sur notre relation aux matériaux.
\r\n\r\nEn rassemblant différents éléments d'une même ressource, vous serez ensuite guidé par la boîte à outils MAE24 et explorerez la propriété de chaque élément avec vos élèves, de l'exploration matérielle à l'exploration intangible.
\r\n','publish','FR',2),(145,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Cartographie des écosystèmes','2h to 1 week',3,1,'2024-03-01 14:06:33.683000','comprendre les acteurs impliqués dans la transformation des ressources locales et d\'identifier les lacunes potentielles','La cartographie des écosystèmes permet de mieux comprendre les acteurs impliqués dans la transformation des ressources locales et d'identifier les lacunes potentielles.
\r\n\r\nL'exercice a été testé avec une ressource spécifique (la laine) mais peut être appliqué dans de nombreux contextes.
\r\n','publish','FR',2),(146,'7231b948-fb81-40f9-9828-70d32702775a','Présentation du simulateur En-Roads (Vidéo)','20 minutes',0,0,'2024-03-03 11:15:57.294000','Présentation du simulateur En-Roads (Vidéo)','Une introduction au simulateur En-ROADS et aux principales fonctionnalités qu'il offre. En-ROADS peut vous aider à comprendre les solutions climatiques, comment avoir un impact sur le monde et comment elles peuvent nous aider à atteindre nos objectifs climatiques.
\r\n','publish','FR',6),(147,'6107bf5e-2814-4936-ae9a-3fc90b4e23cc','Simulateur de climat En Roads','15 minutes',0,0,'2024-03-03 13:01:43.052000','Simulateur de climat En Roads','En-ROADS est un simulateur climatique mondial qui permet aux utilisateurs d'explorer l'impact que des dizaines de politiques, telles que l'électrification des transports, la tarification du carbone et l'amélioration des pratiques agricoles, ont sur des centaines de facteurs tels que les prix de l'énergie, la température, la qualité de l'air et le niveau de la mer. augmenter.
\r\n\r\nDéveloppé par Climate Interactive, la MIT Sloan Sustainability Initiative et Ventana Systems, En-ROADS est un modèle de dynamique de système soigneusement fondé sur les meilleures connaissances scientifiques disponibles et a été calibré par rapport à un large éventail de modèles intégrés existants d'évaluation, de climat et d'énergie. En-ROADS fonctionne sur un ordinateur portable ordinaire en une fraction de seconde, est disponible gratuitement en ligne, offre une interface intuitive et conviviale et est disponible dans plus d'une douzaine de langues.
\r\n\r\nEn-ROADS aide les gens à établir des liens entre les choses qui leur tiennent à cœur et les possibilités disponibles pour contribuer à garantir un avenir résilient. Les utilisateurs peuvent rapidement constater les effets à long terme des politiques et actions climatiques mondiales qu’ils imaginent. Le but? Rompre avec le bruit et doter les élus, les chefs d’entreprise et autres des connaissances dont ils ont besoin pour mettre en œuvre des solutions climatiques équitables et à fort effet de levier. Vous pouvez en apprendre davantage sur la science derrière le simulateur ici.
\r\n','publish','FR',6),(148,'c5e42bc4-9ca7-4c68-ab88-6ba78022fd07','What is a circular event?','30 minutes',0,0,'2024-03-03 16:07:06.100000','Information about circular events','Introduction to circular events such as repair cafe and clothing swap. There are many more types of circular events in which people reuse, repair, exchange, recycle etc;.
\r\n','publish','EN',6),(149,'08ff141f-d6bf-4170-9bc4-d282b8936bdc','Biowaste','15 to 30 minutes',0,0,'2024-03-03 21:41:56.203000','About biowaste issue','Information on how not proprely treated biowaste especially food waste is a very big issue on the environment and society.
\r\n','publish','EN',6),(150,'13b4faea-b0a9-4773-aca5-c4d2cb8b7aaf','About composting','15 minutes to 1 hour',0,0,'2024-03-03 21:49:29.848000','Information about composting','All the basic information about composting
\r\n','publish','EN',6),(151,'ff2d1acd-3b2b-4635-9dba-14836f801e40','Kas yra aplinkosauginės NVO','15 minutes',0,0,'2024-03-03 22:50:21.295000','Susipažinimas su aplinkosauginėmis nevyriausybinėmis organizacijomis','Pažintis su nevyriausybinėmis aplinkosauginėmis organizcijomis ir ką jos daro.
\r\n','publish','EN',6),(152,'a0559fde-0aea-44d5-bea7-c7b4cc95eafa','Main environmental issues','10 minutes',0,0,'2024-03-03 23:02:39.856000','Main environmental issues','Describtion of main environmental issues that Europe is facing at the moment
\r\n','publish','EN',6),(153,'94717232-270e-418d-b2ab-0d99fc590f5b','Volunteering in environmental NGO','15 minutes',0,0,'2024-03-03 23:13:27.095000','Volunteering in environmental NGO','Short information about volunteering in environmental NGO
\r\n','publish','EN',6),(154,'afa2d73f-3487-4024-b170-586edab09c1a','Outil de carte MeetECOid','Supporting tool for inspiration',0,0,'2024-03-04 07:54:58.368000','Un outil pour aider à concevoir des interventions basées sur des produits visant à rendre les comportements plus durables','Un outil pour aider à concevoir des interventions basées sur des produits visant à rendre les comportements plus durables. Il est recommandé d'utiliser l'outil lors de la conception d'un comportement durable sur cette plate-forme, mais il vaut la peine d'y jeter un coup d'œil et d'avoir une idée rapide des stratégies qu'un concepteur peut utiliser pour influencer le comportement (comme utiliser le bon timing, laisser l'utilisateur ou un produit contrôle le comportement, ou utilise des arguments émotionnels ou rationnels)
\r\n','save','FR',3),(155,'75e435b6-8e96-40a1-b715-89c8b93fa080','Conférence TED : Comment concevoir l\'économie circulaire','15 minutes',0,0,'2024-03-04 08:01:11.530000',' Une conférence TED en ligne sur teemill.com, discutant des bases de l\'économie circulaire et de la manière de la concevoir','Une conférence TED en ligne sur teemill.com, discutant des bases de l'économie circulaire et de la manière de la concevoir
\r\n','publish','FR',3),(156,'e84d8505-6bb3-486a-b5a7-f257ea7af0b5','Qu\'est ce que le \"repair\" café ?','30 min',0,0,'2024-03-04 08:04:03.486000','Expliquer ce qu\'est un \"repair\" café','Expliquer ce qu'est un "repair" café
\r\n','publish','FR',6),(157,'a71521a4-7b64-4b51-ac52-d473bacf2160','Concevez votre transition circulaire','variable',0,0,'2024-03-04 08:06:02.477000','Une boîte à outils, huit outils. Notre boîte à outils circulaire vous aidera à démarrer votre transition','Cette boîte à outils contient huit outils qui vous guident tout au long d'un processus d'innovation circulaire et vous fournissent les ressources dont vous avez besoin tout au long du processus.
\r\n\r\nIl s'agit d'une ressource destinée aux entreprises et aux organisations qui souhaitent travailler de manière plus créative et collaborative au sein de leur équipe ou organisation vers la circularité.
\r\n\r\n\r\n\r\n
Développé par le Danish Design Centre.
\r\n','publish','FR',6),(158,'19194069-9341-4b49-bc84-7905c8da26fd','Guide pour démarrer un programme de compostage à l\'école','3 hours',0,0,'2024-03-04 08:11:15.356000','Toutes les informations nécessaires pour démarrer un programme de compostage à l\'école','Si votre école est comme la plupart des écoles européennes, le recyclage fait désormais partie de votre culture. Pourquoi ne pas passer à l’étape suivante et commencer à composter ? Le compostage est un moyen de promouvoir une manière responsable et respectueuse de l'environnement de traiter les déchets. En plus d’économiser de l’espace dans les décharges, les programmes de compostage scolaires présentent de nombreux avantages :
\r\n\r\n- Le compost en tant que produit fini améliore la qualité du sol et des plantes dans les jardins potagers et fleuris des écoles.
\r\n\r\n- Offrir des opportunités éducatives qui favorisent des pratiques environnementales durables
\r\n\r\n- Réduire les coûts d'enlèvement des déchets de l'école
\r\n\r\n- Fournir un support pour la découverte de nombreux sujets liés à l'environnement et à la science, ainsi que des opportunités de développement et de responsabilité des étudiants, des projets artistiques et d'inspiration.
\r\n\r\nL'objectif de ce manuel est d'aider les écoles à établir un programme de compostage réussi en fournissant des informations, des conseils et des ressources.
\r\n','publish','FR',6),(159,'08ff141f-d6bf-4170-9bc4-d282b8936bdc','Les Biodéchets','15 to 30 minutes',1,0,'2024-03-04 08:33:22.634000','À propos de la question des biodéchets','L'information sur la manière dont les biodéchets mal traités, en particulier les déchets alimentaires, constitue un problème très important pour l'environnement et la société.
\r\n','publish','FR',6),(160,'13b4faea-b0a9-4773-aca5-c4d2cb8b7aaf','À propos du compostage','15 minutes to 1 hour',1,0,'2024-03-04 08:45:30.004000','Information à propos du compostage','Toutes les informations de base sur le compostage
\r\n','publish','FR',6),(161,'8de05135-dcf9-4fb3-b297-80f63cb1d231','Calculateur d\'empreinte carbone','15 minutes',0,0,'2024-03-04 08:57:26.575000','Calculez votre empreinte CO2','Calculez votre empreinte CO2 via le site de l'état
\r\n','save','FR',6),(162,'ff2d1acd-3b2b-4635-9dba-14836f801e40','Que sont les ONG environnementales ?','15 minutes',0,0,'2024-03-04 09:05:34.411000','Introduction aux ONG environnementales','Introduction aux ONG environnementales, ce qu'elles font et la liste des plus grandes ONG environnementales en Europe
\r\n','publish','FR',6),(163,'94717232-270e-418d-b2ab-0d99fc590f5b','Bénévolat dans une ONG environnementale','15 minutes',0,0,'2024-03-04 09:12:45.606000','Bénévolat dans une ONG environnementale','Brèves informations sur le volontariat dans une ONG environnementale
\r\n','publish','FR',6),(164,'a0559fde-0aea-44d5-bea7-c7b4cc95eafa','Principaux enjeux environnementaux','10 minutes',1,0,'2024-03-04 09:23:26.911000','Principaux enjeux environnementaux','Description des principaux problèmes environnementaux auxquels l'Europe est actuellement confrontée
\r\n','publish','FR',6),(165,'c5e42bc4-9ca7-4c68-ab88-6ba78022fd07','Qu\'est-ce qu\'un événement circulaire ?','30 minutes',1,0,'2024-03-04 09:34:57.990000','Informations sur les événements circulaires','Introduction à des événements circulaires tels que le repair café et l'échange de vêtements. Il existe de nombreux autres types d'événements circulaires dans lesquels les gens réutilisent, réparent, échangent, recyclent, etc.
Vidéo du changement climatique 2022 : Atténuation du changement climatique : http://www.youtube.com/watch?v=7yHcXQoR1zA
\r\n\r\nLa contribution du Groupe de travail III au sixième rapport d'évaluation du GIEC. Lire le rapport : https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/
\r\n','publish','FR',4),(167,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Créer des communautés de pratique','1 week',2,0,'2024-03-04 10:11:01.090000','Chercher des façons de co-créer avec les communautés locales. Recense la communauté de pratique (communauté éducative, parents, entreprises locales). Les contacter pour créer un réseau local des personnes. Contenu original de Fab Lab Bcn','Qu’est-ce que c’est que les communautés de pratique ?
\r\n\r\nLes communautés de pratique sont des groupes de personnes qui partagent la même préoccupation ou une passion pour quelque chose qu’ils font et apprennent comment s’améliorer grâce à des interactions régulières. En poursuivant leur intérêt dans leur domaine, les membres engagent dans des activités et discussions de groupe, s’entraident, et partagent leur connaissance. Ils entretiennent des relations qui leur permet d’apprendre des autres ; ils se soucient de leur position les uns par rapport aux autres.
\r\n\r\nLes membres d’une communauté de pratique sont des « practitionnaires ». Ils développent un répertoire partagé de ressources : expériences, histoires, outils, façons d’adresser des problèmes récurrents – en bref, c’est une pratique partagée. Cela prend du temps et des interactions soutenues.
\r\n\r\nComment une Communauté de Pratiques peut-elle être bénéfique dans un contexte scolaire ?
\r\n\r\nQu'allez-vous apprendre dans ce plan de cours ?
\r\n\r\nOn vous présentera une stratégie de réflexion sur la conception pour commencer à cartographier et à contacter les communautés locales et les entreprises qui peuvent vous aider avec leur expérience et leurs ressources à lancer un projet et à le rendre plus significatif.
\r\n\r\n\r\n','publish','FR',2),(168,'238469bc-07ed-4997-ac6b-4ba1fe62bb12','Raisons sociales et environnementales de réparer','2 Session',3,0,'2024-03-04 11:14:51.230000','Travailler autour des raisons de pourquoi réparer ! ','
Travailler autour des raisons de pourquoi réparer !
\r\n','publish','FR',6),(169,'62fac32a-272a-44b7-ae05-ff90cc5a49c8','Ecological footprint','15 minutes to 1 hour',2,0,'2024-03-04 12:32:41.659000','Each person has an ecological footprint','The Ecological footprint measures human demand on natural capital, i.e. the quantity of nature it takes to support people and their economies. It tracks human demand on nature through an ecological accounting system. The accounts contrast the biologically productive area people use to satisfy their consumption to the biologically productive area available within a region, nation, or the world (biocapacity). Biocapacity is the productive area that can regenerate what people demand from nature. Therefore, the metric is a measure of human impact on the environment. As Ecological Footprint accounts measure to what extent human activities operate within the means of our planet, they are a central metric for sustainability.
\r\n','publish','EN',6),(170,'5e36773a-533c-4e9d-9446-87d59fefd9e2','Modèle économique','2',9,2,'2024-03-06 11:01:38.910000','Les étudiants vont découvrir un outil qui pourra les aider à comprendre comment une entreprise peut être crée er comment une idée peut transformer un modèle économique. De plus, les étudiants vont explorer le processus du prototypage d’un modèle économique et connaitre les éléments clefs d’un modèle économique. Une introduction à l’outil très répandu « business model canvas » est faite au travers d’un cas d’étude','Qu’est ce que c’est qu’un modèle économique ?
\r\n\r\n\r\n\r\n
Le modèle économique est apparu dans le début des années 90. C’était un nouveau concept permettant à des entrepreneurs de rendre leur e-business compréhensible aux détenteurs des ressources dans un contexte de la Nouvelle Economie donné. L’utilisation du concept de modède économique s’est répandu parmi les professionnels bien au-delà des frontières de l’économie d’internet. Il répond généralement aux besoins d’un entrepreneur dans des environnements plus exigeants puisqu’il est un outil nouveau et efficace.
\r\n\r\n\r\n\r\n
Comment les étudiants peuvent-ils utiliser le modèle d'entreprise comme outil pour concevoir de nouveaux modèles d'entreprise et présenter leur idée ?
\r\n\r\n- Sur le plan interne : être capable d’exprimer une idée entrepreneuriale en utilisant des termes commerciaux
\r\n\r\n- Sur le plan externe : être capable d’analyser et comprendre comment des entreprises accomplies fonctionnent
\r\n\r\n- Tout au long de la vie des étudiants : Explorer et exploiter des idées créatives et les transformer en modèles économiques innovants
\r\n\r\n\r\n\r\n
Qu’allez-vous apprendre de ce plan de cours ?
\r\n\r\n- Comprendre le concept du modèle économique
\r\n\r\n- Explorer les éléments essentiels de business model canvas
\r\n\r\n - Appliquer les compétences d’analyse dans un cas d’étude
\r\n','publish','FR',5),(171,'40129098-1963-47b7-b6d8-deac2c24c1fb','Économie fonctionnelle','1.5 hour',0,0,'2024-03-06 12:23:25.080000','Les élèves vont découvrir l\'économie fonctionnelle et sa différence avec le modèle économique traditionnel. Ils apprendront comment la valeur est créée et capturée.','L'économie fonctionnelle est l'un des sept piliers de l'économie circulaire.
\r\n\r\n\r\n\r\n
Depuis l'apparition du concept sous le nom d'"économie de service" dans les années 1980, le monde académique s'est emparé de ce concept pour lui donner diverses définitions, et des concepts connexes ont également émergé, tels que le "système produit-service", "l'économie de la performance", l'"économie quaternaire", l'"économie des effets utiles".
\r\n\r\n\r\n\r\n
Comment les étudiants peuvent-ils utiliser l'économie fonctionnelle comme moyen de transition écologique :
\r\n\r\n• Internement : Penser à une alternative au modèle de consommation basé sur la propriété.
\r\n\r\n• Externement : Observer et distinguer entre les deux modèles sur le marché.
\r\n\r\n• Sur la durée de vie des étudiants : Comment ce modèle peut-il être appliqué dans des projets futurs.
\r\n','publish','FR',5),(172,'578f997a-1854-4c2e-9e6f-9608d46d760b','Comprendre le problème du gaspillage alimentaire','1 session',0,0,'2024-03-06 13:06:36.129000','Introduction au problème du gaspillage alimentaire et à la possibilité de créer des produits de grande valeur à partir de déchets organiques. Une série de lectures pour animer une discussion avec les élèves sur la problématique du gaspillage alimentaire et des produits issus des déchets organiques. Matériel original de la Fondation Ellen Mc Arthur','Qu’est-ce que le gaspillage alimentaire ?
\r\n\r\nLe gaspillage alimentaire est le rejet ou le gaspillage d’aliments comestibles, généralement à différentes étapes de la chaîne d’approvisionnement alimentaire, notamment la production, la transformation, la distribution et la consommation. Cela inclut toute nourriture jetée, perdue ou non consommée. Le gaspillage alimentaire peut survenir pour diverses raisons, notamment la détérioration, la surproduction, un stockage inapproprié, des défauts esthétiques, des dates de péremption ou le comportement des consommateurs. Il s’agit d’un problème mondial majeur ayant de graves conséquences économiques, environnementales et sociales.
\r\n\r\n
\r\nPourquoi est-ce pertinent dans un contexte scolaire ?
Présenter la question du gaspillage alimentaire aux étudiants est crucial pour les sensibiliser au problème et encourager la réflexion critique sur un enjeu qui semble crucial pour relever les défis de durabilité de nos systèmes alimentaires.
\r\n\r\n
\r\nQu'allez-vous apprendre dans ce module ?
Vous trouverez plusieurs articles et vidéos pour introduire le thème du gaspillage alimentaire et de la revalorisation des déchets organiques en classe, ainsi que des questions générales pour animer un débat autour de celui-ci.
\r\n','publish','FR',2),(174,'0e8c7990-346e-4874-92e3-7668792ad442','What three degrees of global warming looks like','20 minutes',0,0,'2024-03-12 15:10:37.714000','The Economist documentary on how Earth would look like if three degrees of Celcius global warming is reached','The Economist documentary on how Earth would look like if three degrees of Celcius global warming is reached
\r\n','publish','EN',6),(175,'0e8c7990-346e-4874-92e3-7668792ad442','À quoi ressemblent trois degrés de réchauffement climatique ?','20 minutes',1,0,'2024-03-13 08:08:19.608000','Documentaire de The Economist sur l\'aspect de la Terre si le réchauffement climatique de trois degrés Celsius est atteint','Documentaire de The Economist sur l'aspect de la Terre si le réchauffement climatique de trois degrés Celsius est atteint
\r\n','publish','FR',6),(176,'7cf632fd-f552-44e4-832a-41f599c09789','BONJOUR','3 HOURS',0,0,'2024-03-13 13:24:01.180000','DDD','DDDD
\r\n','save','EN',6),(177,'8715cacd-f003-43b3-bad5-78b172aa89ab','El consumo en la economía circular, una introducción teórica','1h',0,0,'2024-03-14 09:44:02.334000','Breve presentación teórica sobre el consumo circular','Breve presentación con fundamentos teóricos sobre el consumo circular, dirigida a los profesores pero adaptable a los alumnos.
\r\n','publish','ES',3),(178,'c8a18f6e-59e2-41cd-9b19-f8e1b1aeefc3','Reto del consumo circular: Explore','1h',0,0,'2024-03-14 09:55:57.654000','Esta es la parte Explore del reto del consumo circular.','Los alumnos debaten y reflexionan sobre el consumo en general, incluido el suyo propio, y eligen una práctica o un producto, y lo estudian.
\r\n','publish','ES',3),(179,'3403219f-1408-4b77-b604-402a5504d6e4','El consumo en el reto de la economía circular: Hacer y Prototipar','half day - full day',0,0,'2024-03-14 10:10:21.116000','Esta es la parte del Desafío de Consumo dedicada a Fabricar y Prototipar','Se sugieren algunas actividades, como realizar entrevistas a consumidores o hacer una encuesta para recabar información sobre lo que la gente hace y piensa en relación con el consumo de ropa, o cualquier otra práctica.
\r\n\r\nOtra actividad es hacer anuncios de productos y servicios que requieran modelos de consumo alternativos; ¿qué aspecto tendrían, si se piensa en cómo respondería la gente a ellos?
\r\n','publish','ES',3),(180,'4f085428-49fe-4064-b3bd-5afc4a36dcc7','Sostenibilidad','1',1,0,'2024-03-14 10:32:18.307000','El alumno conocerá el concepto de sostenibilidad, sus tres pilares, la intersección entre ellos y los dos diagramas de representación de la sostenibilidad','La importancia de la sostenibilidad
\r\n\r\n¿Qué es la sostenibilidad? ¿Qué queremos sostener? Una parte importante de la enseñanza de las cuestiones de sostenibilidad consiste en mantener estas preguntas siempre abiertas y vivas. La sostenibilidad ofrece un marco novedoso para plantear preguntas filosóficas perdurables: ¿Qué es la buena vida? ¿Cómo podemos crear un mundo mejor? Pensar y enseñar sobre sostenibilidad son proyectos orientados al futuro, pero la relevancia de los principios y prácticas de la sostenibilidad debe articularse en el presente.
\r\n\r\n¿Cómo pueden pensar los estudiantes sobre las futuras actividades económicas a la luz de la mentalidad sostenible?
\r\n\r\n-A nivel interno: pensar en un comportamiento más sostenible que incluya las compras, el transporte, el ocio y otras actividades.
\r\n\r\n-Externamente: tener una visión crítica sobre los productos y servicios del mercado en términos de sus valores sociales, medioambientales y económicos
\r\n\r\n-A lo largo de la vida de los alumnos: integrar el concepto de sostenibilidad en los futuros carreras
\r\n\r\n¿Qué aprenderás en esta lección?
\r\n\r\n-Comprender el concepto de sostenibilidad
\r\n\r\n-Explorar los componentes esenciales de la sostenibilidad
\r\n\r\n-Distinguir entre dos puntos de vista sobre la sostenibilidad
\r\n','publish','ES',5),(181,'cd65eae1-edec-4bf2-be5c-61d084d5b614','Impacto medioambiental del textil','10 minutes',1,0,'2024-03-14 10:36:24.077000','El alumno conocerá el impacto medioambiental de la producción y el consumo de ropa','El alumno conocerá la huella medioambiental de todo el ciclo de vida de un producto textil.
\r\n','save','ES',5),(182,'40129098-1963-47b7-b6d8-deac2c24c1fb','Economía funcional','1.5 hour',0,0,'2024-03-14 10:46:22.125000','Los estudiantes van a aprender sobre la economía funcional y su diferencia con el modelo económico tradicional. Aprenderán cómo se crea y captura el valor.','La economía funcional es uno de los siete pilares de la economía circular.
\r\n\r\nDesde que apareció como "economía de servicios" en la década de 1980, el mundo académico se apoderó de este concepto para darle diversas definiciones, y también han surgido conceptos relacionados, como "sistema producto-servicio", "la economía del rendimiento' la "economía cuaternaria", la "economía de los efectos útiles
\r\n\r\n¿Cómo pueden utilizar los alumnos la economía funcional como medio de transición ecológica?
\r\n\r\n-A nivel interno: pensar en una alternativa al modelo de consumo basado en la propiedad.
\r\n-Externamente: observar y distinguir los dos modelos en el mercado.
\r\n-A lo largo de la vida de los alumnos: cómo puede aplicarse este modelo en futuros proyectos?.
¿Qué es un modelo de negocio?
\r\n\r\nEl Modelo de Negocio surgió a principios de los años 90 como un nuevo concepto que permitía a los empresarios hacer comprensibles sus innovadores negocios electrónicos para los poseedores de recursos en el contexto específico de la Nueva Economía. El uso del concepto de modelo de negocio se extendió entre los profesionales mucho más allá de las fronteras de la economía de Internet, ya que responde de forma más general a las necesidades de los empresarios de disponer de herramientas nuevas y eficaces en entornos más difíciles.
\r\n\r\nCómo pueden los estudiantes utilizar el modelo de negocio como herramienta para diseñar nuevos modelos de negocio y presentar su idea
\r\n\r\n-Internamente: ser capaz de expresar una idea empresarial utilizando términos empresariales
\r\n\r\n-Externamente: ser capaz de analizar y comprender cómo funcionan las empresas de éxito
\r\n\r\n-A lo largo de la vida de los alumnos: explorar y explotar ideas creativas y transformarlas en modelos de negocio innovadores
\r\n\r\n¿Qué aprenderá en esta lección?
\r\n\r\n-Comprender el concepto de modelo de negocio
\r\n\r\n-Explorar los elementos esenciales del lienzo del modelo de negocio
\r\n\r\n-Aplicar la capacidad de análisis en un caso práctico
\r\n','publish','ES',5),(184,'f70a957e-1df9-44c7-b556-9084e4afb108','Greitosios mados problematika','15 min.',0,0,'2024-03-14 20:41:04.658000','Greitosios mados problematika','Vaizdo įrašai (lietuvių ir anglų kalbomis), kurie supažindina apie didžiulį greitosios mados neigiamą poveikį aplinkai ir visuomenei.
\r\n','publish','LT',6),(185,'85bc945d-5c00-4a49-b612-bb7ac628fb9e','Pažintis su žiedine ekonomika','10 minučių',0,0,'2024-03-14 20:51:17.749000','Pažintis su žiedine ekonomika','Ellen MacArthur Foundation sukurtas vaizdo įrašas (su lietuviškais subtikrais), kuris supažindina su žiedine ekonomika.
\r\n','publish','LT',6),(186,'a0559fde-0aea-44d5-bea7-c7b4cc95eafa','Pagrindiniai aplinkosauginiai iššūkiai','10 minučių',0,0,'2024-03-17 10:05:44.325000','Pagrindiniai aplinkosauginiai iššūkiai','Pažintis su pagrindiniais aplinkosauginiais iššūkiais
\r\n','publish','LT',6),(187,'ff2d1acd-3b2b-4635-9dba-14836f801e40','Kas yra aplinkosaugos NVO','15 minutes',0,0,'2024-03-17 10:22:50.899000','Pažintis su aplinkosauginėmis NVO','Pažintis su aplinkosauginėmis NVO ir ką jos daro
\r\n','save','LT',6),(189,'cf6274e6-a95d-4535-8fb4-8ee7788d8f4f','Partager avec Discord','15 minutes',2,2,'2024-03-20 09:20:48.038000','Découvrez comment partager votre travail auprès d\'autres professeurs','Découvrez comment partager votre travail, votre ressenti auprès d'autres professeurs européens.
\r\n\r\n\r\n\r\n
Cela vous permet d'intéragir avec d'autres professeurs, d'avoir une vision différente, de comprendre comment aborder les différents thèmes, défis ciruculaires.
\r\n','save','FR',5),(190,'cf6274e6-a95d-4535-8fb4-8ee7788d8f4f','Share with Discord','15 minutes',0,0,'2024-03-21 09:02:54.691000','Find out how to share your work with other teachers','Find out how to share your work and your experiences with other European teachers.
\r\n\r\n\r\n\r\n
This will enable you to interact with other teachers, gain a different perspective and understand how to approach different themes and circus challenges.
\r\n','save','EN',5),(191,'8f46773e-dc1e-4570-a0a8-7ee4087fc4cc','Susipažinimas su biomedžiagomis: kas jos yra? iš kur jos atsiranda?','2 weeks',0,0,'2024-03-24 09:18:43.909000',' Įvadas apie tai, kas yra biomedžiagos, priemonė, skirta pakeisti požiūrį į organines atliekas, jas perdirbant ir paverčiant nauju produktu.','Kas yra biomedžiagos?
\r\n\r\nBiomedžiagos - tai medžiagos, gaunamos iš atsinaujinančių biologinių šaltinių, pavyzdžiui, augalų, mikroorganizmų ar maisto atliekų. Šios medžiagos dažnai yra organinės prigimties ir gali būti sukurtos taip, kad būtų ekologiškos, biologiškai skaidžios ir tvaresnės už tradicines medžiagas, gaunamas iš iškastinio kuro. Joms pagaminti reikia mažiau energijos ir jų gamybos metu susidaro mažiau CO2, o jų pirminis šaltinis yra atsinaujinantis ir organinis.
\r\n\r\nŠia prasme biomedžiagos padeda mažinti poveikį aplinkai, susijusį su medžiagų gamyba ir šalinimu, siūlydamos ekologiškesnę alternatyvą įvairioms reikmėms, įskaitant pakuotes, vienkartinius daiktus ir kitus vartojimo produktus.
\r\n\r\n.
\r\n\r\nKodėl tai aktualu mokyklos kontekste?
\r\n\r\nMokant mokinius apie biomedžiagas, jie mokomi ekologiškų alternatyvų, ugdomas aplinkosauginis sąmoningumas ir atsakingas vartojimas, supažindinama su pažangiausiomis technologijomis ir medžiagų mokslu, skatinant domėjimąsi STEM sritimis.
\r\n\r\n\r\n\r\n
Ką sužinosite iš šio pamokos plano?
\r\n\r\nJums bus pristatytas įvadas į bioplastikus. Bus aptarta, kas jie yra, iš kur jie gaunami, ir keletas pavyzdžių.
\r\n','publish','LT',2),(192,'7a37de74-e3e5-4aba-9223-339016fbe87b','Biomedžiagų gamyba: pirmieji žingsniai ir receptai','1-5 sesijos',0,0,'2024-03-24 09:27:02.029000','Pradiniai žingsniai ir receptai biomedžiagų gamybos pradžiai.','Biomedžiagų gamybos principai:
\r\n\r\nPagrindinės biomedžiagos yra sudarytos iš polimerų+plastiklio+tirpiklio. Rekomenduojama naudoti priedus tekstūrai, spalvai ir savybėms pagerinti. Šie priedai gali būti gaunami iš organinių atliekų, kad ciklas užsidarytų.
\r\n\r\nKodėl tai aktualu mokyklos kontekste?
\r\n\r\nMokant mokinius, kaip patiems pasigaminti biomedžiagas naudojant maisto atliekas, sumažinamas atstumas nuo problemos ir sudaroma galimybė suformuoti biomedžiagų gamybos sistemą vietos bendruomenėje.
\r\n\r\nKo išmoksite iš šio pamokos plano?
\r\n\r\nSusipažinsite su metodikomis, sudėtimi, pagrindiniais receptais ir pradinėmis medžiagomis, kad galėtumėte pradėti gaminti savo biomedžiagas. Tikėkimės, kad ir jūs keletą jų pasigaminsite.
\r\n','publish','LT',2),(193,'997ec1c0-e836-4bf3-aae3-76f879066891','Biomedžiagų pavyzdžių knygos gamyba','3 weeks',0,0,'2024-03-24 09:32:46.200000','Eksperimentuokite su įvairiomis proporcijomis, sukurkite stebėjimo rutiną, skatinančią mokslinį stebėjimą, ir sukurkite biomedžiagų pavyzdį bibliotekoje. Keičiant receptūrą ir priedus, galima keisti galutines biomedžiagų savybes.','Biomedžiagų gamybos principai:
\r\n\r\nPagrindiniai biomedžiagų gamybos principai: polimeras+plastiklis+tirpiklis. Keičiant jų proporcijas galima pakeisti galutines medžiagų savybes. Savybes taip pat gali keisti priedai, kurie tiesiogiai veikia tekstūrą, spalvą ir kitas savybes. Džiovinimo procesas taip pat turi tiesioginės įtakos galutinei medžiagos išvaizdai: susitraukimo %, galutinei formai, net pelėsių augimui.
\r\n\r\nKodėl tai aktualu mokyklos kontekste?
\r\n\r\nDarbas su tokiais kintamais dalykais kaip biomedžiagos yra didžiulė galimybė ugdyti kritinį ir mokslinį stebėjimo procesą.
\r\n\r\nKo išmoksite iš šio pamokos plano?
\r\n\r\nApžvelgsite kai kuriuos veiksnius, kurie daro įtaką rezultatui gaminant biomedžiagą, ir pasiūlysite stebėjimo dienoraščio ir pavyzdžių knygos iniciatyvą, kad užfiksuotumėte galutines savybes pagal receptų proporcijas ir aplinkos sąlygas.
\r\n','publish','LT',2),(194,'9de2b68f-557c-4cd9-b6d6-e9788f8db097','Apmąstykite žiedinius iššūkius','30mn to 2h',0,0,'2024-03-24 09:37:03.104000','Surenkite kolektyvinį užsiėmimą su mokiniais, kad jie apmąstytų, ko išmoko ir kaip įsivaizduoja žiedinę ateitį.','Paskatinkite moksleivius apmąstyti savo praktiką ir darbą, susijusį su "Žiediniu iššūkiu", ir surenkite du nedidelius užsiėmimus, kurių metu jie pasidalins pagrindinėmis išmoktomis pamokomis ir diskutuos apie žiedines strategijas.
\r\n','publish','LT',2),(195,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Ekosistemų kartografavimas',' nuo 2 valandų iki 1 savaitės',0,0,'2024-03-24 10:09:56.279000','Nustatyti ir geografiniame žemėlapyje pavaizduoti skirtingus dalyvius.','Ekosistemų kartografavimas leidžia geriau suprasti suinteresuotąsias šalis, dalyvaujančias vietos išteklių transformacijoje, ir nustatyti galimas spragas.
\r\n\r\nŠis pratimas buvo išbandytas su vienu konkrečiu ištekliumi (vilna), tačiau jį galima taikyti ir su kitomis temomis.
\r\n','publish','LT',2),(196,'a806b995-21c6-4add-a60d-6232018ae5e8','Medžiagų patirtis','Nuo 30 minučių iki 3 valandų',0,0,'2024-03-24 10:15:57.683000',' Kolektyviai pajusti skirtingas medžiagas per jutiminį prisilietimą ir emocijas.','Mus supa medžiagos / daiktai. Beveik neskiriame laiko pažvelgti į tai, kas jie yra, išskyrus jų pirminę naudą.
\r\n\r\nŠis pratimas padeda mokiniams kelti sau klausimus apie gaminius ir medžiagas įvairiais aspektais.
\r\n\r\nTai lengvas įvadas į medžiagų apibūdinimą ir padeda apmąstyti mūsų santykį su medžiagomis.
\r\n\r\nSurinkę įvairius tos pačios žaliavos daiktus, vėliau vadovausitės MAE24 priemonių rinkiniu ir kartu su mokiniais tyrinėsite kiekvieno daikto savybes - nuo materialaus iki nematerialaus tyrinėjimo
\r\n','publish','LT',2),(197,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Vilnos spalvinimas','Nuo 2 valandų iki 1 savaitės',0,0,'2024-03-24 10:21:11.733000','Suteikite savo vilnai spalvų su natūraliais augalais ir rūšimis.','Dažymas yra sudėtingas etapas, turintis didelį poveikį aplinkai: vandens naudojimas, didelis toksiškumas.
\r\n\r\nEgzistuoja būdai, kaip optimizuoti dažiklius ir sumažinti poveikį aplinkai, kurie turi teigiamų ir neigiamų pasekmių.
\r\n\r\nSurenkite seminarą su mokiniais, kad jie susipažintų su natūraliais vilnos dažais ir aptartų jų privalumus ir trūkumus.
\r\n','publish','LT',2),(198,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Sukurti atvirojo kodo įrankį verpimui ir (arba) audimui','Nuo 30 minučių iki 3 valandų',0,0,'2024-03-24 10:26:13.801000','Čia siekiama padėti mokiniams pasigaminti, surinkti ir naudoti mažus verpimo ir audimo įrankius.','Supažindinę su įvairiais vilnos transformacijos etapais, pereikime prie praktikos ir geriau suprasime, kaip veikia įrankiai. Pasigaminkime verpstes ir stakles. Siūlome jums pamokas su skaitmenine gamyba, bet taip pat praktinius projektus, kuriuos galima pritaikyti naudojant žemųjų technologijų medžiagas, pavyzdžiui, rastą medieną ir kitas pakartotinai panaudotas medžiagas....
\r\n\r\nNedvejodami kreipkitės į vietinę "Fab Lab", jei norite savo dizainui panaudoti graviravimą ir pjaustymą lazeriu.
\r\n','publish','LT',2),(199,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Matomas taisymas: taisykite ir keiskite savo audinius','Nuo 1 valandos iki 1 savaitės',0,0,'2024-03-24 10:37:30.639000','Šį užsiėmimą sudaro sužinojimas, kaip taisyti drabužius, kad galėtumėte patys juos taisyti ir pritaikyti.','Matomas taisymas - tai kūrybiškas ir tvarus požiūris į drabužių ar tekstilės gaminių taisymą, kai ne tik atkuriamas jų funkcionalumas, bet ir suteikiama estetinė vertė. Vietoj to, kad būtų paslėptas taisymo darbas, matomasis taisymas apima ir išryškina taisymo darbus, paversdamas juos sąmoninga ir dažnai dekoratyvia drabužio dalimi.
\r\n\r\nMatomas taisymas suteikia galimybę meninei išraiškai. Taisytojai dažnai naudoja įvairias dygsniavimo technikas, siuvinėjimą ar skiautinius, kad sukurtų vizualiai patrauklius pataisymus. Taisydami drabužius ir pratęsdami jų tarnavimo laiką, matomais taisymais skatiname tvarią mados praktiką. Tai skatina asmenis branginti savo drabužius ir mažinti bendrą mados pramonės atliekų kiekį.
\r\n\r\n\r\n\r\n
Įrankiai:
\r\nSiūlai
Adatos
\r\n\r\nSiuvimo smeigtukai
\r\n\r\nDrabužių arba audinių atraižos
\r\n\r\n\r\n\r\n
Įgūdžiai:
\r\nPradedantiesiems < pažengusiems
Dažnai tenka tobulinti siuvimo ir dygsniavimo įgūdžius. Taisytojai gali išmokti įvairių siuvinėjimo dygsnių ir technikų, kad sukurtų patrauklius ir patvarius taisymo darbus.
\r\n\r\nMatomas taisymas išpopuliarėjo kaip lėtosios mados judėjimo, kuris pabrėžia apgalvotą ir tvarų drabužių vartojimą, dalis. Jis meta iššūkį vienkartiniam greitosios mados pobūdžiui, skatindamas žmones imtis aktyvesnio vaidmens prižiūrint ir taisant savo drabužius.
\r\n','publish','LT',2),(200,'69bb1e21-e22c-4b94-9bad-56e3754ac947','Partager ses résultats en tant qu\'élève','10 min ',0,0,'2024-03-26 11:09:53.543000','Voici des exemples / astuces de comment partager ses résultats en tant qu\'élève.','En tant que professeur, vous pouvez accompagner vos élèves dans la promotion de leurs activités finales !
\r\n
\r\nPour partager les résultats finaux, les élèves peuvent :
\r\n\r\n
Passer dans les autres classes afin d'illustrer ce qu'ils ont produit ! La production peut etre :
\r\n\r\n-une vidéo
\r\n\r\n-un format papier
\r\n\r\n-un exposé
\r\n\r\n-ou meme une scene théatrale !
\r\n
Mokiniai sužinos vietinės valiutos sąvoką. Kas tai yra? Kaip jos veikia, kodėl jos kuriamos?
\r\n','publish','LT',5),(202,'c636e228-6670-42f6-949f-509249783180','Renting clothing Model','1 hour',0,0,'2024-03-27 11:07:51.397000','A brief introduction on clothing renting service','In this learning block, students will learn about different challenges and benefits of clothing renting service. It contains a several opinions concerning some key aspects of this services. The final goal is to discover new values as well as issues related to the three pillars of sustainability: environmental, social and economic.
\r\n','publish','EN',5),(203,'a52cd5eb-0c88-4c16-bb0e-3b66fd29f6ad','Value chain','30 Minutes',0,0,'2024-03-27 11:39:04.063000','Introduction to the value chain concept','Student are going to discover the notion of value chain, its main elements and its importance in the business realm
\r\n','save','EN',5),(204,'c26d1241-8606-421d-9348-2b6c958909e4','Stakeholder mapping','30 Minutes',0,0,'2024-03-27 11:55:25.258000','Introduction the stakeholder concept and the mapping of stakeholder process','Student will learn about the types of stakeholders, their importance, their identificatioin and mapping them in a visual representation
\r\n','save','EN',5),(205,'a1d36977-c529-4198-816e-06da7af3ef30','Tvaraus elgesio dizaino iššūkis, 5 dalis: refleksija','Nuo pusdienio iki visos dienos',0,0,'2024-03-27 22:05:20.559000','Tai penktoji ir paskutinė projekto dizainas tvariai elgsenai skatinti dalis, kurioje aptariamos ir apmąstomos projektavimo intervencijos.','Tai penktoji ir paskutinė projekto dizainas tvariai elgsenai skatinti dalis, kurioje aptariamos ir apmąstomos projektavimo intervencijos.
\r\n','publish','LT',3),(206,'4ee5e80a-c610-463b-9125-5ed8329c7c2e','Tvaraus elgesio dizaino iššūkis, 4 dalis: prototipas','Nuo pusdienio iki visos dienos',0,0,'2024-03-27 22:19:24.706000','Tai ketvirtoji projekto \"Dizainas tvariai elgsenai\" dalis, kurioje mokiniai mokosi pasirinkti elgsenos keitimo strategijas ir sukurti projektinės intervencijos prototipą.','Tai ketvirtoji projekto "Dizainas tvariai elgsenai" dalis, kurioje mokiniai mokosi pasirinkti elgsenos keitimo strategijas ir sukurti projektinės intervencijos prototipą.
\r\n','publish','LT',3),(207,'4b6f3171-952a-467b-a9ea-ca99fd8cfc55','Tvaraus elgesio dizaino iššūkis, 3 dalis: tyrinėjimas','Nuo vienos dienos iki vienos savaitės',0,0,'2024-03-27 22:26:13.354000','Tvaraus elgesio dizaino iššūkio trečioji dalis, kurioje mokinys nustatys ir pasirinks netvarų elgesį, kuris bus likusios iššūkio dalies tema.','Tvaraus elgesio dizaino iššūkio trečioji dalis, kurioje mokinys nustatys ir pasirinks netvarų elgesį, kuris bus likusios iššūkio dalies tema.
\r\n','publish','LT',3),(208,'e8aa4d7d-8171-4ec7-9f8a-78f1a46c4430','Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas','1 valanda',0,0,'2024-03-27 22:30:17.707000','Rekomendacijos mokytojams kaip pasirengti tvaraus elgesio dizaino iššūkiui','Rekomendacijos mokytojams kaip pasirengti tvaraus elgesio dizaino iššūkiui
\r\n','publish','LT',3),(209,'a52cd5eb-0c88-4c16-bb0e-3b66fd29f6ad','Chaîne de valeur','30 Minutes',0,0,'2024-03-28 09:07:44.588000','Introduction au concept de chaîne de valeur','Les étudiants vont découvrir la notion de chaîne de valeur, ses principaux éléments et son importance dans le monde des affaires.
\r\n','save','FR',5),(212,'b5490a17-5b86-4c26-a9b7-5e5e5dac9f1b','How to navigate on ','DDD',0,0,'2024-03-28 13:24:18.627000','How to navigate on ','How to navigate on
\r\n','save','EN',2),(213,'c26d1241-8606-421d-9348-2b6c958909e4','Cartographie des parties prenantes','30 Minutes',0,0,'2024-03-28 13:39:03.160000','Introduction du concept de partie prenante et de la cartographie du processus des parties prenantes','L'élève apprend à connaître les types de parties prenantes, leur importance, leur identification et leur représentation visuelle.
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economy',32),(28,'https://www.youtube.com/watch?v=4J7nlhBOeuw','Students open up about eco-anxiety',33),(29,'https://www.footprintcalculator.org/home/en','What is your ecological footprint?',34),(30,'https://www.google.com/maps/d/viewer?mid=1I1c4hMupb2i_Iet0QvDzaomeQShprSL-&femb=1&ll=45.008532248806645%2C4.976666272431411&z=5','Wool Ecosystem Map',35),(31,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/01_PLACE/','Shemakes Wool Place',35),(32,'https://www.centrinno-cartography.org/','Centrinno Cartography',35),(33,'https://miro.com/app/board/uXjVO99to4M=/','Wool Ecosystem Miro board',35),(34,'https://drive.google.com/drive/folders/1xZL9VvTu8JeMiiMKj5LC9t9tV8TOlGoA','MAE24 Toolkit',36),(35,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/03_MAKE/','Tutorial of the Little Wool Factory',37),(36,'https://www.instagram.com/p/CfbOI4_D2Y1/?utm_source=ig_embed&ig_rid=ca3c8a31-04b4-43af-a5c6-2b0a8c6bd517','Video about Spinning',37),(37,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/02_DESIGN/','Shemakes toolkit',38),(38,'https://www.youtube.com/watch?v=07Svxr5m0vo','What are bio-plastics?, Bioplastic Europe',40),(39,'https://profsentransition.com/','lien du site internet de professeur en transition ',42),(40,'https://visiblemending.com/pages/mend-extracts','Visible mending book and website',43),(41,'https://bridgetharvey.co.uk/repair-book','Repairs in the museum',43),(42,'https://bridgetharvey.co.uk/repair-making-craft-narratives-activism-phd-thesis','Mend More by Bridget Harvey',43),(43,'https://www.goodreads.com/book/show/45893908-wear-repair-repurpose','Wear, Repair, Repurpose',43),(44,'https://ddc.dk/tools/designing-your-circular-transition/#compass','Toolkit here',46),(45,'https://miro.com/miroverse/designing-your-circular-transition/?utm_campaign=%5BAr[%E2%80%A6]ved+and+published&utm_medium=email_action&utm_source=customer.io','Miro board',46),(46,'https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang','Vidéo 1',47),(47,'https://www.youtube.com/watch?v=xEExMcjSkwA','Vidéo 2',47),(48,'https://green10.org/','Largest environmental NGO coalition',48),(49,'https://extension.umaine.edu/gardening/wp-content/uploads/sites/5/2016/10/10-Steps-to-Starting-a-School-Composting-Operation.2.2016.pdf','10 steps to start composting in school',49),(50,'http://celiapym.com','example',43),(51,'https://www.collingwoodnorrisdesign.com/','Visible creative mending and ethical Scottish knitwear',43),(52,'YouTube Video: Boro Stitching Visible Mending Tutorial','',43),(53,'https://www.youtube.com/watch?v=VAPfpaTwp_A&t=10s','Etape 1: Vidéo',50),(54,'https://circularecology.com/sustainability-and-sustainable-development.html','Etape 1: Article',50),(55,'','Etape 1: Cours 1 (FICHIER)',50),(56,'https://umaine.edu/sustainability/what-is-sustainability/','Etape 2: Cours',50),(57,'https://www.youtube.com/watch?v=o6NWZUn8Nc4&t=90s','Etape 2: Vidéo',50),(58,'https://imaginari.es/wp-content/uploads/2023/04/designwithintent_cards_1.0_draft_rev_sm.pdf','Jeu de cartes \"Concevoir avec une intention\"',54),(60,'https://www.youtube.com/watch?v=B5_t4Z_HzYk','Vidéo : comment cuire les biomatériaux',58),(69,'https://www.youtube.com/watch?v=4J7nlhBOeuw','Les étudiants s\'expriment sur l\'éco-anxiété',62),(70,'https://umaine.edu/sustainability/what-is-sustainability/','Step 2 : lecture ',22),(71,'https://www.youtube.com/watch?v=2f5m-jBf81Q','Step 2: video',22),(73,'https://en-roads.climateinteractive.org/scenario.html?v=23.12.0','En-Roads simulator',64),(74,'https://cariki.co.uk/blogs/the-green-road/how-to-organise-a-clothes-swap','Orgnizing a clothng swap',66),(75,'https://www.instructables.com/Host-a-Repair-Cafe/','Host a repair cafe',66),(76,'https://youtu.be/QoTwVuETbGg','Įrankio naudojimo pavyzdys',67),(77,'https://www.youtube.com/watch?v=UvvKaKzRXnQ','Maisto atliekų prevencija',68),(78,'https://www.youtube.com/watch?v=FZWUx4Zm9wU','Kodėl svarbu rūšiuoti maisto atliekas',68),(79,'https://www.youtube.com/watch?v=A8_AbUY-ke8','Komposto gaamyba',68),(80,'https://www.youtube.com/watch?v=If38W5I_3Jc','Maisto atliekų tvarkymo grandinė',68),(81,'https://www.youtube.com/watch?v=wwShFsSFb-Y&list=RDLVwwShFsSFb-Y&start_radio=1&t=4s','Žingsnis 1: Nuo verslo idėjos iki verslo modelio',69),(82,'https://www.youtube.com/watch?v=wlKP-BaC0jA','Žingsnis 2 : Verslo modelio vizualizavimas',69),(83,'https://www.youtube.com/watch?v=iA5MVUNkSkM&list=RDLVwlKP-BaC0jA&index=8','Verslo prototipas',69),(84,'https://businessmodelanalyst.com/airbnb-business-model/','Žingsnis 3: Airbnb verslo modelis',69),(85,'https://bmtoolbox.net/stories/airbnb/','Žingsnis 3: Airbnb',69),(86,'https://www.youtube.com/watch?v=WzGhFmiB9G0&list=RDLV7O36YBn9x_4&index=3','Praktinis šaltinis 1 : Airbnb verslo modelis: kas padaro Airbnb sėkmingu?',69),(87,'https://www.youtube.com/watch?v=zx04Kl8y4dE','Žingsnis 1 : video',70),(88,'https://circularecology.com/sustainability-and-sustainable-development.html','Žingsnis 1: straipsnis 1',70),(89,'https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/874/Sustainability%20Venn%20Diagram%20PDF.pdf','Žingsnis 1 : paskaita 1',70),(90,'https://umaine.edu/sustainability/what-is-sustainability/','Žingsnis 2 : paskaita',70),(91,'https://www.youtube.com/watch?v=2f5m-jBf81Q','Žingsnis 2: video',70),(92,'https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang ','Video 1',71),(93,'https://www.youtube.com/watch?v=xEExMcjSkwA','Video 2',71),(94,'https://www.youtube.com/watch?v=BlgskgIdSKs','Tekstilės surinkimas ir perdirbimas',71),(95,'https://www.youtube.com/watch?v=fN95mjSfUo0','Pakartotinis tekstilės naudojimas',71),(96,'https://cariki.co.uk/blogs/the-green-road/how-to-organise-a-clothes-swap','Drabužių mainytuvės (anglų k.)',72),(97,'https://www.instructables.com/Host-a-Repair-Cafe/','Daiktų taisymo dirbtuvės (anglų k.)',72),(98,'Renginio planavimas (pavyzdys iš Kaišiadorių r. Žąslių gimnazijos): https://www.zasliu.kaisiadorys.lm.lt/images/Tekstai/Mokyklos_dokumentai/mensporen.pdf','Kaišiadorių r. Žąslių gimnazijos tiasyklės',73),(99,'https://amb.lt/regionas/data/public/uploads/2021/03/kulturiniu-renginiu-organizavimas.pdf','Kultūros renginių organizavimas',73),(100,'https://en-roads.climateinteractive.org/scenario.html?v=23.12.0','En-Roads simuliatorius (anglų k.)',74),(101,'https://www.akoalicija.lt/aplinkos_bukle/klimatas','Klimatas (aplinkosaugos koalicija)',75),(102,'https://am.lrv.lt/uploads/am/documents/files/KLIMATO%20KAITA/Studijos%2C%20metodin%C4%97%20med%C5%BEiaga/2019%20m_%20100%20kl_apie%20klimato.pdf','100 klausimų apie klimatą',75),(103,'https://www.youtube.com/watch?v=7Muh-eoPd3g','En-Roads simuliatoriaus pristatymas',76),(104,'https://green10.org/','Didžiausios Europos aplinkosauginės NVO',77),(105,'https://www.akoalicija.lt/apie','Lietuvos aplinkosauginės NVO',77),(106,'https://www.youtube.com/watch?v=Jii2ld3yT1Q','Praktinis kompostavimas',78),(107,'https://www.footprintcalculator.org/home/en','Koks yraa tavo aplinkosauginis poveikis? (anglų k.)',79),(108,'https://www.youtube.com/watch?v=KGb8OgQh16s','Komposto pradžiamokslis (video)',80),(109,'https://www.aratc.lt/kompostavimo-vadovas/','Kompostavimo vadovas (tekstas)',80),(110,'https://www.youtube.com/watch?v=egyNJ7xPyoQ','Kompostavimo pradmenys (video, ang. k.)',80),(111,'https://rodaleinstitute.org/blog/backyard-composting-basics-a-cheatsheet/','Kompostavimo pradmenys (tekstas, ang. k.)',80),(112,'https://www.youtube.com/watch?v=vBG8vFyX6ns','Kompostavimas mokykloje (ang. k.)',78),(113,'http://www.circulareconomy.lt/earth-overshoot-day-lietuva/','Lietuvos (Earth overshoot day) pėdsakas 2019 m.',81),(114,'https://www.circulareconomy.lt/mazinam-savo-co2-pedsaka/','Top 10 būdų sumažinti savo CO2 pėdsaką',81),(115,'https://drive.google.com/file/d/1K1XY22z22qtd3ixxP7nCV40_bW0AAYZm/view','Ką gali kiekvienas iš mūsų (video)',81),(116,'https://ellenmacarthurfoundation.org/eliminating-food-waste','Eliminating Food Waste, Ellen McArthur Foundation',3),(117,'https://ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste ','High value products from organic waste 01',3),(118,'https://www.youtube.com/watch?v=kypQ2lLqvOk','Coffee Cups Made From Recycled Coffee Grinds',40),(119,'https://www.youtube.com/watch?v=SB9D6yHGI7E','Making Bioplastic from Orange Peel - REMIX EL BARRIO',40),(120,'https://www.ellenmacarthurfoundation.org/es/recursos/educacion-y-aprendizaje/cursos-de-economia-circular','Introduction y recursos ',82),(121,'https://www.accio.gencat.cat/web/.content/bancconeixement/documents/pindoles/Economia-circular-pindola-sectorial-CA-2021.pdf','Datos del sector a nivel Catalonia',82),(122,'https://mediambient.gencat.cat/es/05_ambits_dactuacio/empresa_i_produccio_sostenible/economia_verda/catalunya_circular/economia_circular/','Catalunya Circular',82),(123,' https://docs.amb.cat/alfresco/api/-default-/public/alfresco/versions/1/nodes/1eae4cfd-4a7a-4a01-8fdb-aad855bb23b6/content/ECO_CIRCULAR_DREAM_02%20CASTELLA.pdf?attachment=false&mimeType=application/pdf&sizeInBytes=139759986','Metropolitana Circular',82),(124,'https://agenciaeconomica.amb.cat/economia-circular','Observatorio Circular de la Metropolitana de Barcelona',82),(125,' https://docs.amb.cat/alfresco/api/-default-/public/alfresco/versions/1/nodes/ce35e42d-c833-44a3-a94a-9646b3fc6af1/content/Ecodisseny_A4_OK.pdf?attachment=false&mimeType=application/pdf&sizeInBytes=15508184','Infografia eco-disseny',82),(126,'https://www.diba.cat/es/web/xarxasost/guia-sobre-economia-circular-i-verda','Como pasar a la acción y herramientas para las entidades locales',82),(127,'https://mediambient.gencat.cat/es/05_ambits_dactuacio/empresa_i_produccio_sostenible/economia_verda/catalunya_circular/iniciatives/cercador-tipologia-economia-circular/','Buenas practicas locales',82),(128,' https://www.diba.cat/documents/63810/271257235/Catalogo_EC_ES.pdf/50e39836-d258-4151-abb0-5621d7494c09','Buenas practicas locales #2',82),(129,'https://mediambient.gencat.cat/web/.content/home/ambits_dactuacio/empresa_i_produccio_sostenible/economia_verda/Obs-economia/bruixola_EC/glossari/GLOSSARI.pdf','Glossario',82),(130,'https://mediambient.gencat.cat/web/.content/home/ambits_dactuacio/empresa_i_produccio_sostenible/economia_verda/Obs-economia/bruixola_EC/on_estem/evolucio-indicadors.pdf','Indicadores a nivel local',82),(131,'https://www.ellenmacarthurfoundation.org/es/articulos/como-historia-ha-forjado-camino-hacia-economia-circular','Historia y la EC',82),(132,'https://www.futurelearn.com/courses/circular-economy-the-big-idea','Ellen Mc Arthur curso',82),(133,'https://www.youtube.com/watch?v=Uq7k9yvQkms','Video_1',83),(134,'https://www.youtube.com/watch?v=Uq7k9yvQkms','Video_1',84),(135,'https://lapenseeecologique.com/une-approche-de-la-low-tech-dans-lenseignement-superieur-et-la-recherche/','Une Approche De La Low-Tech Dans L’Enseignement Supérieur Et La Recherche',85),(139,'https://miro.com/app/board/uXjVO99to4M=/','Wool Ecosystem Miro board',91),(140,'https://drive.google.com/drive/folders/1xZL9VvTu8JeMiiMKj5LC9t9tV8TOlGoA','MAE24 Toolkit',92),(141,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/03_MAKE/','Tutoriales Little Wool Factory',93),(142,'https://www.instagram.com/p/CfbOI4_D2Y1/?utm_source=ig_embed&ig_rid=ca3c8a31-04b4-43af-a5c6-2b0a8c6bd517','Video about Spinning',93),(143,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/02_DESIGN/','Shemakes toolkit',94),(144,'https://www.collingwoodnorrisdesign.com/','Visible Mending ',95),(145,'http://celiapym.com/','Visible Mending ',95),(146,'https://bridgetharvey.co.uk/repair-making-craft-narratives-activism-phd-thesis/','Repairs',95),(147,'https://visiblemending.com/pages/mend-extracts','Visible Mending Manifesto',95),(151,'https://www.aesan.gob.es/AECOSAN/web/para_el_consumidor/ampliacion/desperdicios.htm','Desperdicio alimentario',4),(152,' https://www.fundacionaquae.org/desperdicio-alimentos/ ','El desperdicio de alimentos, un problema global',4),(153,'https://www.consumer.es/medio-ambiente/upcycling-suprarreciclaje-segunda-vida-desperdicios-alimentarios ','Upcycling o suprarreciclaje',4),(154,'https://www.businessinsider.es/sr-mendrugo-cerveza-artesanal-hace-restos-pan-994215 ','El pan duro también se bebe:',4),(155,'https://desdeelconocimiento.com.ar/que-tiene-la-barra-nutritiva-a-base-con-bagazo-de-cerveza/ ','Qué tiene la barra nutritiva a base con bagazo de cerveza',4),(156,'https://www.google.com/maps/d/viewer?mid=1I1c4hMupb2i_Iet0QvDzaomeQShprSL-&femb=1&ll=45.008532248806645%2C4.976666272431411&z=5','Shemakes Map',91),(157,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/01_PLACE/','Shemakes toolkit Place',91),(158,'https://www.centrinno-cartography.org/','Cartografia - centrinno',91),(159,'https://www.compostaenred.org/','Composta en red',97),(160,'https://opanatura.com/compost-y-compostaje/','Básicos del compostaje',97),(161,'https://docs.google.com/presentation/d/1j7iJPzaKA5VKrEVhT3KA1HDByP7sF7Ud9YYkfDYvU3Q/edit?usp=sharing','Session 2 slides',98),(162,'https://docs.google.com/presentation/d/1j7iJPzaKA5VKrEVhT3KA1HDByP7sF7Ud9YYkfDYvU3Q/edit?usp=sharing','Session 2 slides',98),(163,'https://docs.google.com/presentation/d/1j7iJPzaKA5VKrEVhT3KA1HDByP7sF7Ud9YYkfDYvU3Q/edit?usp=sharing','Session 2 slides',98),(164,'https://docs.google.com/presentation/d/1j7iJPzaKA5VKrEVhT3KA1HDByP7sF7Ud9YYkfDYvU3Q/edit?usp=sharing','Session 2 slides',98),(165,'https://docs.google.com/presentation/d/1j7iJPzaKA5VKrEVhT3KA1HDByP7sF7Ud9YYkfDYvU3Q/edit?usp=sharing','Session 2 slides',98),(170,'https://docs.google.com/presentation/d/1j7iJPzaKA5VKrEVhT3KA1HDByP7sF7Ud9YYkfDYvU3Q/edit?usp=sharing','Session 2 slides',99),(171,'https://www.repaircafe.org/es/','repair cafe community',100),(172,'https://www.repaircafe.org/es/','repair cafe community',100),(173,'https://www.repaircafe.org/es/','repair cafe community',101),(174,'https://www.repaircafe.org/es/','repair cafe community',101),(176,'https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread','High value products from organic waste 02',3),(180,'https://www.youtube.com/watch?v=4J7nlhBOeuw','Moksleiviai kalba apie ekologinį nerimą',104),(181,'https://www.youtube.com/watch?v=heIXdS7Gs7c','TED paskaita: kaip sukurti žiedinę ekonomiką (anglų k.)',105),(182,'','',106),(183,'https://imaginari.es/wp-content/uploads/2023/04/designwithintent_cards_1.0_draft_rev_sm.pdf','Dizainas su ketinimais kortų kaladė (angl. k.)',107),(185,'https://www.youtube.com/watch?v=yhL2woCR7Ho&list=PL33KKs9g8Y1JCgWQti1jiEwED_UrKKve9','Tips and tricks before making your biomaterials',103),(186,'https://www.youtube.com/watch?v=oilIkDfLWWc&list=PL33KKs9g8Y1JCgWQti1jiEwED_UrKKve9','Tips and tricks after making your biomaterials',103),(187,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(188,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(189,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(190,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(191,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(192,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(193,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(194,'Source: https://ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Žingsnis 2: straipsnis apie mokėjimą už naudojimą (ang. k.)',109),(199,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/03_MAKE/','Tutoriel de la Petite Fabrique de Laine',121),(200,'https://www.instagram.com/shemakes_eu/p/CfbOI4_D2Y1/','Vidéo sur le spinning',121),(202,'https://bridgetharvey.co.uk/repair-book/','Réparations au musée',125),(203,'https://bridgetharvey.co.uk/repair-making-craft-narratives-activism-phd-thesis/','Réparer davantage par Bridget Harvey',125),(204,'https://www.goodreads.com/book/show/45893908-wear-repair-repurpose','Usure, réparation, réutilisation',125),(205,'http://celiapym.com/','Exemple',125),(206,'https://www.collingwoodnorrisdesign.com/','Raccommodage créatif visible et tricots écossais éthiques',125),(207,'https://green10.org/','La plus grande coalition d\'ONG environnementales',129),(211,'https://www.ellenmacarthurfoundation.org/eliminating-food-waste','Éliminer le gaspillage alimentaire, Fondation Ellen MacArthur',57),(212,'https://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste','Produits de grande valeur issus de déchets organiques 01',57),(213,'https://www.ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread','Produits de grande valeur issus de déchets organiques 02',57),(215,'https://www.youtube.com/watch?v=7Muh-eoPd3g','En Roads introduction video',45),(216,'https://www.youtube.com/watch?v=7yHcXQoR1zA','video',44),(217,'https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/','report',44),(218,'https://www.wikihow.com/Host-an-Event-in-School','Lien tuto',137),(228,'https://bridgetharvey.co.uk/repair-book/','Réparations au musée',141),(229,'https://bridgetharvey.co.uk/repair-making-craft-narratives-activism-phd-thesis/','Réparer davantage par Bridget Harvey',141),(230,'https://www.goodreads.com/book/show/45893908-wear-repair-repurpose','Usure, réparation, réutilisation',141),(231,'http://celiapym.com/','Exemple',141),(232,'https://www.collingwoodnorrisdesign.com/','Raccommodage créatif visible et tricots écossais éthiques',141),(233,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/02_DESIGN/','Shemakes toolkit',142),(234,'https://www.instagram.com/p/CfbOI4_D2Y1/?utm_source=ig_embed&ig_rid=ca3c8a31-04b4-43af-a5c6-2b0a8c6bd517','Tutoriel de la Petite Fabrique de Laine',143),(235,'https://www.instagram.com/p/CfbOI4_D2Y1/?utm_source=ig_embed&ig_rid=ca3c8a31-04b4-43af-a5c6-2b0a8c6bd517','Vidéo sur la filature',143),(236,'https://drive.google.com/drive/folders/1xZL9VvTu8JeMiiMKj5LC9t9tV8TOlGoA','MAE24 Toolkit',144),(237,'https://www.google.com/maps/d/viewer?mid=1I1c4hMupb2i_Iet0QvDzaomeQShprSL-&femb=1&ll=45.008532248806645%2C4.976666272431411&z=5','Carte d\'ecosysteme WOOL',145),(238,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/01_PLACE/','Endroit de fabrication de Laine',145),(239,'https://www.centrinno-cartography.org/','Cartographie de Centrinno',145),(241,'https://www.youtube.com/watch?v=7Muh-eoPd3g','Lien de la présentation anglaise de En Roads',146),(242,'https://en-roads.climateinteractive.org/scenario.html?v=23.12.0','Le simulateur En Roads : ',147),(243,'https://www.youtube.com/watch?v=YCXk6_GkWYY','About clothing swap',148),(244,'https://www.youtube.com/watch?v=YCXk6_GkWYY','About clothing swap',148),(245,'https://www.youtube.com/watch?v=YCXk6_GkWYY','About clothing swap',148),(246,'https://www.youtube.com/watch?v=i8xwLWb0lLY','Food Waste: Last Week Tonight with John Oliver (HBO)',149),(247,'https://www.youtube.com/watch?v=i8xwLWb0lLY','Food Waste: Last Week Tonight with John Oliver (HBO)',149),(248,'https://www.youtube.com/watch?v=i8xwLWb0lLY','Food Waste: Last Week Tonight with John Oliver (HBO)',149),(249,'https://www.youtube.com/watch?v=i8xwLWb0lLY','Food Waste: Last Week Tonight with John Oliver (HBO)',149),(250,'https://www.youtube.com/watch?v=i8xwLWb0lLY','Food Waste: Last Week Tonight with John Oliver (HBO)',149),(251,'https://www.youtube.com/watch?v=FVKFnkeoUq0','Science of composting',150),(252,'https://www.youtube.com/watch?v=FVKFnkeoUq0','Science of composting',150),(253,'https://www.youtube.com/watch?v=FVKFnkeoUq0','Science of composting',150),(254,'https://www.youtube.com/watch?v=4N8fyr90-iU','Nevyriausybinių organizacijų rolė saugant gamtą (anglų k.)',151),(255,'https://www.youtube.com/watch?v=aTrWtFR_FrQ','Main environmental issues',152),(256,'https://www.youtube.com/watch?v=UzqwdN-i6D8','Working For Our Planet | Volunteer for an organization dedicated to our environment',153),(257,'https://www.youtube.com/watch?v=UzqwdN-i6D8','Working For Our Planet | Volunteer for an organization dedicated to our environment',153),(258,'https://www.youtube.com/watch?v=UzqwdN-i6D8','Working For Our Planet | Volunteer for an organization dedicated to our environment',153),(259,'','',154),(260,'https://www.youtube.com/watch?v=heIXdS7Gs7c','Lien de la conférence (sous titre francais dispo)',155),(261,'https://www.repaircafe.org/es/','Communauté de \"repair\" café',156),(262,'https://ddc.dk/tools/designing-your-circular-transition/#compass','Boite à outils ',157),(263,'https://extension.umaine.edu/gardening/wp-content/uploads/sites/5/2016/10/10-Steps-to-Starting-a-School-Composting-Operation.2.2016.pdf','10 étapes pour débuter le compostage',158),(264,'https://www.youtube.com/watch?v=i8xwLWb0lLY','Gaspillage alimentaire : la semaine dernière ce soir avec John Oliver (HBO)',159),(265,'https://www.youtube.com/watch?v=FVKFnkeoUq0','Science du compostage ',160),(266,'https://www.gouvernement.fr/actualite/calculez-votre-empreinte-carbone','Culculez votre empreinte carbone',161),(267,'https://www.youtube.com/watch?v=4N8fyr90-iU','Rôle des ONG dans la protection de l\'environnement',162),(268,'https://www.youtube.com/watch?v=UzqwdN-i6D8','Travailler pour notre planète | Bénévole pour un organisme dédié à notre environnement',163),(269,'https://www.youtube.com/watch?v=aTrWtFR_FrQ','Principaux enjeux environnementaux',164),(270,'https://www.youtube.com/watch?v=YCXk6_GkWYY','À propos de l\'échange de vêtements',165),(271,'https://www.youtube.com/watch?v=7yHcXQoR1zA','vidéo',166),(272,'https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/','report',166),(273,'https://youtu.be/QoTwVuETbGg','Exemple d\'utilisation de l\'outil',167),(274,'https://helpfulprofessor.com/ecological-footprint-examples/','10 Ecological Footprint Examples',169),(275,'https://helpfulprofessor.com/ecological-footprint-examples/','10 Ecological Footprint Examples',169),(276,'https://helpfulprofessor.com/ecological-footprint-examples/','10 Ecological Footprint Examples',169),(283,'https://www.youtube.com/watch?v=wwShFsSFb-Y&list=RDLVwwShFsSFb-Y&start_radio=1&rv=wwShFsSFb-Y&t=4','étape 1',170),(284,'https://www.youtube.com/watch?v=wlKP-BaC0jA','étape 2',170),(285,'https://www.youtube.com/watch?v=iA5MVUNkSkM&list=RDLVwlKP-BaC0jA&index=7','étape 3 ',170),(286,'https://www.youtube.com/watch?v=WzGhFmiB9G0&list=RDLV7O36YBn9x_4&index=4','Ressource 1 pour exercice',170),(294,'https://www.youtube.com/watch?v=o0LTo0r-9ZM&t=1s','Étape 1 : vidéo 2 l\'économie de la performance',171),(295,'https://www.youtube.com/watch?v=Cd_isKtGaf8&t=37s','Etape 1',171),(296,'https://www.ellenmacarthurfoundation.org/circular-examples/gerrard-street','Étape 2 : article sur le modèle d\'abonnement',171),(297,'https://www.ellenmacarthurfoundation.org/circular-examples/cooling-as-a-service-kaer','Étape 2 : article sur le refroidissement en tant que service',171),(298,'https://www.ellenmacarthurfoundation.org/circular-examples/bringing-office-furniture-full-circle','Étape 2 : article sur le mobilier en tant que service',171),(299,'https://www.youtube.com/watch?v=QAWJLu0d6_I','Explication Système produit-service (PSS)',171),(300,'https://www.ellenmacarthurfoundation.org/articles/unpicking-the-psychological-reasons-people-like-to-own-things','Étape 2 : Article sur l\'intendance et la propriété',171),(301,'https://www.ellenmacarthurfoundation.org/circular-examples/a-model-offering-multiple-benefits-for-multiple-electronic-products','Étape 2 : article sur le paiement à l\'utilisation',171),(302,'https://www.ellenmacarthurfoundation.org/eliminating-food-waste','Éliminer le gaspillage alimentaire, Fondation Ellen MacArthur',172),(303,'https://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste','Produits de grande valeur issus de déchets organiques 01',172),(304,'https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread','Produits de grande valeur issus de déchets organiques 02',172),(306,'https://www.youtube.com/watch?v=uynhvHZUOOo','What three degrees of global warming looks like',174),(307,'https://www.youtube.com/watch?v=uynhvHZUOOo','À quoi ressemblent trois degrés de réchauffement climatique ?',175),(308,'https://www.youtube.com/watch?v=zx04Kl8y4dE&ab_channel=UCLA','Step 1 : Video',180),(309,'https://circularecology.com/sustainability-and-sustainable-development.html','Step 1 : Arcticle',180),(310,'https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/874/Sustainability%20Venn%20Diagram%20PDF.pdf','Step 1 : Lecture',180),(311,'https://umaine.edu/sustainability/what-is-sustainability/','Step 2: article',180),(312,'https://www.youtube.com/watch?v=2f5m-jBf81Q&ab_channel=SustainabilityIllustrated','Step 2: video',180),(315,'https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang','Video 1',181),(316,'https://www.youtube.com/watch?v=xEExMcjSkwA','Video 2',181),(317,'https://www.youtube.com/watch?v=Cd_isKtGaf8&t=37s&ab_channel=EllenMacArthurFoundation','Video 1',182),(318,'https://www.youtube.com/watch?v=QAWJLu0d6_I','Video 2',182),(319,'https://www.youtube.com/watch?v=o0LTo0r-9ZM&t=1s&ab_channel=DisruptiveInnovationFestival-DIF','Video 3',182),(325,'https://www.youtube.com/watch?v=wwShFsSFb-Y&list=RDLVwwShFsSFb-Y&start_radio=1&t=4s','Step 1: Getting From Business Idea to Business Model',183),(326,'https://www.youtube.com/watch?v=wlKP-BaC0jA','Step 2 : Visualizing Your Business Model',183),(327,'https://www.youtube.com/watch?v=iA5MVUNkSkM&list=RDLVwlKP-BaC0jA&index=8','Business prototyping',183),(328,'https://www.youtube.com/watch?v=WzGhFmiB9G0&list=RDLV7O36YBn9x_4&index=3','Exercise resource 1: Airbnb business model',183),(329,'https://bmtoolbox.net/stories/airbnb/','Exercise resource 2: Airbnb business model',183),(330,'https://businessmodelanalyst.com/airbnb-business-model/','Exercise resource 3: Airbnb business model',183),(331,'https://www.youtube.com/watch?v=tLfNUD0-8ts','The true cost of fast fashion [anglų k.]',184),(332,'https://www.youtube.com/watch?v=tLfNUD0-8ts','The true cost of fast fashion [anglų k.]',184),(333,'https://www.youtube.com/watch?v=SNvwuq0lt8Y','Žiedinės ekonomikos procesas',185),(334,'https://www.youtube.com/watch?v=aTrWtFR_FrQ','Pagrindiniai aplinkosaugos iššūkiai (anglų k.)',186),(336,'https://lt.wikipedia.org/wiki/Aplinkosaugin%C4%97s_NVO','Aplinkosauginės NVO',187),(337,'https://lt.wikipedia.org/wiki/Aplinkosaugin%C4%97s_NVO','Aplinkosauginės NVO',187),(338,'https://lt.wikipedia.org/wiki/Aplinkosaugin%C4%97s_NVO','Aplinkosauginės NVO',187),(340,'https://www.fashionrevolution.org/frw-24-mend-in-public-day/?_kx=kfUVfoTsM18if9Sy3tCWoqTGBQd42McJ-mw4NUDRT9Y.Rr88wj','Fashion Revolution Mending - recursos (EN)',95),(341,'https://discord.com/invite/2vmv9fttp3','Lien pour serveur Discord SCORE',189),(342,'https://discord.com/invite/2vmv9fttp3','Link to SCORE Discord server',190),(343,'https://www.youtube.com/watch?v=SB9D6yHGI7E','Pasigaminti bioplastiką iš apelsino žievelės - REMIX EL BARRIO (anglų k.)',191),(344,'https://www.youtube.com/watch?v=SB9D6yHGI7E','Pasigaminti bioplastiką iš apelsino žievelės - REMIX EL BARRIO (anglų k.)',191),(345,'https://www.youtube.com/watch?v=SB9D6yHGI7E','Pasigaminti bioplastiką iš apelsino žievelės - REMIX EL BARRIO (anglų k.)',191),(346,'https://www.youtube.com/watch?v=oilIkDfLWWc&list=PL33KKs9g8Y1JCgWQti1jiEwED_UrKKve9','Patarimai po biomedžiagų gamybos (anglų k.)',192),(347,'https://www.youtube.com/watch?v=oilIkDfLWWc&list=PL33KKs9g8Y1JCgWQti1jiEwED_UrKKve9','Patarimai po biomedžiagų gamybos (anglų k.)',192),(348,'https://miro.com/app/board/uXjVO99to4M=/','Vilnos ekosistemos Miro lenta (anglų k.)',195),(349,'https://miro.com/app/board/uXjVO99to4M=/','Vilnos ekosistemos Miro lenta (anglų k.)',195),(350,'https://miro.com/app/board/uXjVO99to4M=/','Vilnos ekosistemos Miro lenta (anglų k.)',195),(351,'https://miro.com/app/board/uXjVO99to4M=/','Vilnos ekosistemos Miro lenta (anglų k.)',195),(352,'https://drive.google.com/drive/folders/1xZL9VvTu8JeMiiMKj5LC9t9tV8TOlGoA','MAE24 Įrankiai (anglų k.)',196),(353,'https://fabricademy.fabcloud.io/shemakes/handbook/2.-innovation-services/Lab-to-Lab-Research/02_DESIGN/','\"Shemakes\" įrankių rinkinys (anglų k.)',197),(354,'https://www.instagram.com/p/CfbOI4_D2Y1/?utm_source=ig_embed&ig_rid=ca3c8a31-04b4-43af-a5c6-2b0a8c6bd517','Vaizdo įrašas apie verpimą (anglų k.)',198),(355,'https://www.instagram.com/p/CfbOI4_D2Y1/?utm_source=ig_embed&ig_rid=ca3c8a31-04b4-43af-a5c6-2b0a8c6bd517','Vaizdo įrašas apie verpimą (anglų k.)',198),(356,'','',199),(357,'','',199),(358,'','',199),(359,'','',199),(360,'','',199),(361,'','',199),(362,'','',199),(363,'https://footprint.wwf.org.uk/','Alternative footprint calculator (WWF)',34),(364,'https://www.youtube.com/watch?v=glM7KMoDUFc','Vietos valiutų galia (anglų k.)',201),(365,'https://www.investopedia.com/articles/investing/111014/basics-value-chain-analysis.asp','Value Chain Analysis: What It Is and How to Use It',203),(366,'https://www.youtube.com/watch?v=Z9IqHVowF9E&t=34s','Starbucks Value Chain Example',203),(367,'https://miro.com/blog/stakeholder-mapping/','The complete stakeholder mapping guide',204),(368,'https://www.youtube.com/watch?v=HP2MZscvFl8&t=2s','What is a Stakeholder Map?',204),(369,'https://imaginari.es/wp-content/uploads/2023/04/designwithintent_cards_1.0_draft_rev_sm.pdf','Dizainas su ketinimais kortų kaladė (anglų k.)',206),(370,'https://www.investopedia.com/articles/investing/111014/basics-value-chain-analysis.asp','Analyse de la chaîne de valeur : Qu\'est-ce que c\'est et comment l\'utiliser',209),(371,'https://www.youtube.com/watch?v=Z9IqHVowF9E&t=34s','Exemple de chaîne de valeur de Starbucks',209),(381,'How to navigate on ','How to navigate on ',212),(382,'https://miro.com/blog/stakeholder-mapping/','Le guide complet de la cartographie des parties prenantes',213),(383,'https://www.youtube.com/watch?v=HP2MZscvFl8&t=2s','Qu\'est-ce qu\'une carte des parties prenantes ?',213); /*!40000 ALTER TABLE `learning_blocks_links` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `learning_blocks_sectors` -- DROP TABLE IF EXISTS `learning_blocks_sectors`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `learning_blocks_sectors` ( `learningBlocks_id` int NOT NULL, `sectors_id` int NOT NULL, PRIMARY KEY (`learningBlocks_id`,`sectors_id`), KEY `IDX_11d3e5c9354829572fe66a5fd4` (`learningBlocks_id`), KEY `IDX_a342477ab1d035ee97d2073bcd` (`sectors_id`), CONSTRAINT `FK_1f1577eeb53e353b507c6b4be71` FOREIGN KEY (`sectors_id`) REFERENCES `sectors` (`id`), CONSTRAINT `FK_740628bddee204fb6906e44f40d3` FOREIGN KEY (`learningBlocks_id`) REFERENCES `learning_blocks` (`id`) ON DELETE CASCADE ) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 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*/; INSERT INTO `learning_blocks_steps` VALUES (1,'Dowload Documentation',1,'Download the attached documents:
\n\nBuilding Communities of Practice - Teacher Material: here you will find the instructions on how to use the template along the diferent phases of the process
\n\nTemplate Building Communities of practice.pdf : this will be the working template you will have to fill along the process
\n',1),(2,'Descargar la documentación',1,'En los documntos adjuntos podréis encontrar la plantilla de trabajo y leer las instrucciones sobre como utilizar la plantilla de trabajo para buscar y mapear colaboradores en el proyecto.
\n',2),(3,'Fase de identificación',2,'1.Identify what skills and knowledge are needed for the project you want to develop. Write them down in the skills needed column.
\n\n2.Identify the different materials you will need. Write them in the Materials needed column.
\n\n3.Identify the communication strategies you can think of to publicise the project inside and outside the school. Write them in the communication strategies column.
\n\n4.Identify the local problems that your project aims to solve. Understand the different levels at which this problem affects your local community. Write them down in the Problems to address column.
\nIt is a non-profit organization that focuses on promoting the concept of a circular economy. Founded by Dame Ellen MacArthur, a retired British sailor, the foundation is dedicated to accelerating the transition to a regenerative economic model. The circular economy seeks to design out waste and pollution, keep products and materials in use, and regenerate natural systems. The Ellen MacArthur Foundation works with businesses, governments, and academia to drive the adoption of circular economy principles, encouraging sustainable production and consumption practices. The foundation engages in research, education, and collaborative initiatives to inspire and enable the redesign of systems and products to create a more restorative and circular approach to economic development.
\n',3),(8,'Direct them to the article on Food Waste',2,'Ask students to read the following article about the Food Waste problem
\n\nhttps://ellenmacarthurfoundation.org/eliminating-food-waste
\n',3),(9,'Direct them to the following articles on how to give value to organic waste',3,'Ask students to read the following articles about giving new value to organic waste. You can ask all of them to read both of the articles, or divide the group in two and ask half of the class to read one of them and the other half to read the other one.
\n\nhttps://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste
\n\nhttps://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread
\n',3),(10,'Descarga la documentación para el profesor y revisa la teoría detrás del desperdicio de alimentos',1,'Descarga y revisa el documento adjunto en el que están descritas brevemente las bases del problema del desperdicio alimentario en 4 líneas antes de empezar la sesión en clase.
\n\nLos siguientes artículos articulan la problemática global del desperdicio alimentario:
\n\nhttps://www.aesan.gob.es/AECOSAN/web/para_el_consumidor/ampliacion/desperdicios.htm
\n\nhttps://www.fundacionaquae.org/desperdicio-alimentos/
\n',4),(12,'Direccionar al alumnado a la lectura uno o ambos de los siguientes artículos sobre revalorizar desperdicio orgánico',3,'https://www.businessinsider.es/sr-mendrugo-cerveza-artesanal-hace-restos-pan-994215
\n\nhttps://desdeelconocimiento.com.ar/que-tiene-la-barra-nutritiva-a-base-con-bagazo-de-cerveza/
\n',4),(13,'Introduction to Business Model',1,'Understanding the key elements of the business model canvas by seeing this video
\n',21),(14,'Visualizing the business model',2,'Understanding the key elements of the business model canvas by seeing this video
\n',21),(15,'Prototyping ',3,'Understanding the prototyping of a business model by seeing this video
\n',21),(16,'Exercise: case of Airbnb',4,'To start: With a group of two students, each group should try to fulfill the 9 components of the business model of Airbnb (attached file). The team will answer the main questions : what are the key resources, the value proposition, the customer relationship ....etc.
\n\n\n\n
Later: After 30 minutes, each two group will discuss their hypothesis with each other and compare their findings.
\n',21),(17,'Definition of Sustainability',1,'Article to read:
\n\n1.What is sustainability ? (video)
\n\n\n\n\n',22),(18,'The intersection of the three pillars of sustainability ',2,'Discussion questions:
\n\n•What do we achieve by focusing on social and environmental pillars ? Do you a company of such business activity?
\n\n•What do we achieve by focusing on social and economic pillars? Do you a company of such business activity?
\n\n•What do we achieve by focusing on economic and environmental pillars? Do you a company of such business activity?
\n',22),(19,'Service-based business models',1,'I- What If We Don’t Buy Products and We Buy Service? Circular Economy Explained
\n',28),(20,'Implications of functional economy',2,'Here are several implications of the functional economy
\n\nWhat is product-service system ?
\n\nFind more about PSS classification in the attached file
\n',28),(22,'How your T-shirt can make a difference',1,'Video:
\n\nVideo:
\n\nDefine the perimeter of your exploration and the type of resource/practice you are exploring (wool, food, nettles...)
\n',35),(25,'Observe past and present ',2,'Think of the culture of your environment and find out how the resource is used locally. Identify the native breeds and the material typology.
\n',35),(26,'Identify stakeholders ',3,'Identify the actors in the value chain: who is cultivating, fabricating, designing, distributing, using, recycling (cooperatives, associations, designers...)
\n',35),(27,'Look for inspiring projects locally',4,'Find innovative projects and local circular projects
\n',35),(28,'Design the MAP',5,'Create or complete a geographical map of the stakeholders. You can do it directly with google map (see the Wool Map Ecosystem), with a Miro board exercice, or on paper by printing an empty map of your territory and small stickers, following the document "ecosystem map".
\n',35),(29,'Use the map to connect and discuss about circular practices',6,'Organize some interviews, gatherings, talks or mini-conferences with some stakeholders. Take pictures and notes.
\n',35),(30,'Reflect back',7,'Start reflecting on the Gaps and Challenges related to your value-chain.
\n',35),(31,'Prior to the workshop',1,'Gather some artefacts and prepare a space (a table) with them.
\n\nPrint the canvas of experiential map
\n',36),(32,'Brief',2,'Brief participants on artefacts and methods
\n',36),(33,'Touch',3,'Invite students to touch the differents items.
\n',36),(34,'Assess',4,'Invite them to read and fill in the experiential characterization map indivdually or in group according the number of students
\n',36),(35,'Ideate and reflect',5,'Create a small discussion with them. How do they feel? What did they learn? What surprised them? What would they like to create with what?
\n',36),(36,'Get an introduction about colouring',1,'',38),(37,'Select colours and get to find the plants',2,'',38),(38,'Prepare the wool and/or fabric',3,'',38),(39,'Prepare the bath',4,'',38),(40,'Put the fabric into the bath',5,'',38),(41,'Dry',6,'',38),(42,'Share and discuss',7,'',38),(43,'Gather all students in a same room',1,'',39),(44,'Individual moments of reflection',2,'
\n',39),(45,'Share collective findings',3,'',39),(46,'Create a map of circular futures',4,'',39),(47,'Download the teacher guide pdf',1,'In this pdf you will find all the information you need to do this module with your class:
\n\n- Theory about what biomaterials and bioplastics are
\n\n- Global benefits of Biomaterials in our society
\n\n- Study cases
\n',40),(48,'Download the Student presentation',2,'Introduce the basic concepts of biomaterials and bioplastics to the students. You can use the Student presentation for visual support.
\n',40),(49,'Show one of the following videos',3,'https://www.youtube.com/watch?v=kypQ2lLqvOk
\n\nhttps://www.youtube.com/watch?v=SB9D6yHGI7E
\n',40),(50,'Ask the student to research:',4,'Ask them to find companies that areworking in the investigation, manufacture and comerciatization of biomaterial with food waste.
\n',40),(51,'Share findings',5,'Shere the findings of the students, if necessary add some more examples from the provided list.
\n',40),(52,'Find allies in your school',3,'1.Identify local communities, associations and businesses that have knowledge or experience of something related to your project. Write them down and place their names in the knowledge quarter of the circle and in the ring of commitment where you think they will work with the project.
\n\n2.Identify local communities, associations and businesses that might have access to some of the materials you might need for the project. Write down the different materials and the name of the community and place each in the materials quarter of the circle and in the ring of importance you think these materials have for the project.
\n\n3.Think and identify which communication channels from your local community you could use to communicate about the project. Write down each of these channels and place them on the communication quarter of the circle and on the ring of importance you think this communication could have for the project.
\n\n4.Take a moment to think and identify which part of your local community is affected by the problems your project aims to address. Write them down and place them on the ring according to how much you want to focus on them.
\nReview why the scientific observation is interesting and how it could help in improving the biomaterial making process.
\n',41),(56,'1. Comment ton T-shirt peut faire une différence',1,'Vidéo :
\n\nhttps://www.youtube.com/watch?v=xEExMcjSkwA
\n',47),(57,'2. Le cycle de vie d’un T-shirt',2,'Articles à lire :
\n\n\n\n
Sujets de discussion:
\n\nIl s'agit d'une organisation à but non lucratif qui se concentre sur la promotion du concept d'économie circulaire. Fondée par Dame Ellen MacArthur, une marin britannique à la retraite, la fondation se consacre à accélérer la transition vers un modèle économique régénérateur. L'économie circulaire cherche à éliminer les déchets et la pollution, à maintenir les produits et les matériaux en service et à régénérer les systèmes naturels. La Fondation Ellen MacArthur travaille avec des entreprises, des gouvernements et des universités pour favoriser l'adoption des principes de l'économie circulaire, en encourageant des pratiques de production et de consommation durables. La fondation s'engage dans des initiatives de recherche, d'éducation et de collaboration pour inspirer et permettre la refonte des systèmes et des produits afin de créer une approche plus réparatrice et circulaire du développement économique.
\n',57),(70,'Dirigez-les vers l\'article sur le gaspillage alimentaire',2,'https://ellenmacarthurfoundation.org/eliminating-food-waste
\n',57),(71,'Orientez-les vers les articles suivants sur la manière de valoriser les déchets organiques',3,'1.https://ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread
\n',57),(72,'Télécharger le guide de l\'enseignant pdf',1,'Dans ce pdf, vous trouverez toutes les informations dont vous avez besoin pour faire ce module avec votre classe : des informations sur ce que sont les bioplastiques, les différents types de bioplastiques qui existent, la structure principale de la fabrication des bioplastiques et les recettes les plus importantes.
\n',58),(73,'Choisissez une recette de biomatériau et rassemblez tous les ingrédients.',2,'Les outils les plus importants pour la cuisson des biomatériaux sont les suivants :
\n\n- Fourneau
\n\n- la casserole
\n\n- Outils de mélange
\n\n- Balance
\n\n- Cerceaux de broderie (ou autre objet pouvant servir de moule)
\n\n- Feuille de plastique
\n',58),(74,'Suivez le processus de fabrication des biomatériaux avec vos élèves',3,'Les ingrédients diffèrent selon le biomatériau que vous envisagez de fabriquer :
\n\n-gélatine
\n\n-Gélatine
\n\n-Glycérine
\n\n-Résine de pin
\n',58),(75,'Observez',4,'Suivre le processus de séchage et observer l'évolution du matériau.
\n',58),(76,'Téléchargez le matériel',1,'Examinez pourquoi l’observation scientifique est intéressante et comment elle pourrait contribuer à améliorer le processus de fabrication des biomatériaux.
\n',59),(77,'Rassembler tous les élèves dans une même salle',1,'',60),(78,'Moments de réflexion individuels',2,'',60),(79,'Partager les résultats collectifs',3,'',60),(80,'Créer une carte des futurs circulaires',4,'',60),(84,'Identifikacijos fazė',1,'1. Nustatykite, kokių įgūdžių ir žinių reikia projektui, kurį norite plėtoti. Užrašykite juos skiltyje "Reikiami įgūdžiai".
\n\n2.Nustatykite, kokių skirtingų medžiagų jums reikės. Užrašykite jas stulpelyje Reikalingos medžiagos.
\n\n3.Nustatykite, kokias komunikacijos strategijas galite sugalvoti projektui viešinti mokykloje ir už jos ribų. Įrašykite jas į stulpelį "Komunikacijos strategijos".
\n\n4.Nurodykite vietos problemas, kurias siekiama išspręsti jūsų projektu. Supraskite, kokiais įvairiais lygmenimis ši problema veikia jūsų vietos bendruomenę. Užrašykite juos skiltyje Problemos, kurias reikia spręsti.
\n',67),(85,'Bendraminčių mokykloje radimas',2,'1. Pasidomėkite ir nustatykite žmones iš savo švietimo centro, kurie turi tam tikrų žinių šiose srityse ir gali būti patarėjais bei projekto dalyviais. Užsirašykite juos ir įrašykite jų vardus į žinių rato ketvirtį ir į įsipareigojimo žiedą, kuriame, jūsų manymu, jie dirbs su projektu.
\n\n2. Akimirką pagalvokite ir nustatykite, kokią medžiagą galite gauti iš savo švietimo centro. Užsirašykite įvairias medžiagas ir kiekvieną iš jų padėkite į medžiagų rato ketvirtį ir į svarbos žiedą, kuriame, jūsų manymu, šios medžiagos yra svarbios projektui.
\n\n3. Akimirką pagalvokite ir nustatykite, kokius komunikacijos kanalus iš savo švietimo centro galėtumėte naudoti informuodami apie projektą. Užrašykite kiekvieną iš kanalų ir kiekvieną iš jų padėkite ant apskritimo komunikacijos ketvirčio ir ant svarbos, kurią ši komunikacija galėtų turėti projektui, žiedo.
\n\n4. Akimirką pagalvokite ir nustatykite, kurią jūsų švietimo bendruomenės dalį veikia problemos, kurias siekiama spręsti jūsų projektu. Užrašykite jas ir padėkite ant žiedo pagal tai, kiek norite joms skirti dėmesio.
\n',67),(86,'Bendraminčių vietos bendruomenėje radimas',3,'1. Nustatykite vietos bendruomenes, asociacijas ir įmones, kurios turi žinių ar patirties, susijusios su jūsų projektu. Užsirašykite jas ir jų vardus įrašykite į žinių rato ketvirtį ir į įsipareigojimo žiedą, kuriame, jūsų manymu, jos dirbs su projektu.
\n\n2. Nustatykite vietos bendruomenes, asociacijas ir verslo įmones, kurios galėtų turėti prieigą prie kai kurių medžiagų, kurių jums gali prireikti projektui įgyvendinti. Užrašykite įvairias medžiagas ir bendruomenės pavadinimą ir kiekvieną jų įrašykite į medžiagų rato ketvirtį ir į svarbos žiedą, kuriame, jūsų manymu, šios medžiagos yra svarbios projektui.
\n\n3. Pagalvokite ir nurodykite, kokius vietos bendruomenės komunikacijos kanalus galėtumėte naudoti informuodami apie projektą. Užrašykite kiekvieną iš šių kanalų ir padėkite juos į apskritimo komunikacijos ketvirtį ir į žiedą pagal svarbą, kurią, jūsų manymu, ši komunikacija galėtų turėti projektui.
\n\n4. Akimirką pagalvokite ir nustatykite, kuriai jūsų vietos bendruomenės daliai turi įtakos problemos, kurias siekiama spręsti jūsų projektu. Užrašykite jas ir padėkite ant žiedo pagal tai, kiek norite joms skirti dėmesio.
\n',67),(87,'Susisiekimas su potencialiais Projekto dalyviais',4,'Dabar turite galimų suinteresuotųjų šalių ir jų dalyvavimo projekte žemėlapį. Reikia pradėti su jais bendrauti. Turėtumėte įsitikinti, kad:
\n
\n-paaiškinti, kokį Projektą norite įgyvendinti
\n-Kodėl šis Projektas yra svarbus bendruomenei
\n-Paaiškinti, kaip jie galėtų prisidėti prie Projekto.
\n-paaiškinti, ko tiksliai jums iš jų reikia
Susisiekę su pagrindiniais suinteresuotaisiais asmenimis ir parengę bendradarbiavimo planą, pakeiskite visų jų padėtį apskritimo diagramoje, atnaujindami jų įsipareigojimą ir įsitraukimą į projektą.
\n',67),(89,'Verslo modelio pristatymas',1,'Peržiūrėję šį vaizdo įrašą suprasite pagrindinius verslo modelio elementus
\n',69),(90,'Verslo modelio vizualizacija',2,'Peržiūrėję šį vaizdo įrašą suprasite pagrindinius verslo modelio elementus
\n',69),(91,'Prototipas',3,'Peržiūrėję šį vaizdo įrašą suprasite pagrindinius verslo modelio elementus
\n',69),(92,'Užduotis: Airbnb atvejis',4,'Pradėti: Kiekviena grupė, sudaryta iš dviejų mokinių, turėtų pabandyti įvykdyti 9 "Airbnb" verslo modelio sudedamąsias dalis (prisegtas failas). Grupė atsakys į pagrindinius klausimus : kokie yra pagrindiniai ištekliai, vertės pasiūlymas, santykiai su klientais ....ir t.t.
\n\nVėliau: 1. Išbandykite, kaip sukurti ir įdiegti "Airbnb", 2: Po 30 minučių kiekviena iš dviejų grupių tarpusavyje aptars savo hipotezes ir palygins gautus rezultatus.
\n',69),(93,'Tvarumo apibrėžimas',1,'Straipsniai perskaityti:
\n\n1. Kas yra tvarumas? (vaizdo įrašas)
\n\n2.Tvarumas ir darnus vystymasis - kas yra tvarumas ir kas yra darnus vystymasis ?
\n\n3.Darnaus vystymosi Venno diagrama
\n',70),(94,'Trijų tvarumo ramsčių sankirta',2,'Klausimai diskusijai:
\n\n-Ką pasieksime sutelkę dėmesį į socialinius ir aplinkosaugos ramsčius? Ar esate tokios verslo veiklos įmonė?
\n\n-Ko pasiekiame sutelkdami dėmesį į socialinius ir ekonominius ramsčius? Ar esate tokios verslo veiklos įmonė?
\n\n-Ko mes siekiame sutelkdami dėmesį į ekonominius ir aplinkosaugos ramsčius? Ar esate tokios verslo veiklos įmonė?
\n',70),(95,'Kaip maršinėlių gamyba gali turėti poveikį',1,'https://www.youtube.com/watch?v=xEExMcjSkwA
\n',71),(96,'Marškinėlių gyvavimo ciklas',2,'https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang
\n',71),(97,'Tekstilės surinkimas ir tvarkymas (lietuvių k.)',3,'https://www.youtube.com/watch?v=BlgskgIdSKs
\n',71),(98,'Pakartotinis tekstilės naudojimas',4,'https://www.youtube.com/watch?v=fN95mjSfUo0
\n',71),(99,'Peržiūrėti vaizdinę medžiagą',1,'https://www.youtube.com/watch?v=KGb8OgQh16s
\n',80),(100,'Perskaityti rašytinę medžiagą',2,'https://www.aratc.lt/kompostavimo-vadovas/
\n',80),(101,'Peržiūrėti medžiagą anglų kalba (papildomai)',3,'Kompostavimo pradmenys (ang. k., video): https://www.youtube.com/watch?v=egyNJ7xPyoQ
\n\nKompostavimo pradmenys (ang. k., tekstas): https://rodaleinstitute.org/blog/backyard-composting-basics-a-cheatsheet/
\n',80),(102,'Regardez un video ',1,'Regardez le video "Comment fonctionne une Monnaie Locale Complémentaire (MLC) - Anne Cécile Ragot" et répondez aux questions suivantes:
\n\n\n\n
Pourquoi les consommateurs peuvent décider à quoi ressemble l’économie locale de demain ?
\n\nAvec leurs actes d’achat, ils peuvent donner du chiffre d’affaires à une entreprise plutôt qu’à une autre pour qu’elles puissent grandir et se développer *
\n\nEst-ce qu’avec la monnaie locale on peut payer partout ?
\n\nNon, on ne peut pas dépenser sa monnaie locale sur un territoire géographique délimité pour favoriser la relocalisation de l’économie et qu’auprès d’acteur choisi qui répondent à des critères une économie plus local solidaire et respectueuse de l’environnement
\n\nEst-ce que la monnaie locale est alternative de l’euro ?
\n\nNon, Une monnaie locale est une monnaie complémentaire à la monnaie officielle, l'euro
\n\nEst-ce que la vitesse de circulation de l’euro et plus haute de la monnaie locale ?
\n\nNon, en générale, la vitesse de l’euro est 2.4 et quand celle d’une monnaie locale est plutôt entre 6 et 12
\n\n
\n\nEst-ce qu’il y a un lien entre l’économie circulaire et la monnaie locale ?
\n\nOui, la consommation locale, une chaine de valeurs courte (moins de transport)
\n',83),(103,'Introduction to the local currency ',1,'See the video and try to answer the following questions:
\n\nWhy consumers can decide what the local economy of tomorrow looks like?
\nWith their purchasing actions, they can give turnover to one company rather than another so that they can grow and develop
\nCan you pay everywhere with the local currency?
\nNo, you can just spend your local currency on a defined geographical territory, it is to promote the relocalization of the economy and only with selected actors who meet the criteria for a more local, supportive and environmentally friendly economy.
\nIs the local currency an alternative to the euro?
\nNo, A local currency is a complementary currency to the official currency, the euro
\nIs the circulation speed of the euro higher than the local currency?
\nNo, in general, the speed of the euro is 2.4 and when that of a local currency is rather between 6 and 12
\nIs there a link between the circular economy and local currency?
\nYes, local consumption, a short value chain (less transport)
\n',84),(104,'Lire l\'article ',1,'',85),(105,'Define el área',1,'
Defina el perímetro de su exploración y el tipo de recurso/práctica que está explorando (lana, alimentos, ortigas...)
\n',91),(106,'Observar el pasado y el presente',2,'Piensa en la cultura de tu entorno y averigua cómo se utiliza localmente el recurso. Identifica las razas autóctonas y la tipología material.
\n',91),(107,'Identificar a las partes interesadas',3,'Identificar a los agentes de la cadena de valor: quién cultiva, fabrica, diseña, distribuye, utiliza, recicla (cooperativas, asociaciones, diseñadores...).
\n',91),(108,'Buscar proyectos inspiradores a nivel local',4,'Encontrar proyectos innovadores y proyectos circulares locales
\n',91),(109,'Diseñar el MAP',5,'Crea o completa un mapa geográfico de las partes interesadas. Puedes hacerlo directamente con google map (ver el mapa de lana Ecosistema), con un ejercicio de Miro board, o en papel imprimiendo un mapa vacío de tu territorio y pequeñas pegatinas, siguiendo el documento "mapa del ecosistema".
\n',91),(110,'Utiliza el mapa para conectar y debatir sobre prácticas circulares',6,'Organiza algunas entrevistas, reuniones, charlas o miniconferencias con algunas partes interesadas. Haz fotos y toma notas.
\n',91),(111,'Reflexionar',7,'Empiece a reflexionar sobre las carencias y los retos relacionados con su cadena de valor.
\n',91),(112,'Antes del taller Reúne algunos artefactos y prepara un espacio (una mesa) con ellos.',1,'Imprime el lienzo del mapa experiencial
\n',92),(113,'Resumen',2,'Informar a los participantes sobre artefactos y métodos
\n',92),(114,'Tocar los materiales',3,'Crea un pequeño debate con ellos. Invite a los alumnos a tocar los distintos objetos.
\n',92),(115,'Evaluar',4,'Invítales a leer y rellenar el mapa de caracterización experiencial individualmente o en grupo, según el número de alumnos.
\n',92),(116,'Idear y reflexionar',5,'Crea un pequeño debate con ellos. ¿Cómo se sienten? ¿Qué han aprendido? ¿Qué les ha sorprendido? ¿Qué les gustaría crear con qué?
\n',92),(117,'Introducción al coloreado',1,'',94),(118,'Selecciona los colores y encuentra las plantas',2,'',94),(119,'Preparar la lana y/o la tela',3,'',94),(120,'Preparar el baño',4,'',94),(121,'Introducir el tejido en el baño',5,'',94),(122,'Secar',6,'',94),(123,'Compartir y discutir',7,'',94),(124,'Reunir a todos los alumnos en una misma sala',1,'',96),(125,'Momentos individuales de reflexión',2,'',96),(126,'Compartir las conclusiones colectivas',3,'',96),(127,'Crear un mapa de futuros circulares',4,'',96),(129,'Encontrar aliados en la comunidad local',4,'Puedes utilizar las siguientes preguntas para moderar el debate:
\n\nEn el documento adjunto encontrarás un resumen hecho a trvés de diferentes fuentes con los conceptos básicos.
\n',97),(135,'',2,'',97),(136,'Before the session',1,'Ask your students to bring to the next session a broken item they have home
\n\nDownload all the material for session 1 and 2 from the Restart Project website: https://therestartproject.org/restart-at-school-materials/
\n\n- Teacher's notes
\n\n-Session 1 Slides
\n\n-Session 1 student's sheet
\n\n-Session 2 Slides
\n',98),(137,'Read the material',2,'Read carefully the Teacher's notes and follow the activity as indicated in two sessions.
\n',98),(138,'Utiliza el material en clase',1,'Sigue la secuencia de Teachers note para implementar la secuencia en el aula
\n',99),(139,'Utiliza el material en clase',2,'Sigue la secuencia de Teachers note para implementar la secuencia en el aula
\n',99),(140,'Implement the session ',3,'Follow Teacher's notes to implement both sessions in the classroom
\n',98),(141,'repair cafe community',1,'Explain the repair cafe community to the clasroom
\n\nhttps://www.repaircafe.org/es/
\n',100),(142,'repair cafe community',2,'Explain the repair cafe community to the clasroom
\n\nhttps://www.repaircafe.org/es/
\n',100),(143,'Ver videos',1,'Restarters Partys: https://vimeo.com/162562932
\n\nRepair Café: https://www.youtube.com/watch?v=XaFhXUi7zVg
\n',101),(144,'Decidir si es un proyecto adecuado para nuestro centro',1,'',102),(147,'Remap your allies on the tool',6,'Once you have contacted your steakeholders and arrived to a collaboration plan, reposition all of them on the circle chart updating their commitment and ivolucration with the project.
\n',1),(148,'Student involvement',7,'While in this learning block a big part of the process will be made by the Teachers it is higly encouraged to introduce the process in the classroom and ask them to participate in the brainstorming of potential allies, as well as in contacting them if they are old enought.
\n',1),(149,'Moderate a classroom debate',4,'Download Biomaterial makig: first steps adn recipes - Teacher material.ppt, here you will find the basic theory on biomaterial making: .
\n\nGo through the material carefully. If it is your first time making biomaterials, select one of the basic recipes: gelatin or agar-agar based.
\n',103),(152,'Gather everything',3,'Make sure you have all the ingredients, tools and materials needed for making your chosen biomaterial.
\n',103),(153,'Start making',4,'Once you have everything you will need you can start trying your first recipes. Very recommended to try the recipe before taking the biomaterial making to the classroom. It is necesary to take into account that the making will be done in one session, but there is a drying process that, depending on conditions can take up to 10 days. Thin how and where you will keep the materials while drying. Choose a ventilated not to humid or hot place, this is important in order to avoid mold in our materials.
\n',103),(154,'Let it dry',5,'Before even starting the making, it is necesary to take into account that the making will be done in one session, but there is a drying process that, depending on conditions can take up to 10 days. Think how and where you will keep the materials while drying. Choose a ventilated place, avoid humid, warm places, this is important in order to avoid mold in our materials.
\n\nCheck the following video to take care of your biomaterial
\n',103),(156,'Print the observation template',2,'Print one template for each recipe you are making.
\n',41),(157,'Follow the instructions ',3,'Follow the instructions on how to use the tool:
\n\n\n',41),(158,'Imprimer le modèle d\'observation',2,'
Print one template for each recipe you are making.
\n',59),(159,'Follow the instructions',3,'Suivez les instructions pour utiliser l'outil :
\n\n1. Choisissez une recette. Notez les ingrédients que vous utilisez et leurs proportions dans la recette.
\n2. Fabriquez votre biomatériau et versez-le dans un cercle à broder (utiliser le même moule pour le moulage lors de vos observations vous donnera un processus plus cohérent). Décrivez les dimensions et les matériaux du moule dans lequel vous coulez votre échantillon.
\n3. Trouvez un endroit pour le sécher. Notez les conditions générales de la pièce où il sera laissé sécher : température, humidité, ventilation...
\n4.Carnet d'observation : le temps moyen de séchage d'un biomatériau est de 7 à 10 jours. Observez chaque jour la progression du processus de séchage et prenez quelques notes descriptives.
\n5.Lorsque le matériau est complètement sec : décrivez les propriétés finales de l'échantillon et attachez l'échantillon au gabarit (une photo pourrait fonctionner, mais vous perdriez un certain potentiel descriptif).
\n6. Notez toutes les conclusions sur le résultat.
Téléchargez Fabrication de biomatériaux : premiers pas et recettes - Matériel pédagogique.ppt, vous trouverez ici la théorie de base sur la fabrication de biomatériaux : .
\n\n•Principales méthodologies de fabrication
\n•Composants d'un biomatériau (polymère, plastifiant, additifs et solvant)
\n• Nomenclature (BOM)
\n• Recettes de base
\n• Recettes avancées
\n• Liens et ressources supplémentaires
Parcourez soigneusement le matériel. Si c'est la première fois que vous fabriquez des biomatériaux, sélectionnez l'une des recettes de base : à base de gélatine ou d'agar-agar.
\n',136),(193,'Rassemblez tout',3,'Assurez-vous de disposer de tous les ingrédients, outils et matériaux nécessaires à la fabrication du biomatériau de votre choix.
\n',136),(194,'Commencez à réaliser',4,'Une fois que vous aurez tout ce dont vous aurez besoin, vous pourrez commencer à essayer vos premières recettes. Il est fortement recommandé d'essayer la recette avant d'emmener la fabrication du biomatériau en classe.
\n\nIl faut tenir compte du fait que la fabrication se fera en une seule séance, mais il existe un processus de séchage qui, selon les conditions, peut prendre jusqu'à 10 jours.
\n\nDiluez comment et où vous conserverez les matériaux pendant le séchage. Choisissez un endroit aéré, ni humide ni chaud, ceci est important afin d'éviter la moisissure dans nos matériaux.
\n',136),(195,'Laissez-le sécher',5,'Avant même de commencer la fabrication, il faut tenir compte du fait que la fabrication se fera en une seule séance, mais il existe un processus de séchage qui, selon les conditions, peut prendre jusqu'à 10 jours.
\n\nRéfléchissez à comment et où vous conserverez les matériaux pendant le séchage. Choisissez un endroit aéré, évitez les endroits humides et chauds, ceci est important afin d'éviter la moisissure dans nos matériaux.
\n\nRegardez la vidéo suivante pour prendre soin de votre biomatériau
\n',136),(196,'Modérer un débat en classe',4,'Animer une discussion sur le sujet avec les étudiants avec l'aide de ses questions :
\n
\n1.La compréhension des facteurs sous-jacents contribuant au problème du gaspillage alimentaire peut-elle nous aider à développer des solutions efficaces, tant au niveau individuel que sociétal ?
\n2.La transformation des déchets organiques en produits de grande valeur peut-elle créer un système économique plus durable et plus résilient ? Quels défis peuvent surgir lors de cette transition ?
\n3.Examiner l’impact de la technologie sur la réduction du gaspillage alimentaire et la conversion des déchets organiques en produits de valeur. Quels sont les avantages et les défis potentiels des progrès technologiques dans ce domaine ?
\n4.Dans le contexte du gaspillage alimentaire, comment les aspects environnementaux, économiques et sociaux s’articulent-ils ? Quels sont les impacts positifs des initiatives visant à réduire le gaspillage alimentaire et à valoriser les déchets organiques dans ces dimensions ?
\n5.Imaginez que vous faites partie d'un projet communautaire visant à sensibiliser au gaspillage alimentaire et à mettre en œuvre des stratégies d'utilisation des déchets organiques. Quelles actions et initiatives éducatives spécifiques proposeriez-vous, et comment pourraient-elles influencer les perspectives et les comportements de la communauté ?
Rassemblez quelques artefacts et préparez un espace (une table) avec eux.
\n\nImprimez le canvas de la carte expérientielle
\n',144),(199,'Brief',2,'Informer les participants sur les artefacts et les méthodes
\n',144),(200,'Toucher, se familiariser avant les objets',3,'
\nInvitez les élèves à toucher les différents objets.
Invitez-les à lire et à remplir la grille de caractérisation expérientielle individuellement ou en groupe selon le nombre d'élèves.
\n',144),(202,'Identifier et discuter',5,'Créez une petite discussion avec eux. Comment se sentent-ils? Qu’ont-ils appris ? Qu'est-ce qui les a surpris ? Que voudraient-ils créer avec quoi ?
\n',144),(203,'Définir le périmetre ',1,'Définissez le périmètre de votre exploration et le type de ressource/pratique que vous explorez (laine, nourriture, orties...)
\n',145),(204,'Observe le passé et le présent',2,'Pensez à la culture de votre environnement et découvrez comment la ressource est utilisée localement. Identifier les races indigènes et la typologie matérielle.
\n',145),(205,'Identifier les acteurs',3,'Identifier les acteurs de la chaîne de valeur : qui cultive, fabrique, conçoit, distribue, utilise, recycle (coopératives, associations, designers...)
\n',145),(206,'Trouve des projets locals inspirants',4,'Trouvez des projets innovants et des projets circulaires locaux
\n',145),(207,'Dessine la carte',5,'Créer ou compléter une carte géographique des acteurs. Vous pouvez le faire directement avec google map (voir la Wool Map Ecosystem), avec un exercice sur planche Miro, ou sur papier en imprimant une carte vide de votre territoire et des petits autocollants, en suivant le document "carte de l'écosystème".
\n',145),(208,'Utilisez la carte pour vous connecter et discuter de l\'économie circulaire',6,'Organisez des entretiens, des rencontres, des discussions ou des mini-conférences avec certaines parties prenantes. Prenez des photos et des notes.
\n',145),(209,'reflexion sur l\'activité',7,'Commencez à réfléchir aux lacunes et aux défis liés à votre chaîne de valeur.
\n',145),(210,'Communauté de \"repair\" café !',1,'Expliquer la communauté des repair cafés à la classe
\nhttps://www.repaircafe.org/es/
Téléchargez les documents ci-joints :
\n\nConstruire des communautés de pratique - Matériel pédagogique : vous trouverez ici les instructions sur la façon d'utiliser le modèle tout au long des différentes phases du processus.
\n\nTemplate Building Communities of Practice.pdf : ce sera le modèle de travail que vous devrez remplir tout au long du processus.
\n',167),(213,'Phase d\'identification',2,'1.Identifiez les compétences et les connaissances nécessaires au projet que vous souhaitez développer. Notez-les dans la colonne des compétences requises.
\n\n2.Identifiez les différents matériaux dont vous aurez besoin. Écrivez-les dans la colonne Matériel nécessaire.
\n\n3.Identifiez les stratégies de communication auxquelles vous pouvez penser pour faire connaître le projet à l'intérieur et à l'extérieur de l'école. Écrivez-les dans la colonne des stratégies de communication.
\n\n4.Identifiez les problèmes locaux que votre projet vise à résoudre. Comprenez les différents niveaux auxquels ce problème affecte votre communauté locale. Notez-les dans la colonne Problèmes à résoudre.
\n',167),(214,'Trouve des partenaires au seins de votre établissement',3,'1.Prenez un moment pour réfléchir et identifier les personnes de votre centre éducatif qui possèdent une certaine expertise dans ces domaines et qui peuvent être des conseillers et faire partie du projet. Notez-les et placez leurs noms dans la partie connaissance du cercle et dans l'anneau d'engagement où vous pensez qu'ils travailleront sur le projet.
\n2. Prenez un moment pour réfléchir et identifier le matériel que vous pouvez obtenir auprès de votre centre éducatif. Notez les différents matériaux et placez chacun d'eux sur le quart des matériaux du cercle et sur l'anneau d'importance que vous pensez que ces matériaux ont pour le projet.
\n3. Prenez un moment pour réfléchir et identifier le canal de communication de votre centre éducatif que vous pourriez utiliser pour communiquer sur le projet. Notez chacun des canaux et positionnez chacun d'eux sur le quart de communication du cercle et sur l'anneau de pertinence que cette communication pourrait avoir pour le projet.
\n4. Prenez un moment pour réfléchir et identifier quelle partie de votre communauté éducative est affectée par les problèmes que votre projet vise à résoudre. Notez-les et placez-les sur le ring en fonction de l'importance que vous souhaitez y accorder.
1.Identifiez les communautés locales, les associations et les entreprises qui ont des connaissances ou une expérience dans un domaine lié à votre projet. Notez-les et placez leurs noms dans la partie connaissance du cercle et dans l'anneau d'engagement où vous pensez qu'ils travailleront sur le projet.
\n\n2.Identifiez les communautés locales, les associations et les entreprises qui pourraient avoir accès à certains des matériaux dont vous pourriez avoir besoin pour le projet. Notez les différents matériaux et le nom de la communauté et placez chacun dans le quart des matériaux du cercle et dans l'anneau selon l'importance que vous pensez que ces matériaux ont pour le projet.
\n\n3.Réfléchissez et identifiez les canaux de communication de votre communauté locale que vous pourriez utiliser pour communiquer sur le projet. Notez chacun de ces canaux et placez-les sur le quart de communication du cercle et sur l'anneau de l'importance que vous pensez que cette communication pourrait avoir pour le projet.
\n\n4. Prenez un moment pour réfléchir et identifier quelle partie de votre communauté locale est affectée par les problèmes que votre projet vise à résoudre. Notez-les et placez-les sur le ring en fonction de l'importance que vous souhaitez y accorder.
\n',167),(216,'Contacter les potentiels parties prenantes',5,'Vous disposez désormais d'une carte des parties prenantes potentielles et de leur implication dans le projet. Vous devez commencer à les contacter. Vous devez vous assurer de :
\n
\n-Expliquez le projet que vous souhaitez réaliser
\n-Pourquoi ce projet est pertinent pour la communauté
\n-Expliquez comment ils pourraient s'ajouter au projet
\n-Expliquez exactement ce que vous attendez d'eux
Une fois que vous avez contacté vos steakeholders et êtes parvenu à un plan de collaboration, repositionnez-les tous sur la carte circulaire en mettant à jour leur engagement et leur évolution dans le projet.
\n',167),(218,'Implication des étudiants',7,'Bien que dans ce bloc d'apprentissage, une grande partie du processus soit effectuée par les enseignants, il est fortement encouragé d'introduire le processus en classe et de leur demander de participer au brainstorming des alliés potentiels, ainsi que de les contacter s'ils sont assez âgés
\n',167),(219,'Sélectionnez les couleurs et trouvez les plantes',2,'',142),(220,'Préparez la laine et/ou le tissu',3,'',142),(221,'Préparer le bain',4,'',142),(222,'Mettez le tissu dans le bain',5,'',142),(223,'Sechez',6,'',142),(224,'Partager et discuter',7,'',142),(225,'Avant la session ',1,'Demandez à vos élèves d'apporter à la prochaine séance un objet cassé qu'ils ont chez eux. Proposer des options sur qu'est ce qu'il pourrait en faire
\n\nTéléchargez tout le matériel de la session
\n',168),(226,'Lire le document',2,'Lisez attentivement les notes du professeur et suivez l'activité comme indiqué en deux séances.
\n\n\n',168),(227,'Mise en place de la session',3,'
Suivez les notes de l'enseignant pour mettre en œuvre les deux sessions en classe
\n',168),(228,'Introduction au modèle économique',1,'Comprendre les éléments clefs de business model canvas en regardant cette vidéo
\n',170),(229,'Visualiser le modèle économique',2,'Comprendre les éléments clefs de business model canvas en regardant cette vidéo
\n',170),(230,'Prototypage',3,'Comprendre les éléments clefs de business model canvas en regardant cette vidéo
\n',170),(231,'Exercice cas Air BnB',4,'Pour commencer: En binôme, les étudiants devront essayer de compléter les 9 éléments de du modèle économique de Airbnb (document ci-joint). L'équipe devra répondre aux questions principales: quelles sont les ressources clefs, la valeur de la proposition, la relation avec le client,... etc
\n\nPlus tard: Au bout de 30 minutes, chaque binôme devra discuter de leurs hypothèses et comparer ce qu'ils auront trouvé
\n',170),(232,'Modèles d\'entreprise basés sur les services',1,'I- Et si nous n'achetions pas des produits mais des services ? L'économie circulaire expliquée
\n',171),(233,'Implications de l\'économie fonctionnelle',2,'Voici plusieurs implications de l'économie fonctionnelle :
\n\n• Gestion plutôt que propriété
\n\n• Paiement à l'utilisation
\n\n• Service d'abonnement
\n\n• Exemples :
\n\n• Mobilier en tant que service
\n\n • Climatisation en tant que service
\n
Qu'est-ce qu'un système produit-service ?
\n\nPour en savoir plus sur la classification des PSS, consultez le fichier ci-joint.
\n',171),(235,'Present Ellen McArthur Foundation',1,'Il s'agit d'une organisation à but non lucratif qui se concentre sur la promotion du concept d'économie circulaire. Fondée par Dame Ellen MacArthur, une marin britannique à la retraite, la fondation se consacre à accélérer la transition vers un modèle économique régénérateur. L'économie circulaire cherche à éliminer les déchets et la pollution, à maintenir les produits et les matériaux en service et à régénérer les systèmes naturels. La Fondation Ellen MacArthur travaille avec des entreprises, des gouvernements et des universités pour favoriser l'adoption des principes de l'économie circulaire, en encourageant des pratiques de production et de consommation durables. La fondation s'engage dans des initiatives de recherche, d'éducation et de collaboration pour inspirer et permettre la refonte des systèmes et des produits afin de créer une approche plus réparatrice et circulaire du développement économique.
\n',172),(236,'Dirigez-les vers l’article sur le gaspillage alimentaire',2,'Demandez aux élèves de lire l'article suivant sur le problème du gaspillage alimentaire.
\n\nhttps://ellenmacarthurfoundation.org/eliminating-food-waste
\n',172),(237,'Dirigez-les vers les articles suivants sur la façon de valoriser les déchets organiques',3,'Demandez aux élèves de lire les articles suivants sur la façon de donner une nouvelle valeur aux déchets organiques. Vous pouvez demander à tous de lire les deux articles, ou diviser le groupe en deux et demander à la moitié de la classe de lire l’un d’eux et à l’autre moitié de lire l’autre.
\n\nhttps://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste
\n\nhttps://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread
\n',172),(238,'Modérer un débat en classe',4,'Animer une discussion sur le sujet avec les étudiants aidés par les questions annexées :
\n
\n1.La compréhension des facteurs sous-jacents contribuant au problème du gaspillage alimentaire peut-elle nous aider à développer des solutions efficaces, tant au niveau individuel que sociétal ?
\n2.La transformation des déchets organiques en produits de grande valeur peut-elle créer un système économique plus durable et plus résilient ? Quels défis peuvent surgir lors de cette transition ?
\n3.Examiner l’impact de la technologie sur la réduction du gaspillage alimentaire et la conversion des déchets organiques en produits de valeur. Quels sont les avantages et les défis potentiels des progrès technologiques dans ce domaine ?
\n4.Dans le contexte du gaspillage alimentaire, comment les aspects environnementaux, économiques et sociaux s’articulent-ils ? Quels sont les impacts positifs des initiatives visant à réduire le gaspillage alimentaire et à valoriser les déchets organiques dans ces dimensions ?
\n5.Imaginez que vous faites partie d'un projet communautaire visant à sensibiliser au gaspillage alimentaire et à mettre en œuvre des stratégies d'utilisation des déchets organiques. Quelles actions et initiatives éducatives spécifiques proposeriez-vous, et comment pourraient-elles influencer les perspectives et les comportements de la communauté ?
4
\n',176),(243,'2 j\'arrive vednredi',2,'2
\n',176),(244,'3 j\'arrive vednredi',3,'3
\n',176),(245,'4 j\'arrive vednredi',4,'4
\n',176),(246,'Definición de sostenibilidad',1,'Artículo para leer:
\n\n1.¿Qué es la sostenibilidad? (vídeo)
\n\n2.Sostenibilidad y desarrollo sostenible - ¿Qué es la sostenibilidad y qué es el desarrollo sostenible?
\n\n3.Diagrama de Venn de la sostenibilidad
\n',180),(247,'La intersección de los tres pilares de la sostenibilidad',2,'Preguntas para el debate:
\n\n-¿Qué conseguimos centrándonos en los pilares social y medioambiental?
\n\n-¿Qué conseguimos centrándonos en los pilares social y económico?
\n\n-¿Qué conseguimos centrándonos en los pilares económico y medioambiental?
\n\nUsar ejamplos de empresas para alimentar el debate.
\n',180),(248,'Cómo tu camiseta puede marcar la diferencia',1,'Ver Vídeo 1
\n',181),(249,'El ciclo de vida de una camiseta:',2,'Ver Vídeo 2
\n',181),(250,'Modelos de negocio basados en servicios',1,'¿Y si no compramos productos y compramos servicios? La economía circular explicada
\n',182),(251,'Implicaciones de la economía funcional',2,'He aquí varias implicaciones de la economía funcional
\n\n-Custodia frente a propiedad
\n-Pago por uso
\n-Servicio por suscripción
\n-Ejemplos;:
\n-Muebles como servicio
\n-La refrigeración como servicio
¿Qué es un sistema producto-servicio?
\n\nMás información sobre la clasificación PSS en el archivo adjunto (como "file")
\n',182),(253,'Ejercicio: caso de Airbnb',1,'Para empezar: Con un grupo de dos estudiantes, cada grupo deberá intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responderá a las preguntas principales: cuáles son los recursos clave, la propuesta de valor, la relación con el cliente ....etc.
\n\nDespués: Después de 30 minutos, los dos grupos discutirán sus hipótesis entre sí y compararán sus conclusiones.
\n',183),(254,'Ejercicio: caso de Airbnb',2,'Para empezar: Con un grupo de dos estudiantes, cada grupo deberá intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responderá a las preguntas principales: cuáles son los recursos clave, la propuesta de valor, la relación con el cliente ....etc.
\n\nDespués: Después de 30 minutos, los dos grupos discutirán sus hipótesis entre sí y compararán sus conclusiones.
\n',183),(255,'Ejercicio: caso de Airbnb',3,'Para empezar: Con un grupo de dos estudiantes, cada grupo deberá intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responderá a las preguntas principales: cuáles son los recursos clave, la propuesta de valor, la relación con el cliente ....etc.
\n\nDespués: Después de 30 minutos, los dos grupos discutirán sus hipótesis entre sí y compararán sus conclusiones.
\n',183),(256,'Ejercicio: caso de Airbnb',4,'Para empezar: Con un grupo de dos estudiantes, cada grupo deberá intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responderá a las preguntas principales: cuáles son los recursos clave, la propuesta de valor, la relación con el cliente ....etc.
\n\nDespués: Después de 30 minutos, los dos grupos discutirán sus hipótesis entre sí y compararán sus conclusiones.
\n',183),(258,'Télécharger le PDF en pièce jointe',1,'Voici quelques brièves explications sur quoi / comment partager du contenu, discuter via Discord !
\n\n\n',189),(259,'Rejoignez le serveur Discord SCORE',2,'
Rejoignez le serveur via lie lien disponible dans le learning bloc
\n\nSuivez et réalisez les étapes indiquées dans le PDF
\n',189),(260,'Présentez vous !',3,'Présentez vous, votre poste, ou enseignez vous, sur quel défi / bloc travaillez vous !
\n',189),(261,'Partagez votre expérience',4,'N'hésitez pas à partager la plateforme avec vos collegues :)
\n',189),(262,'Download the PDF attachment',1,'Here are a few brief explanations on how to share content and chat via Discord!
\n',190),(263,'Pasidalinti atradimais',5,'Išnagrinėkite mokinių išvadas, jei reikia, pridėkite dar keletą pavyzdžių iš pateikto sąrašo.
\n',191),(264,'Pasidalinti atradimais',5,'Išnagrinėkite mokinių išvadas, jei reikia, pridėkite dar keletą pavyzdžių iš pateikto sąrašo.
\n',191),(265,'Pasidalinti atradimais',5,'Išnagrinėkite mokinių išvadas, jei reikia, pridėkite dar keletą pavyzdžių iš pateikto sąrašo.
\n',191),(266,'Pasidalinti atradimais',5,'Išnagrinėkite mokinių išvadas, jei reikia, pridėkite dar keletą pavyzdžių iš pateikto sąrašo.
\n',191),(267,'Pasidalinti atradimais',5,'Išnagrinėkite mokinių išvadas, jei reikia, pridėkite dar keletą pavyzdžių iš pateikto sąrašo.
\n',191),(268,'Leisti išdžiūti',5,'Dar prieš pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir šiltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.
\n\nPeržiūrėkite šį vaizdo įrašą, kaip pasirūpinti savo biomedžiaga
\n',192),(269,'Leisti išdžiūti',5,'Dar prieš pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir šiltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.
\n\nPeržiūrėkite šį vaizdo įrašą, kaip pasirūpinti savo biomedžiaga
\n',192),(270,'Leisti išdžiūti',5,'Dar prieš pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir šiltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.
\n\nPeržiūrėkite šį vaizdo įrašą, kaip pasirūpinti savo biomedžiaga
\n',192),(271,'Leisti išdžiūti',5,'Dar prieš pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir šiltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.
\n\nPeržiūrėkite šį vaizdo įrašą, kaip pasirūpinti savo biomedžiaga
\n',192),(272,'Leisti išdžiūti',5,'Dar prieš pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir šiltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.
\n\nPeržiūrėkite šį vaizdo įrašą, kaip pasirūpinti savo biomedžiaga
\n',192),(273,'Sekti instrukcijas',3,'Vadovaukitės instrukcijomis, kaip naudoti įrankį:
\n\nPasirinkite receptą. Užrašykite recepte naudojamus ingredientus ir jų proporcijas.
\n2.Pagaminkite savo biomedžiagą ir supilkite ją į siuvinėjimo rėmelį (naudodami tą pačią liejimo formą, kai atliekate savo stebėjimus, užtikrinsite nuoseklesnį procesą). Aprašykite formos, kurioje liejate savo mėginį, matmenis ir medžiagas.
\n3.Raskite vietą, kur jį išdžiovinti. Užrašykite bendrąsias patalpos, kurioje jis bus paliktas džiūti, sąlygas: temperatūrą, drėgmę, ventiliaciją...
\n4.Stebėjimų dienoraštis: vidutinė biomedžiagos džiovinimo trukmė yra 7-10 dienų. Kiekvieną dieną stebėkite džiovinimo proceso eigą ir užsirašykite keletą aprašomųjų pastabų.
\n5. Kai medžiaga visiškai išdžius: aprašykite galutines mėginio savybes ir pridėkite mėginį prie šablono (gali tikti ir nuotrauka, tačiau prarasite dalį aprašomojo potencialo).
\n6.Užrašykite bet kokias išvadas apie rezultatą.
Vadovaukitės instrukcijomis, kaip naudoti įrankį:
\n\nPasirinkite receptą. Užrašykite recepte naudojamus ingredientus ir jų proporcijas.
\n2.Pagaminkite savo biomedžiagą ir supilkite ją į siuvinėjimo rėmelį (naudodami tą pačią liejimo formą, kai atliekate savo stebėjimus, užtikrinsite nuoseklesnį procesą). Aprašykite formos, kurioje liejate savo mėginį, matmenis ir medžiagas.
\n3.Raskite vietą, kur jį išdžiovinti. Užrašykite bendrąsias patalpos, kurioje jis bus paliktas džiūti, sąlygas: temperatūrą, drėgmę, ventiliaciją...
\n4.Stebėjimų dienoraštis: vidutinė biomedžiagos džiovinimo trukmė yra 7-10 dienų. Kiekvieną dieną stebėkite džiovinimo proceso eigą ir užsirašykite keletą aprašomųjų pastabų.
\n5. Kai medžiaga visiškai išdžius: aprašykite galutines mėginio savybes ir pridėkite mėginį prie šablono (gali tikti ir nuotrauka, tačiau prarasite dalį aprašomojo potencialo).
\n6.Užrašykite bet kokias išvadas apie rezultatą.
Vadovaukitės instrukcijomis, kaip naudoti įrankį:
\n\nPasirinkite receptą. Užrašykite recepte naudojamus ingredientus ir jų proporcijas.
\n2.Pagaminkite savo biomedžiagą ir supilkite ją į siuvinėjimo rėmelį (naudodami tą pačią liejimo formą, kai atliekate savo stebėjimus, užtikrinsite nuoseklesnį procesą). Aprašykite formos, kurioje liejate savo mėginį, matmenis ir medžiagas.
\n3.Raskite vietą, kur jį išdžiovinti. Užrašykite bendrąsias patalpos, kurioje jis bus paliktas džiūti, sąlygas: temperatūrą, drėgmę, ventiliaciją...
\n4.Stebėjimų dienoraštis: vidutinė biomedžiagos džiovinimo trukmė yra 7-10 dienų. Kiekvieną dieną stebėkite džiovinimo proceso eigą ir užsirašykite keletą aprašomųjų pastabų.
\n5. Kai medžiaga visiškai išdžius: aprašykite galutines mėginio savybes ir pridėkite mėginį prie šablono (gali tikti ir nuotrauka, tačiau prarasite dalį aprašomojo potencialo).
\n6.Užrašykite bet kokias išvadas apie rezultatą.
Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(281,'Reflektuokite',7,'Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(282,'Reflektuokite',7,'Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(283,'Reflektuokite',7,'Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(284,'Reflektuokite',7,'Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(285,'Reflektuokite',7,'Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(286,'Reflektuokite',7,'Apsvarstykite su jūsų vertės grandine susijusias spragas ir iššūkius.
\n',195),(287,'Sukurkite idėją ir reflektuokite',5,'Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie išmoko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?
\n',196),(288,'Sukurkite idėją ir reflektuokite',5,'Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie išmoko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?
\n',196),(289,'Sukurkite idėją ir reflektuokite',5,'Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie išmoko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?
\n',196),(290,'Sukurkite idėją ir reflektuokite',5,'Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie išmoko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?
\n',196),(291,'Sukurkite idėją ir reflektuokite',5,'Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie išmoko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?
\n',196),(292,'Diskutuoti ir reflektuoti',7,'',197),(293,'Diskutuoti ir reflektuoti',7,'',197),(294,'Diskutuoti ir reflektuoti',7,'',197),(295,'Diskutuoti ir reflektuoti',7,'',197),(296,'Diskutuoti ir reflektuoti',7,'',197),(297,'Diskutuoti ir reflektuoti',7,'',197),(298,'Diskutuoti ir reflektuoti',7,'',197),(299,'Join the SCORE discord server',2,'Join the server via the link in the learning block
\n\nFollow and complete the steps indicated in the PDF
\n',190),(300,'Introduce Yourself ! ',3,'Introduce yourself, your position, where you teach, what challenge/block you're working on!
\n',190),(301,'Share your results ',4,'Don't hesitate to share the platform with your colleagues :)
\n',190),(302,'Vietinės valiutos pristatymas',1,'Peržiūrėkite vaizdo įrašą ir pabandykite atsakyti į šiuos klausimus:
\n\nKodėl vartotojai gali nuspręsti, kaip atrodys ateities vietos ekonomika?
\nSavo pirkimo veiksmais jie gali suteikti apyvartą vienai, o ne kitai įmonei, kad ji galėtų augti ir vystytis
\nAr visur galima atsiskaityti vietine valiuta?
\nNe, vietine valiuta galima atsiskaityti tik apibrėžtoje geografinėje teritorijoje, ji skirta skatinti ekonomikos perkėlimą ir tik su atrinktais subjektais, kurie atitinka vietinės, palankesnės ir ekologiškesnės ekonomikos kriterijus.
\nAr vietos valiuta yra alternatyva eurui?
\nNe, vietinė valiuta yra oficialią valiutą - eurą - papildanti valiuta.
\nAr euro apyvartos greitis yra didesnis nei vietinės valiutos?
\nNe, apskritai euro apyvartos greitis yra 2,4, o vietinės valiutos - nuo 6 iki 12
\nAr yra ryšys tarp žiedinės ekonomikos ir vietos valiutos?
\nTaip, vietinis vartojimas, trumposios vertės grandinės (mažiau transportavimo)
Download the attached document and read the text carefully
\n',202),(304,'Step 2',2,'Students are going to work on group of two persons to fulfil the table of advatage and disadvantage of the clothing service model
\n',202),(305,'Article about the value chain definition ',1,'Introduction to the value chain, its use and some examples
\n',203),(306,'Watch a video about an example of a value chain',2,'',203),(307,'Read an article a guide to do the stakeholders mapping ',1,'Who are the stakeholders of the company
\n\nWhy stakeholders are important
\n\nWhy do we need a stakeholders mapping
\n',204),(308,'A illustrative video descriping stakeholders mapping ',2,'Discove the matrix of stakeholders
\n',204),(309,'Article sur la définition de la chaîne de valeur ',1,'Introduction à la chaîne de valeur, son utilisation et quelques exemples
\n',209),(310,'Regarder la vidéo sur un exemple de chaîne de valeur ',2,'',209),(319,'How to navigate on ',1,'How to navigate on
\n',212),(320,'lire article afin de guider sur comment cartographier les parties prenantes',1,'Qui sont les parties prenantes de l'entreprise ?
\n\nPourquoi les parties prenantes sont-elles importantes ?
\n\nPourquoi avons-nous besoin d'une cartographie des parties prenantes ?
\n',213),(321,'Regarder la vidéo illustrant la carte des parties prenantes',2,'Découvrir la matrice des parties prenantes
\n',213); /*!40000 ALTER TABLE `learning_blocks_steps` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `learning_blocks_student_objectives` -- DROP TABLE IF EXISTS `learning_blocks_student_objectives`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `learning_blocks_student_objectives` ( `id` int NOT NULL AUTO_INCREMENT, `description` varchar(255) NOT NULL, `numStudent` varchar(255) NOT NULL, `learningBlocksId` int NOT NULL, PRIMARY KEY (`id`), KEY `FK_df3743253c3516d64861a822834` (`learningBlocksId`), CONSTRAINT `FK_df3743253c3516d64861a822834` FOREIGN KEY (`learningBlocksId`) REFERENCES `learning_blocks` (`id`) ON DELETE CASCADE ON UPDATE CASCADE ) ENGINE=InnoDB AUTO_INCREMENT=382 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = @saved_cs_client */; -- -- Dumping data for table `learning_blocks_student_objectives` -- LOCK TABLES `learning_blocks_student_objectives` WRITE; /*!40000 ALTER TABLE `learning_blocks_student_objectives` DISABLE KEYS */; INSERT INTO `learning_blocks_student_objectives` VALUES (1,'Identifying Potential Collaborators and Partners','1',1),(2,'Building a Network of Supporters','2',1),(3,'Identificación de posibles colaboradores y socios','1',2),(4,'Crear una red de simpatizantes','2',2),(5,'Understan Food Waste problem','1',3),(6,'Develop critical thinking by debating a global issue','2',3),(7,'Situar la problemática del desperdicio alimenticio como un problema global','1',4),(8,'Conocer la posibilidad de crear objetos a través de la transformación de los residuos alimenticios','2',4),(9,'Raising awareness of the circular economy','1',5),(10,'Développement des compétences pratiques et de collaboration','2',5),(13,'Comprendre les principes fondamentaux de l\'économie circulaire et leur importance dans la préservation de l\'environnement.','1',7),(14,'2. Développer des compétences pratiques et créatives pour promouvoir des comportements durables et une utilisation efficiente des ressources dans leur communauté locale.','2',7),(15,'Student\'s main objectives 1','1',8),(16,'Student\'s main objectives 2','2',8),(33,'Students learn about the basic concept and tools for designing for sustainable behaviour','1',17),(35,'Students learn how to identify and research unsustainable behaviour','1',18),(37,'Students learn about choosing design strategies for changing unsustainable behaviours into sustainable ones','1',19),(39,'Students reflect on the interventions they have designed in this challenge','1',20),(41,'Understand the concept of the business model','1',21),(42,'Explore the essential elements of the business model canvas','2',21),(43,'Develop critical thinking skills to assess the sustainability implications of their future economic activities','1',22),(44,'Integrate sustainability principles into their behavior and professional outlook','2',22),(53,'Discover the serive-based value business models','1',28),(54,'Understand the ecological benefits of the functional economy','2',28),(55,'recognise the link between the functional economy and circular economy','3',28),(56,'Learn about the life cycle','1',29),(57,'Understand the enviornmental footprint of the textile sector','2',29),(58,'Become aware of how design can influence behaviour','1',30),(59,'Get insight in how to design interventions can be tweaked to result in the desired userbehaviour ','1',31),(60,'Learn the basics of the circular economy in a 15 min video format','1',32),(61,'Become aware that eco-anxiety is something that more young people suffer from','1',33),(62,'Become aware about the environmentalimpact of a person\'s behaviour ','1',34),(63,'Learn the step of the circular value-chain','1',35),(64,'Learn how to make a geographical map','2',35),(65,'Get aware of local realities ','3',35),(66,'Learn how to connect with local actors','4',35),(67,'Get emotional awareness of materials','1',36),(68,'Knowledge on materials','2',36),(69,'Improve creativity ','3',36),(70,'Enable students in fabrication','1',37),(71,'Raising awareness about production and possible impacts it generates','2',37),(72,'Inspire students with craft activities','3',37),(73,'Raise awareness about dyeing processes','1',38),(74,'Reflect by doing','2',38),(75,'Getting to know about local plants','3',38),(76,'Get students self-reflect and be critical about their work','1',39),(77,'Understand what are bioplastics and its difference with regular plastics','1',40),(78,'Connecting educational contect with real life situation','3',1),(79,'Understand the main structure of basic bioplastics','2',40),(80,'Identify diferent recipes for making bioplastics','3',40),(81,'Realise the potential of bioplastics to give new meaning to foodwate','4',40),(82,'Develope an investigation spirit','1',41),(83,'comprendre les initiatives mise en place par de nombreux professeurs','1',42),(84,'Discover and practice repairs','1',43),(85,'Be aware of design fabrication techniques','2',43),(86,'Understand how to mitigate climate change','1',44),(87,'Learn to use En-Roeads simulator','1',45),(88,'Discover new design tools for circular economy','1',46),(89,'Learning about the organizational level ','2',46),(90,'Découvrir le cycle de vie ','1',47),(91,'Comprendre l’empreinte environnementale du secteur du textile','2',47),(92,'To get to know environmental NGOs and what they do','1',48),(93,'To learn composting','1',49),(94,'To organize composting activities in school','2',49),(95,'Développer une pensée critique pour évaluer les implications de leurs activités économiques futures sur la durabilité','1',50),(96,'Intégrer les principes de durabilité dans leur comportement et leur perspective professionnelle.','2',50),(99,'comprendre les différentes formes de conception durable','1',52),(100,'Comprendre, analyser les différentes initiatives de comportement durable','2',52),(101,'Comprendre le comportement des individus','1',53),(103,'Les étudiants réussissent à mobiliser ce qu\'ils ont appris précédemment afin de réaliser un prototype','1',54),(105,'Les étudiants après avoir suivi tout les blocs comprennent désormais l\'envergure d\'un comportement, conception durable','1',55),(110,'Sensibilisation à la réduction du gaspillage alimentaire','1',57),(111,'Compréhension des bénéfices de la réévaluation des déchets organiques','2',57),(112,'Comprendre ce que sont les bioplastiques et leur différence avec les plastiques ordinaires','1',58),(113,' Identifier les différentes recettes de fabrication des bioplastiques','2',58),(114,' Comprendre la structure principale des bioplastiques de base','3',58),(115,' Réaliser le potentiel des bioplastiques pour donner un nouveau sens à l\'alimentation','4',58),(116,'Développer un esprit d\'investigation','1',59),(117,'Amener les élèves à s\'auto-réfléchir et à faire preuve d\'esprit critique à l\'égard de leur travail','1',60),(121,'Prendre conscience que l\'éco-anxiété est une quelque chose dont souffrent de plus en plus de jeunes.','1',62),(123,'Simulate policies and behaviour to see future climate','1',64),(124,'To learn how to host an event in school','1',65),(125,'Organizing circular event','1',66),(126,'Galimų bendradarbių ir partnerių nustatymas','1',67),(127,'Palaikančių tinklo sukūrimas','2',67),(128,'Mokomojo kontakto susiejimas su realaus gyvenimo situacija','3',67),(129,'Supratimas apie maisto atliekų problematiką','1',68),(130,'Žinios apie didesnės vertės produktų kūrimą - kompostą ir biodujas','2',68),(131,'Suprasti verslo modelius','1',69),(132,'Pradėti taikyti verslo modelius','2',69),(133,'Suprasti tvarumo sąvoką','1',70),(134,'Atskirti požiūrius į tvarumą','2',70),(135,'Sužinoti apie gyvavimo ciklą','1',71),(136,'Suprasti tekstilės sektoriaus poveikį aplinkai','2',71),(137,'Sužinoti kaip surenkama ir tvarkoma tekstilė','3',71),(138,'Sužinoti apie pakartotinį naudojimą','4',71),(139,'Sužinoti kaip rengti žiedinius renginius','1',72),(140,'Pasiruošti planuoti renginį','1',73),(141,'Simuliuoti su EN-Roads simuliatoriumi politinius sprendimus ir žmonių elgseną','1',74),(142,'Suprasti klimato kaitos kontekstą ir veiksmus, kurių reikia imtis','1',75),(143,'Išmokti naudotis EN-Roads simuliatoriumi','1',76),(144,'Susipažinti su aplinkosauginėmis nevyriausybinėmis organizacijomis','1',77),(145,'Suprasti kaip kompostuoti mokykloje','1',78),(146,'Suvokti savo aplinkosauginį poveikį','1',79),(147,'Sužinoti kompostavimo pradmenis','1',80),(148,'Suprasti aplinkosauginį pėdsaką','1',81),(149,'Conocer la EC a nivel local','1',82),(150,'l\'étudiant est capable de définir le concept de la monnaie local et leurs liens avec l’économie circulaire ','1',83),(151,'student will be able to define the concept of local currency and their links with the circular economy','1',84),(152,'Introduction au Low Tech','1',85),(153,'Descubrir otro forma de diseño','1',86),(155,'Descubrir el rol de los comportamientos en la economia circular','1',87),(156,'Explorar situación de uso','1',88),(158,'Aprender el trabajo colaborativo','1',89),(160,'Aprender el trabajo colaborativo','2',89),(161,'Aprender a reflexionar sobre la economía circular','1',90),(162,'Aprende a conectar con los agentes locales','1',91),(166,' Conocimiento sobre los materiales','1',92),(167,'Mejorar la creativad','2',92),(169,'Capacitar a los estudiantes en la fabricación','1',93),(170,'Concienciar sobre la producción y los posibles impactos que genera','2',93),(171,'Inspirar a los estudiantes con actividades artesanales','3',93),(172,'Sensibilizar sobre los procesos de teñido','1',94),(173,'Reflexionar haciendo','2',94),(174,'Conocer las plantas locales','3',94),(175,'Descubrir y practicar las reparaciones','1',95),(176,'Conocer las técnicas de fabricación de diseños','2',95),(177,'Hacer que los alumnos reflexionen y sean críticos sobre su trabajo','1',96),(178,'Conectar el contenido educativo con la vida real','3',2),(179,'Desarrollar el pensamiento crítico alrededor del tópico de debate','3',4),(180,'Introducir y trabajar conceptos sobre el ciclo de nutrientes de la naturaleza','1',97),(182,'Dive into the e-waste problem and solutions','1',98),(183,'Learn about what goes into our gadgets','2',98),(184,'Learning about stress in the labour supply chain ','3',98),(185,'Personally experience the stress of an assembly line ','4',98),(186,'Trabajar el problema de los residuos electrónicos y sus soluciones','1',99),(187,'Understand ','1',100),(188,'empoderar','1',101),(189,' ','1',102),(190,'Basic knowledge on biomaterial making','1',103),(191,'Basic knowledge on biomaterial making','2',103),(192,'Sužinoti, kad ekologinis nerimas kamuoja vis daugiau jaunų žmonių.','1',104),(193,'Sužinoti žiedinės ekonomikos pagrindus 15 min. vaizdo įrašo formatu','1',105),(194,'Sužinoti, kaip galima pakoreguoti dizaino intervencijas, kad naudotojas elgtųsi taip, kaip norima.','1',106),(195,'Suvokti, kaip dizainas gali paveikti elgseną.','1',107),(196,'Sužinoti apie tvaraus elgsenos projektavimą','1',108),(197,'Understan documentation process','2',41),(198,'Develope observation methods','3',41),(199,'Develope critical thinking','4',41),(200,'atpažinti funkcinės ekonomikos ir žiedinės ekonomikos ryšį','3',109),(201,'atpažinti funkcinės ekonomikos ir žiedinės ekonomikos ryšį','3',109),(202,'atpažinti funkcinės ekonomikos ir žiedinės ekonomikos ryšį','3',109),(203,'Comprendre le processus de documentation','2',59),(204,'Développer des méthodes d’observation','3',59),(205,'Gain awareness about the role of consumption in the circular economy','1',110),(206,'Get insight in what consumers think about alternative forms of consumption','1',111),(207,'Understanding different forms of consumption, and reflect over it in their own context, before being challenged to think in a more circular way','1',112),(224,'Créer un outil open source de filage et/ou de tissage','1',121),(225,'Sensibiliser à la production et aux impacts possibles qu’elle génère','2',121),(226,'Inspirez les élèves avec des activités artisanales','3',121),(232,'Découvrir et pratiquer les réparations','1',125),(233,'Connaître les techniques de conception et de fabrication','2',125),(238,'Comprendre les différentes formes de consommation et y réfléchir dans leur propre contexte, avant d\'être mis au défi de penser de manière plus circulaire','1',127),(240,'Connaître les ONG environnementales et ce qu\'elles font','1',129),(241,'obtenir les bases concernant le comportement durable','1',130),(249,'Connaissances de base sur la fabrication de biomatériaux','1',136),(250,'Apply the analytical skills in a case study','3',21),(251,'Apprendre à organiser un événement à l\'école','1',137),(254,'Prendre conscience du rôle de la consommation dans l’économie circulaire','1',140),(255,'Découvrir et pratiquer les réparations','1',141),(256,'sensibiliser aux procédés de teinture','1',142),(257,'Inspirez les élèves avec des activités artisanales','1',143),(258,'Sensibiliser à la production et aux impacts possibles qu’elle génère','2',143),(259,'Permettre aux étudiants de fabriquer','3',143),(260,'Acquérir une conscience émotionnelle des matériaux','1',144),(261,'Découvrez les étapes de la chaîne de valeur circulaire','1',145),(262,'Apprenez à faire une carte géographique','2',145),(263,'Prendre conscience des réalités locales','3',145),(264,'Apprenez à vous connecter avec les acteurs locaux','4',145),(265,'Apprenez à utiliser le simulateur En-Roads','1',146),(266,'Simuler les politiques et les comportements pour voir le climat futur','1',147),(267,'To understand what circular event looks like','1',148),(268,'To understand biowasate and food waste issue','1',149),(269,'Understand main principles of composting','1',150),(270,'Susipažinti ir suprasti ką veikia nevyriausybinės aplinkosauginės organizacijos','1',151),(271,'To know main environmental issues in Europe','1',152),(272,'To understand the importance of volunteering in environmental NGO','1',153),(273,'Obtenez un aperçu de la façon de concevoir des interventions qui peuvent être modifiées pour aboutir au comportement souhaité de l\'utilisateur.','1',154),(274,' Apprenez les bases de l\'économie circulaire dans un format vidéo de 15 min','1',155),(275,'Comprendre l\'initiative','1',156),(276,' Découvrez de nouveaux outils de conception pour l\'économie circulaire','1',157),(277,' Apprendre le niveau organisationnel','2',157),(278,' Apprendre le compostage','1',158),(279,'Organiser des activités de compostage à l\'école','2',158),(280,'Comprendre la problématique des biodéchets et du gaspillage alimentaire','1',159),(281,'Comprendre les grands principes du compostage','1',160),(282,'comprendre ce qui pèse dans votre empreinte carbone','1',161),(283,'Comprendre ce que font les ONG environnementales','1',162),(284,'Comprendre l’importance du volontariat dans les ONG environnementales','1',163),(285,'Connaître les principaux enjeux environnementaux en Europe','1',164),(286,'Pour comprendre à quoi ressemble un événement circulaire','1',165),(287,'Comprendre comment atténuer le changement climatique','1',166),(288,' Identifier les collaborateurs et les partenaires potentiels','1',167),(289,' Construire un réseau de soutien','2',167),(290,' Relier le contexte éducatif à une situation réelle','3',167),(291,'Réfléchir en faisant','2',142),(292,'Connaître les plantes locales','3',142),(293,'Plongez dans le problème des déchets électroniques et ses solutions','1',168),(294,'Découvrez ce qui entre dans nos gadgets','2',168),(295,'En savoir plus sur le stress dans la chaîne d\'approvisionnement du travail','3',168),(296,'Vivez personnellement le stress d’une chaîne de montage','4',168),(297,'To understand human ecological footprint','1',169),(298,'Create design interventions that would support alternative forms of consumption','2',111),(299,'Créer 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introduction lecture about Design for Sustainable Behaviour','EN','2023-11-11 18:13:01'),(24,1,18,'admin 1 score has saved a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2023-11-11 18:14:46'),(25,1,19,'admin 1 score has saved a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2023-11-11 18:16:28'),(26,1,20,'admin 1 score has saved a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2023-11-11 18:18:12'),(27,1,20,'admin 1 score has published a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the English 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learning block [test] with the French language','Saved','LearningBlocks','test','FR','2023-11-11 18:52:54'),(34,1,24,'admin 1 score has deleted a learning block [test] with the French language','Deleted','LearningBlocks','test','FR','2023-11-11 18:53:13'),(35,1,25,'admin 1 score has saved a learning block [test delete] with the French language','Saved','LearningBlocks','test delete','FR','2023-11-11 18:56:58'),(36,1,25,'admin 1 score has deleted a learning block [test delete] with the French language','Deleted','LearningBlocks','test delete','FR','2023-11-11 18:58:26'),(37,1,23,'admin 1 score has deleted a learning block [MeetECOid cards] with the English language','Deleted','LearningBlocks','MeetECOid cards','EN','2023-11-11 18:59:36'),(38,1,1,'admin 1 score has saved a circular challenge [Test] with the English language','Saved','CircularChallenge','Test','EN','2023-11-13 11:02:35'),(39,1,1,'admin 1 score has edited a circular challenge [Test] with the English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:05:22'),(40,1,1,'admin 1 score has edited a circular challenge [Test] with the English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:06:05'),(41,1,1,'admin 1 score has edited a circular challenge [Test] with the English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:31:51'),(42,1,1,'admin 1 score has edited a circular challenge [Test] with the English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:32:12'),(43,1,26,'admin 1 score has saved a learning block [Sustainability] with the English language','Saved','LearningBlocks','Sustainability','EN','2023-11-13 17:26:38'),(44,1,26,'admin 1 score has published a learning block [Sustainability] with the English language','Publish','LearningBlocks','Sustainability','EN','2023-11-13 17:26:50'),(45,1,27,'admin 1 score has saved a learning block [Sustainability] with the French language','Saved','LearningBlocks','Sustainability','FR','2023-11-13 17:27:37'),(46,1,27,'admin 1 score has deleted a learning block [Sustainability] with the French language','Deleted','LearningBlocks','Sustainability','FR','2023-11-13 17:28:44'),(47,1,1,'admin 1 score has edited a circular challenge [Testddd] with the English language','Edited','CircularChallenge','Testddd','EN','2023-11-13 17:29:00'),(48,1,1,'admin 1 score has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-13 17:34:54'),(49,1,1,'admin 1 score has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-13 17:35:51'),(50,1,1,'admin 1 score has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-13 17:36:40'),(51,6,26,'Mikhail Hamwi has deleted a learning block [Sustainability] with the English language','Deleted','LearningBlocks','Sustainability','EN','2023-11-17 08:25:10'),(52,6,28,'Mikhail Hamwi has saved a learning block [Functional economy] with the English language','Saved','LearningBlocks','Functional economy','EN','2023-11-17 08:58:00'),(53,6,2,'Mikhail Hamwi has saved a circular challenge [Clothing as a service] with the English language','Saved','CircularChallenge','Clothing as a service','EN','2023-11-17 09:28:32'),(54,2,3,'Issam Mejri has saved a circular challenge [Low-Tech] with the English language','Saved','CircularChallenge','Low-Tech','EN','2023-11-18 22:09:37'),(55,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-18 22:11:28'),(56,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 08:21:00'),(57,2,4,'Issam Mejri has saved a circular challenge [From selling to renting?] with the English language','Saved','CircularChallenge','From selling to renting?','EN','2023-11-21 08:33:00'),(58,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 08:40:55'),(59,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 08:53:15'),(60,2,5,'Issam Mejri has saved a circular challenge [Simulating climate solutions] with the English language','Saved','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:01:07'),(61,2,5,'Issam Mejri has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:02:59'),(62,2,5,'Issam Mejri has published a circular challenge [Simulating climate solutions] with the English language','Publish','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:04:59'),(63,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:05:44'),(64,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:06:38'),(65,2,3,'Issam Mejri has published a circular challenge [Low-Tech] with the English language','Publish','CircularChallenge','Low-Tech','EN','2023-11-21 09:07:35'),(66,2,2,'Issam Mejri has published a circular challenge [Clothing as a service] with the English language','Publish','CircularChallenge','Clothing as a service','EN','2023-11-21 09:08:09'),(67,2,4,'Issam Mejri has edited a circular challenge [From selling to renting?] with the English language','Edited','CircularChallenge','From selling to renting?','EN','2023-11-21 09:08:22'),(68,2,4,'Issam Mejri has published a circular challenge [From selling to renting?] with the English language','Publish','CircularChallenge','From selling to renting?','EN','2023-11-21 09:08:46'),(69,2,2,'Issam Mejri has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:11:21'),(70,2,3,'Issam Mejri has saved a circular challenge [Low-Tech] with the English language','Saved','CircularChallenge','Low-Tech','EN','2023-11-21 09:34:20'),(71,2,5,'Issam Mejri has saved a circular challenge [Simulating climate solutions] with the English language','Saved','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:34:39'),(72,2,4,'Issam Mejri has saved a circular challenge [From selling to renting?] with the English language','Saved','CircularChallenge','From selling to renting?','EN','2023-11-21 09:34:58'),(73,6,29,'Mikhail Hamwi has saved a learning block [Textile environmental impact] with the English language','Saved','LearningBlocks','Textile environmental impact','EN','2023-11-21 09:43:25'),(74,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:46:25'),(75,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:48:12'),(76,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:50:03'),(77,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:52:30'),(78,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:53:11'),(79,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:54:04'),(80,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:55:02'),(81,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:59:14'),(82,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 10:01:40'),(83,2,6,'Issam Mejri has saved a circular challenge [Remix The School] with the English language','Saved','CircularChallenge','Remix The School','EN','2023-11-21 10:05:13'),(84,2,6,'Issam Mejri has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-21 10:08:28'),(85,2,6,'Issam Mejri has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-21 10:12:02'),(86,9,7,'Domantas Tracevicius has saved a circular challenge [Participating in local NGO activities] with the English language','Saved','CircularChallenge','Participating in local NGO activities','EN','2023-11-21 12:49:14'),(87,2,6,'Issam Mejri has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-21 13:05:57'),(88,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 11:18:09'),(89,2,3,'Issam Mejri has published a circular challenge [Low-Tech] with the English language','Publish','CircularChallenge','Low-Tech','EN','2023-11-22 11:18:55'),(90,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 11:24:34'),(91,7,30,'Casper Boks has saved a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the English language','Saved','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-11-22 14:20:52'),(92,7,31,'Casper Boks has saved a learning block [MeetECOid card tool] with the English language','Saved','LearningBlocks','MeetECOid card tool','EN','2023-11-22 14:26:35'),(93,7,30,'Casper Boks has edited a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the English language','Edited','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-11-22 14:26:58'),(94,7,32,'Casper Boks has saved a learning block [TED talk: How to design the circular economy] with the English language','Saved','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-22 14:30:20'),(95,7,33,'Casper Boks has saved a learning block [Students open up about eco-anxiety] with the English language','Saved','LearningBlocks','Students open up about eco-anxiety','EN','2023-11-22 14:37:38'),(96,7,34,'Casper Boks has saved a learning block [What is your ecological footprint?] with the English language','Saved','LearningBlocks','What is your ecological footprint?','EN','2023-11-22 14:48:55'),(97,7,33,'Casper Boks has edited a learning block [Students open up about eco-anxiety] with the English language','Edited','LearningBlocks','Students open up about eco-anxiety','EN','2023-11-22 15:27:48'),(98,7,30,'Casper Boks has edited a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the English language','Edited','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-11-22 15:28:18'),(99,7,34,'Casper Boks has edited a learning block [What is your ecological footprint?] with the English language','Edited','LearningBlocks','What is your ecological footprint?','EN','2023-11-22 15:28:36'),(100,7,32,'Casper Boks has edited a learning block [TED talk: How to design the circular economy] with the English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-22 15:28:53'),(101,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:06'),(102,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:22'),(103,2,3,'Issam Mejri has saved a circular challenge [Low-Tech] with the English language','Saved','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:41'),(104,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:58'),(105,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 19:51:45'),(106,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 19:54:31'),(107,2,3,'Issam Mejri has published a circular challenge [Low-Tech] with the English language','Publish','CircularChallenge','Low-Tech','EN','2023-11-22 19:57:20'),(108,2,6,'Issam Mejri has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-23 14:06:49'),(109,7,32,'Casper Boks has edited a learning block [TED talk: How to design the circular economy] with the English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:19:39'),(110,7,34,'Casper Boks has edited a learning block [What is your ecological footprint?] with the English language','Edited','LearningBlocks','What is your ecological footprint?','EN','2023-11-23 14:20:03'),(111,7,32,'Casper Boks has edited a learning block [TED talk: How to design the circular economy] with the English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:20:28'),(112,7,32,'Casper Boks has edited a learning block [TED talk: How to design the circular economy] with the English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:21:28'),(113,2,32,'Issam Mejri has edited a learning block [TED talk: How to design the circular economy] with the English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:22:14'),(114,7,1,'Casper Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-23 15:20:38'),(115,7,17,'Casper Boks has edited a learning block [An introduction lecture about Design for Sustainable Behaviour] with the English language','Edited','LearningBlocks','An introduction lecture about Design for Sustainable Behaviour','EN','2023-11-23 15:41:31'),(116,7,16,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2023-11-23 15:42:04'),(117,7,18,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2023-11-23 15:42:37'),(118,7,19,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2023-11-23 15:43:10'),(119,7,20,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2023-11-23 15:43:36'),(120,4,8,'Marion Real has saved a circular challenge [Wool Challenge] with the English language','Saved','CircularChallenge','Wool Challenge','EN','2023-11-24 09:23:59'),(121,4,9,'Marion Real has saved a circular challenge [Wool Challenge] with the Spanish language','Saved','CircularChallenge','Wool Challenge','ES','2023-11-24 09:23:59'),(122,4,10,'Marion Real has saved a circular challenge [Wool Challenge] with the French language','Saved','CircularChallenge','Wool Challenge','FR','2023-11-24 09:23:59'),(123,4,11,'Marion Real has saved a circular challenge [Wool Challenge] with the Lithuanian language','Saved','CircularChallenge','Wool Challenge','LT','2023-11-24 09:23:59'),(124,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:06:59'),(125,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-24 10:08:03'),(126,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:14:37'),(127,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:15:15'),(128,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:18:46'),(129,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:19:08'),(130,4,35,'Marion Real has saved a learning block [Ecosystem Mapping] with the English language','Saved','LearningBlocks','Ecosystem Mapping','EN','2023-11-24 11:17:54'),(131,4,36,'Marion Real has saved a learning block [Emotions and Materials] with the English language','Saved','LearningBlocks','Emotions and Materials','EN','2023-11-24 11:34:57'),(132,4,36,'Marion Real has edited a learning block [Experiencing Materials] with the English language','Edited','LearningBlocks','Experiencing Materials','EN','2023-11-24 11:35:32'),(133,4,37,'Marion Real has saved a learning block [Create an open source tool for spinning and/or weaving] with the English language','Saved','LearningBlocks','Create an open source tool for spinning and/or weaving','EN','2023-11-24 14:32:48'),(134,4,37,'Marion Real has edited a learning block [Create an open source tool for spinning and/or weaving] with the English language','Edited','LearningBlocks','Create an open source tool for spinning and/or weaving','EN','2023-11-24 14:43:06'),(135,4,38,'Marion Real has saved a learning block [Wool Colouring] with the English language','Saved','LearningBlocks','Wool Colouring','EN','2023-11-24 15:10:23'),(136,4,39,'Marion Real has saved a learning block [Reflect on Circular Challenges] with the English language','Saved','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-24 16:16:43'),(137,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 17:11:15'),(138,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 17:39:22'),(139,4,35,'Marion Real has edited a learning block [Ecosystem Mapping] with the English language','Edited','LearningBlocks','Ecosystem Mapping','EN','2023-11-24 17:40:55'),(140,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-24 17:42:04'),(141,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2023-11-26 19:34:41'),(142,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2023-11-26 19:39:05'),(143,3,40,'Julia Leirado has saved a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the English language','Saved','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2023-11-27 15:53:29'),(144,3,3,'Julia Leirado has published a learning block [Understanding the food waste problem] with the English language','Publish','LearningBlocks','Understanding the food waste problem','EN','2023-11-27 15:54:58'),(145,3,40,'Julia Leirado has published a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the English language','Publish','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2023-11-27 15:55:32'),(146,3,6,'Julia Leirado has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-27 15:56:07'),(147,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:07:24'),(148,3,6,'Julia Leirado has published a circular challenge [Remix The School] with the English language','Publish','CircularChallenge','Remix The School','EN','2023-11-27 16:19:36'),(149,3,1,'Julia Leirado has saved a learning block [Building communities of practice] with the English language','Saved','LearningBlocks','Building communities of practice','EN','2023-11-27 16:25:50'),(150,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:26:06'),(151,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:31:57'),(152,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:33:37'),(153,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:35:21'),(154,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:36:03'),(155,3,1,'Julia Leirado has published a learning block [Building communities of practice] with the English language','Publish','LearningBlocks','Building communities of practice','EN','2023-11-27 17:14:46'),(156,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 17:15:15'),(157,3,1,'Julia Leirado has published a learning block [Building communities of practice] with the English language','Publish','LearningBlocks','Building communities of practice','EN','2023-11-27 17:15:32'),(158,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-27 22:57:34'),(159,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-28 08:36:22'),(160,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:44:08'),(161,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:44:58'),(162,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:45:23'),(163,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:45:47'),(164,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 09:13:33'),(165,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2023-11-28 14:59:57'),(166,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2023-11-28 15:18:43'),(167,3,6,'Julia Leirado has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-28 15:20:19'),(168,3,41,'Julia Leirado has saved a learning block [Making a biomaterial sample book] with the English language','Saved','LearningBlocks','Making a biomaterial sample book','EN','2023-11-28 15:32:41'),(169,3,6,'Julia Leirado has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-11-28 15:33:45'),(170,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-28 18:36:02'),(171,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-29 10:52:38'),(176,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-30 22:04:40'),(177,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-30 22:06:32'),(178,2,3,'Issam Mejri has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-30 22:07:15'),(179,4,42,'Marion Real has saved a learning block [Professeurs en transitions] with the French language','Saved','LearningBlocks','Professeurs en transitions','FR','2023-12-04 17:11:09'),(180,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-04 17:51:30'),(181,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2023-12-04 18:01:27'),(182,9,14,'Domantas Tracevicius has saved a circular challenge [School composting] with the English language','Saved','CircularChallenge','School composting','EN','2023-12-04 18:17:56'),(183,9,15,'Domantas Tracevicius has saved a circular challenge [Circular event] with the English language','Saved','CircularChallenge','Circular event','EN','2023-12-04 18:28:58'),(184,9,15,'Domantas Tracevicius has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2023-12-04 18:30:56'),(185,9,16,'Domantas Tracevicius has saved a circular challenge [Personal footprint desing] with the English language','Saved','CircularChallenge','Personal footprint desing','EN','2023-12-04 18:36:02'),(186,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-12-05 09:28:56'),(187,4,43,'Marion Real has saved a learning block [Visible Mending: repair and customize your fabric] with the English language','Saved','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2023-12-05 09:52:11'),(188,4,8,'Marion Real has edited a circular challenge [Wool Challenge] with the English language','Edited','CircularChallenge','Wool Challenge','EN','2023-12-05 09:53:23'),(189,3,6,'Julia Leirado has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-12-05 10:27:20'),(190,3,6,'Julia Leirado has edited a circular challenge [Remix The School] with the English language','Edited','CircularChallenge','Remix The School','EN','2023-12-05 10:27:40'),(191,1,1,'Support Ipag has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2023-12-05 12:56:53'),(192,6,17,'Mikhail Hamwi has saved a circular challenge [Local Money] with the English language','Saved','CircularChallenge','Local Money','EN','2023-12-07 14:57:01'),(193,6,17,'Mikhail Hamwi has edited a circular challenge [Local Money] with the English language','Edited','CircularChallenge','Local Money','EN','2023-12-07 14:57:38'),(194,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 12:42:01'),(195,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 12:45:29'),(196,9,44,'Domantas Tracevicius has saved a learning block [Mitigation of climate change (VIDEO)] with the English language','Saved','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2023-12-09 13:10:13'),(197,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 13:11:11'),(198,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 13:13:38'),(199,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 13:15:52'),(200,9,45,'Domantas Tracevicius has saved a learning block [En-Roads simulator introduction (Video)] with the English language','Saved','LearningBlocks','En-Roads simulator introduction (Video)','EN','2023-12-09 13:17:51'),(201,9,44,'Domantas Tracevicius has edited a learning block [Mitigation of climate change (VIDEO)] with the English language','Edited','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2023-12-09 13:22:51'),(202,6,17,'Mikhail Hamwi has edited a circular challenge [Local Money] with the English language','Edited','CircularChallenge','Local Money','EN','2023-12-15 09:55:07'),(203,4,17,'Marion Real has edited a circular challenge [Local Money] with the English language','Edited','CircularChallenge','Local Money','EN','2023-12-15 09:57:53'),(204,4,46,'Marion Real has saved a learning block [Design your circular transition] with the English language','Saved','LearningBlocks','Design your circular transition','EN','2023-12-15 11:20:15'),(205,4,46,'Marion Real has edited a learning block [Design your circular transition] with the English language','Edited','LearningBlocks','Design your circular transition','EN','2023-12-15 11:21:02'),(206,6,47,'Mikhail Hamwi has saved a learning block [Impact environnemental du textile] with the French language','Saved','LearningBlocks','Impact environnemental du textile','FR','2023-12-18 15:35:00'),(207,9,48,'Domantas Tracevicius has saved a learning block [Intro to environmental NGO organizations] with the English language','Saved','LearningBlocks','Intro to environmental NGO organizations','EN','2023-12-19 09:27:26'),(208,9,48,'Domantas Tracevicius has published a learning block [Intro to environmental NGO organizations] with the English language','Publish','LearningBlocks','Intro to environmental NGO organizations','EN','2023-12-19 09:27:45'),(209,9,49,'Domantas Tracevicius has saved a learning block [Guide to starting a composting program in school] with the English language','Saved','LearningBlocks','Guide to starting a composting program in school','EN','2023-12-19 09:41:12'),(210,3,6,'Julia Leirado has saved a circular challenge [Remix The School] with the English language','Saved','CircularChallenge','Remix The School','EN','2023-12-19 10:08:14'),(211,7,1,'Casper Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-12-19 10:10:31'),(212,4,43,'Marion Real has edited a learning block [Visible Mending: repair and customize your fabric] with the English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2023-12-19 10:12:09'),(213,4,43,'Marion Real has edited a learning block [Visible Mending: repair and customize your fabric] with the English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2023-12-19 10:16:06'),(214,7,30,'Casper Boks has published a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the English language','Publish','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-12-19 10:27:22'),(215,7,33,'Casper Boks has published a learning block [Students open up about eco-anxiety] with the English language','Publish','LearningBlocks','Students open up about eco-anxiety','EN','2023-12-19 10:27:53'),(216,7,32,'Casper Boks has published a learning block [TED talk: How to design the circular economy] with the English language','Publish','LearningBlocks','TED talk: How to design the circular economy','EN','2023-12-19 10:28:12'),(217,7,31,'Casper Boks has published a learning block [MeetECOid card tool] with the English language','Publish','LearningBlocks','MeetECOid card tool','EN','2023-12-19 10:28:36'),(218,7,16,'Casper Boks has edited a circular challenge [Personal footprint design] with the English language','Edited','CircularChallenge','Personal footprint design','EN','2023-12-19 10:30:49'),(219,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-12-19 10:40:50'),(220,4,9,'Marion Real has deleted a learning block [Introduction to Material flows and ecologies] with the English language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','EN','2023-12-19 10:41:30'),(221,4,13,'Marion Real has deleted a learning block [Introduction to People and Society] with the English language','Deleted','LearningBlocks','Introduction to People and Society','EN','2023-12-19 10:41:37'),(222,4,15,'Marion Real has deleted a learning block [Introduction to Economy and Policies] with the English language','Deleted','LearningBlocks','Introduction to Economy and Policies','EN','2023-12-19 10:41:47'),(223,4,10,'Marion Real has deleted a learning block [Introduction to Material flows and ecologies] with the Spanish language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','ES','2023-12-19 10:42:05'),(224,4,11,'Marion Real has deleted a learning block [Introduction to Material flows and ecologies] with the French language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','FR','2023-12-19 10:42:14'),(225,4,12,'Marion Real has deleted a learning block [Introduction to Material flows and ecologies] with the Lithuanian language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','LT','2023-12-19 10:42:26'),(226,4,14,'Marion Real has deleted a learning block [Introduction to products and technologies] with the English language','Deleted','LearningBlocks','Introduction to products and technologies','EN','2023-12-19 10:42:33'),(227,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-12-19 10:45:34'),(228,6,50,'Mikhail Hamwi has saved a learning block [Durabilité] with the French language','Saved','LearningBlocks','Durabilité','FR','2023-12-19 10:48:51'),(229,6,51,'Mikhail Hamwi has saved a learning block [Modèle économique] with the French language','Saved','LearningBlocks','Modèle économique','FR','2023-12-19 11:53:24'),(230,6,52,'Mikhail Hamwi has saved a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Saved','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2023-12-19 13:13:17'),(231,6,53,'Mikhail Hamwi has saved a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2023-12-19 13:26:47'),(232,6,54,'Mikhail Hamwi has saved a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Saved','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2023-12-19 13:41:02'),(233,6,55,'Mikhail Hamwi has saved a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2023-12-19 13:53:43'),(234,6,47,'Mikhail Hamwi has published a learning block [Impact environnemental du textile] with the French language','Publish','LearningBlocks','Impact environnemental du textile','FR','2023-12-20 10:43:48'),(235,6,55,'Mikhail Hamwi has published a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the French language','Publish','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2023-12-20 10:44:23'),(236,6,54,'Mikhail Hamwi has published a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Publish','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2023-12-20 10:44:55'),(237,6,53,'Mikhail Hamwi has published a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Publish','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2023-12-20 10:45:16'),(238,6,18,'Mikhail Hamwi has saved a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Saved','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2023-12-20 10:59:40'),(239,6,52,'Mikhail Hamwi has published a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Publish','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2023-12-20 11:00:27'),(240,6,18,'Mikhail Hamwi has published a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Publish','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2023-12-20 11:01:03'),(241,6,19,'Mikhail Hamwi has saved a circular challenge [Les vêtements en tant que service] with the French language','Saved','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 12:04:49'),(242,6,56,'Mikhail Hamwi has saved a learning block [Créer des communautés de pratique] with the French language','Saved','LearningBlocks','Créer des communautés de pratique','FR','2023-12-21 12:22:21'),(243,6,57,'Mikhail Hamwi has saved a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Saved','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2023-12-21 12:49:59'),(244,5,17,'Cynthia Lamothe has edited a circular challenge [Monnaies locales] with the English language','Edited','CircularChallenge','Monnaies locales','EN','2023-12-21 13:29:57'),(245,5,17,'Cynthia Lamothe has edited a circular challenge [Monnaies locales] with the English language','Edited','CircularChallenge','Monnaies locales','EN','2023-12-21 13:34:18'),(246,6,58,'Mikhail Hamwi has saved a learning block [Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?] with the French language','Saved','LearningBlocks','Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?','FR','2023-12-21 13:35:51'),(247,6,59,'Mikhail Hamwi has saved a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the French language','Saved','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2023-12-21 13:41:38'),(248,6,60,'Mikhail Hamwi has saved a learning block [Réflexion sur les défis circulaires] with the French language','Saved','LearningBlocks','Réflexion sur les défis circulaires','FR','2023-12-21 16:53:53'),(249,6,61,'Mikhail Hamwi has saved a learning block [Économie fonctionnelle] with the French language','Saved','LearningBlocks','Économie fonctionnelle','FR','2023-12-21 17:08:21'),(250,6,62,'Mikhail Hamwi has saved a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the French language','Saved','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2023-12-21 17:12:59'),(251,6,20,'Mikhail Hamwi has saved a circular challenge [Remixer l\'école] with the French language','Saved','CircularChallenge','Remixer l\'école','FR','2023-12-21 17:21:35'),(252,6,21,'Mikhail Hamwi has saved a circular challenge [Participer aux activités des ONG locales] with the French language','Saved','CircularChallenge','Participer aux activités des ONG locales','FR','2023-12-21 17:31:09'),(253,6,22,'Mikhail Hamwi has saved a circular challenge [Le compostage à l\'école] with the French language','Saved','CircularChallenge','Le compostage à l\'école','FR','2023-12-21 17:39:13'),(254,6,23,'Mikhail Hamwi has saved a circular challenge [Low-Tech] with the French language','Saved','CircularChallenge','Low-Tech','FR','2023-12-21 17:45:07'),(255,6,56,'Mikhail Hamwi has published a learning block [Créer des communautés de pratique] with the French language','Publish','LearningBlocks','Créer des communautés de pratique','FR','2023-12-21 17:47:24'),(256,6,57,'Mikhail Hamwi has published a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Publish','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2023-12-21 17:48:02'),(257,6,58,'Mikhail Hamwi has published a learning block [Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?] with the French language','Publish','LearningBlocks','Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?','FR','2023-12-21 17:49:25'),(258,6,59,'Mikhail Hamwi has published a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the French language','Publish','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2023-12-21 17:49:49'),(259,6,60,'Mikhail Hamwi has published a learning block [Réflexion sur les défis circulaires] with the French language','Publish','LearningBlocks','Réflexion sur les défis circulaires','FR','2023-12-21 17:50:17'),(260,6,61,'Mikhail Hamwi has published a learning block [Économie fonctionnelle] with the French language','Publish','LearningBlocks','Économie fonctionnelle','FR','2023-12-21 17:52:08'),(261,6,62,'Mikhail Hamwi has published a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the French language','Publish','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2023-12-21 17:52:37'),(262,6,50,'Mikhail Hamwi has edited a learning block [Durabilité] with the French language','Edited','LearningBlocks','Durabilité','FR','2023-12-21 17:53:54'),(263,6,50,'Mikhail Hamwi has edited a learning block [Durabilité] with the French language','Edited','LearningBlocks','Durabilité','FR','2023-12-21 17:55:18'),(264,6,50,'Mikhail Hamwi has published a learning block [Durabilité] with the French language','Publish','LearningBlocks','Durabilité','FR','2023-12-21 17:56:09'),(265,6,51,'Mikhail Hamwi has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2023-12-21 18:01:44'),(266,6,51,'Mikhail Hamwi has published a learning block [Modèle économique] with the French language','Publish','LearningBlocks','Modèle économique','FR','2023-12-21 18:02:24'),(267,6,19,'Mikhail Hamwi has edited a circular challenge [Les vêtements en tant que service] with the French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 18:42:24'),(268,6,19,'Mikhail Hamwi has edited a circular challenge [Les vêtements en tant que service] with the French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 18:45:09'),(269,6,19,'Mikhail Hamwi has published a circular challenge [Les vêtements en tant que service] with the French language','Publish','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 18:45:52'),(270,6,20,'Mikhail Hamwi has published a circular challenge [Remixer l\'école] with the French language','Publish','CircularChallenge','Remixer l\'école','FR','2023-12-21 18:46:24'),(271,6,21,'Mikhail Hamwi has published a circular challenge [Participer aux activités des ONG locales] with the French language','Publish','CircularChallenge','Participer aux activités des ONG locales','FR','2023-12-21 18:46:48'),(272,6,22,'Mikhail Hamwi has published a circular challenge [Le compostage à l\'école] with the French language','Publish','CircularChallenge','Le compostage à l\'école','FR','2023-12-21 18:47:19'),(273,6,23,'Mikhail Hamwi has published a circular challenge [Low-Tech] with the French language','Publish','CircularChallenge','Low-Tech','FR','2023-12-21 18:47:41'),(274,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2023-12-22 08:23:48'),(275,6,22,'Mikhail Hamwi has edited a learning block [Sustainability] with the English language','Edited','LearningBlocks','Sustainability','EN','2023-12-22 10:44:53'),(276,6,22,'Mikhail Hamwi has edited a learning block [Sustainability] with the English language','Edited','LearningBlocks','Sustainability','EN','2023-12-22 10:55:01'),(277,9,63,'Domantas Tracevicius has saved a learning block [CO2 footprint calculator] with the English language','Saved','LearningBlocks','CO2 footprint calculator','EN','2023-12-27 13:18:24'),(278,9,64,'Domantas Tracevicius has saved a learning block [EN-roads climate simulator] with the English language','Saved','LearningBlocks','EN-roads climate simulator','EN','2023-12-27 13:22:35'),(279,9,65,'Domantas Tracevicius has saved a learning block [School event planing] with the English language','Saved','LearningBlocks','School event planing','EN','2023-12-27 13:55:30'),(280,9,66,'Domantas Tracevicius has saved a learning block [Circular event] with the English language','Saved','LearningBlocks','Circular event','EN','2023-12-27 14:12:18'),(281,9,8,'Domantas Tracevicius has edited a learning block [Apie Žiedinius iššūkius] with the Lithuanian language','Edited','LearningBlocks','Apie Žiedinius iššūkius','LT','2023-12-27 14:51:42'),(282,9,8,'Domantas Tracevicius has edited a learning block [Apie Žiedinius iššūkius] with the Lithuanian language','Edited','LearningBlocks','Apie Žiedinius iššūkius','LT','2023-12-27 14:52:45'),(283,9,67,'Domantas Tracevicius has saved a learning block [Praktikos bendruomenių kūrimas] with the Lithuanian language','Saved','LearningBlocks','Praktikos bendruomenių kūrimas','LT','2023-12-27 15:26:00'),(284,9,68,'Domantas Tracevicius has saved a learning block [Maisto atliekų problemos supratimas] with the Lithuanian language','Saved','LearningBlocks','Maisto atliekų problemos supratimas','LT','2023-12-27 15:55:26'),(285,9,69,'Domantas Tracevicius has saved a learning block [Verslo modeliai] with the Lithuanian language','Saved','LearningBlocks','Verslo modeliai','LT','2023-12-28 11:36:08'),(286,9,69,'Domantas Tracevicius has edited a learning block [Verslo modeliai] with the Lithuanian language','Edited','LearningBlocks','Verslo modeliai','LT','2023-12-28 11:40:56'),(287,9,70,'Domantas Tracevicius has saved a learning block [Tvarumas] with the Lithuanian language','Saved','LearningBlocks','Tvarumas','LT','2023-12-28 12:02:44'),(288,9,71,'Domantas Tracevicius has saved a learning block [Tekstilės poveikis aplinkai] with the Lithuanian language','Saved','LearningBlocks','Tekstilės poveikis aplinkai','LT','2023-12-28 12:49:39'),(289,9,72,'Domantas Tracevicius has saved a learning block [Žiedinis renginys] with the Lithuanian language','Saved','LearningBlocks','Žiedinis renginys','LT','2023-12-28 13:19:51'),(290,9,73,'Domantas Tracevicius has saved a learning block [Renginio planavimas mokykloje] with the Lithuanian language','Saved','LearningBlocks','Renginio planavimas mokykloje','LT','2023-12-28 13:39:39'),(291,9,73,'Domantas Tracevicius has edited a learning block [Renginio planavimas mokykloje] with the Lithuanian language','Edited','LearningBlocks','Renginio planavimas mokykloje','LT','2023-12-28 13:40:29'),(292,9,74,'Domantas Tracevicius has saved a learning block [EN-roads klimato simuliatorius] with the Lithuanian language','Saved','LearningBlocks','EN-roads klimato simuliatorius','LT','2023-12-28 13:45:00'),(293,9,75,'Domantas Tracevicius has saved a learning block [Klimato kaitos stabdymas ir švelninimas (video)] with the Lithuanian language','Saved','LearningBlocks','Klimato kaitos stabdymas ir švelninimas (video)','LT','2023-12-28 13:54:44'),(294,9,76,'Domantas Tracevicius has saved a learning block [En-Roads simuliatoriaus pristatymas] with the Lithuanian language','Saved','LearningBlocks','En-Roads simuliatoriaus pristatymas','LT','2023-12-28 13:58:05'),(295,9,77,'Domantas Tracevicius has saved a learning block [Informacija apie aplinkosaugines NVO] with the Lithuanian language','Saved','LearningBlocks','Informacija apie aplinkosaugines NVO','LT','2023-12-28 14:29:56'),(296,9,78,'Domantas Tracevicius has saved a learning block [Kompostavimas mokykloje] with the Lithuanian language','Saved','LearningBlocks','Kompostavimas mokykloje','LT','2023-12-28 14:37:48'),(297,9,79,'Domantas Tracevicius has saved a learning block [Aplinkosauginio pėdsako skaičiuoklė] with the Lithuanian language','Saved','LearningBlocks','Aplinkosauginio pėdsako skaičiuoklė','LT','2023-12-28 14:44:33'),(298,9,14,'Domantas Tracevicius has edited a circular challenge [School composting] with the English language','Edited','CircularChallenge','School composting','EN','2024-01-01 13:36:08'),(299,9,24,'Domantas Tracevicius has saved a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Saved','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:15:08'),(300,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:16:36'),(301,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:23:37'),(302,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:27:56'),(303,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:43:37'),(304,9,80,'Domantas Tracevicius has saved a learning block [Kompostavimo pradmenys] with the Lithuanian language','Saved','LearningBlocks','Kompostavimo pradmenys','LT','2024-01-01 14:49:48'),(305,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:53:17'),(306,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 15:00:00'),(307,9,24,'Domantas Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 15:02:19'),(308,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 08:55:08'),(309,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 08:56:09'),(310,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 08:58:14'),(311,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 09:02:49'),(312,4,80,'Marion Real has edited a learning block [Kompostavimo pradmenys] with the Lithuanian language','Edited','LearningBlocks','Kompostavimo pradmenys','LT','2024-01-02 10:11:48'),(313,4,80,'Marion Real has edited a learning block [Kompostavimo pradmenys] with the Lithuanian language','Edited','LearningBlocks','Kompostavimo pradmenys','LT','2024-01-02 10:13:02'),(314,9,25,'Domantas Tracevicius has saved a circular challenge [TEST-challenge] with the Lithuanian language','Saved','CircularChallenge','TEST-challenge','LT','2024-01-02 11:45:09'),(315,9,25,'Domantas Tracevicius has edited a circular challenge [TEST-challenge] with the Lithuanian language','Edited','CircularChallenge','TEST-challenge','LT','2024-01-02 11:46:39'),(316,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:51:07'),(317,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:52:12'),(318,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:53:56'),(319,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:59:47'),(320,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 12:01:30'),(321,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 12:31:00'),(322,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 12:36:55'),(323,9,78,'Domantas Tracevicius has edited a learning block [Kompostavimas mokykloje] with the Lithuanian language','Edited','LearningBlocks','Kompostavimas mokykloje','LT','2024-01-02 13:13:04'),(324,9,26,'Domantas Tracevicius has saved a circular challenge [NVO veikla] with the Lithuanian language','Saved','CircularChallenge','NVO veikla','LT','2024-01-02 14:09:49'),(325,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 14:27:02'),(326,9,27,'Domantas Tracevicius has saved a circular challenge [Klimato sprendimų modu] with the Lithuanian language','Saved','CircularChallenge','Klimato sprendimų modu','LT','2024-01-02 14:28:33'),(327,9,28,'Domantas Tracevicius has saved a circular challenge [Asmeninis pėdsakas] with the Lithuanian language','Saved','CircularChallenge','Asmeninis pėdsakas','LT','2024-01-02 14:46:43'),(328,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 14:53:15'),(329,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 14:55:57'),(330,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 15:04:21'),(331,9,81,'Domantas Tracevicius has saved a learning block [Aplinkosauginis poveikis] with the Lithuanian language','Saved','LearningBlocks','Aplinkosauginis poveikis','LT','2024-01-02 15:09:18'),(332,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:27:35'),(333,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:30:04'),(334,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:47:21'),(335,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:47:57'),(336,9,81,'Domantas Tracevicius has edited a learning block [Aplinkosauginis poveikis] with the Lithuanian language','Edited','LearningBlocks','Aplinkosauginis poveikis','LT','2024-01-02 19:41:00'),(337,9,28,'Domantas Tracevicius has edited a circular challenge [Asmeninis pėdsakas] with the Lithuanian language','Edited','CircularChallenge','Asmeninis pėdsakas','LT','2024-01-02 19:42:30'),(338,9,81,'Domantas Tracevicius has edited a learning block [Poveikis aplinkai] with the Lithuanian language','Edited','LearningBlocks','Poveikis aplinkai','LT','2024-01-02 19:43:27'),(339,9,28,'Domantas Tracevicius has edited a circular challenge [Asmeninis pėdsakas] with the Lithuanian language','Edited','CircularChallenge','Asmeninis pėdsakas','LT','2024-01-02 19:44:18'),(340,9,29,'Domantas Tracevicius has saved a circular challenge [Žiedinis renginys] with the Lithuanian language','Saved','CircularChallenge','Žiedinis renginys','LT','2024-01-02 20:01:29'),(341,1,4,'Support Ipag has edited a circular challenge [From selling to renting?] with the English language','Edited','CircularChallenge','From selling to renting?','EN','2024-01-08 12:10:03'),(342,1,4,'Support Ipag has edited a circular challenge [From selling to renting?] with the English language','Edited','CircularChallenge','From selling to renting?','EN','2024-01-08 12:10:25'),(343,3,3,'Julia Leirado has edited a learning block [Understanding the food waste problem] with the English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 15:43:49'),(344,3,3,'Julia Leirado has edited a learning block [Understanding the food waste problem] with the English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 15:50:49'),(345,3,3,'Julia Leirado has edited a learning block [Understanding the food waste problem] with the English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 15:56:18'),(346,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:13:32'),(347,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:15:02'),(348,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:23:50'),(349,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:40:31'),(350,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:47:46'),(351,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:48:42'),(352,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:50:41'),(353,1,1,'Support Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:55:01'),(354,3,3,'Julia Leirado has edited a learning block [Understanding the food waste problem] with the English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 17:20:12'),(355,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2024-01-08 17:50:41'),(356,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2024-01-08 18:12:55'),(357,1,7,'Support Ipag has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-09 00:57:09'),(358,1,7,'Support Ipag has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-09 00:57:44'),(359,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-01-09 11:51:29'),(360,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-01-09 11:59:01'),(361,4,82,'Marion Real has saved a learning block [Economia Circular - introducción y enlaces claves] with the Spanish language','Saved','LearningBlocks','Economia Circular - introducción y enlaces claves','ES','2024-01-14 18:47:06'),(362,4,82,'Marion Real has edited a learning block [Economia Circular - introducción y enlaces claves] with the Spanish language','Edited','LearningBlocks','Economia Circular - introducción y enlaces claves','ES','2024-01-14 18:48:04'),(363,4,82,'Marion Real has edited a learning block [Economia Circular - introducción y enlaces claves] with the Spanish language','Edited','LearningBlocks','Economia Circular - introducción y enlaces claves','ES','2024-01-14 18:48:32'),(364,6,83,'Mikhail Hamwi has saved a learning block [Monnaie Locale] with the French language','Saved','LearningBlocks','Monnaie Locale','FR','2024-01-15 14:05:45'),(365,6,83,'Mikhail Hamwi has edited a learning block [Monnaie Locale] with the French language','Edited','LearningBlocks','Monnaie Locale','FR','2024-01-15 14:07:28'),(366,6,83,'Mikhail Hamwi has edited a learning block [Monnaie Locale] with the French language','Edited','LearningBlocks','Monnaie Locale','FR','2024-01-15 14:16:05'),(367,6,17,'Mikhail Hamwi has edited a circular challenge [Monnaies locales] with the English language','Edited','CircularChallenge','Monnaies locales','EN','2024-01-15 14:29:39'),(368,6,84,'Mikhail Hamwi has saved a learning block [Local currency ] with the English language','Saved','LearningBlocks','Local currency ','EN','2024-01-15 14:37:57'),(369,6,84,'Mikhail Hamwi has edited a learning block [Local currency ] with the English language','Edited','LearningBlocks','Local currency ','EN','2024-01-15 14:39:15'),(370,6,17,'Mikhail Hamwi has edited a circular challenge [Local Currency] with the English language','Edited','CircularChallenge','Local Currency','EN','2024-01-15 16:02:49'),(371,6,17,'Mikhail Hamwi has edited a circular challenge [Local Currency] with the English language','Edited','CircularChallenge','Local Currency','EN','2024-01-15 16:04:53'),(372,4,30,'Marion Real has saved a circular challenge [] with the Spanish language','Saved','CircularChallenge','','ES','2024-01-23 10:26:54'),(373,4,30,'Marion Real has edited a circular challenge [LOW-TECH] with the Spanish language','Edited','CircularChallenge','LOW-TECH','ES','2024-01-23 10:28:10'),(374,4,30,'Marion Real has published a circular challenge [LOW-TECH] with the Spanish language','Publish','CircularChallenge','LOW-TECH','ES','2024-01-23 10:29:42'),(375,4,9,'Marion Real has deleted a circular challenge [Wool Challenge] with the Spanish language','Deleted','CircularChallenge','Wool Challenge','ES','2024-01-23 10:36:04'),(376,4,6,'Marion Real has edited a learning block [Sobre los desafíos circulares] with the Spanish language','Edited','LearningBlocks','Sobre los desafíos circulares','ES','2024-01-23 16:45:58'),(377,4,31,'Marion Real has saved a circular challenge [Hacia comportamientos sostenibles] with the Spanish language','Saved','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 17:00:30'),(378,4,31,'Marion Real has edited a circular challenge [Hacia comportamientos sostenibles] with the Spanish language','Edited','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 17:02:03'),(379,4,31,'Marion Real has edited a circular challenge [Hacia comportamientos sostenibles] with the Spanish language','Edited','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 17:02:40'),(380,4,30,'Marion Real has edited a circular challenge [Experimentar con los LOW-TECH] with the Spanish language','Edited','CircularChallenge','Experimentar con los LOW-TECH','ES','2024-01-23 17:34:20'),(381,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:35:35'),(382,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:49:59'),(383,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:52:12'),(384,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:57:48'),(385,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:58:42'),(386,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 18:54:46'),(387,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 18:55:38'),(388,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 18:57:17'),(389,4,31,'Marion Real has published a circular challenge [Hacia comportamientos sostenibles] with the Spanish language','Publish','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 19:01:56'),(390,4,32,'Marion Real has saved a circular challenge [Las monedades locales ] with the Spanish language','Saved','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:07:58'),(391,4,32,'Marion Real has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:09:24'),(392,4,32,'Marion Real has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:10:14'),(393,4,32,'Marion Real has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:28:45'),(394,4,32,'Marion Real has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:33:59'),(395,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 20:43:20'),(396,6,85,'Mikhail Hamwi has saved a learning block [Low-tech] with the French language','Saved','LearningBlocks','Low-tech','FR','2024-01-30 09:19:23'),(397,6,3,'Mikhail Hamwi has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2024-01-30 10:09:13'),(398,6,23,'Mikhail Hamwi has edited a circular challenge [Low-Tech] with the French language','Edited','CircularChallenge','Low-Tech','FR','2024-01-30 10:16:59'),(399,6,85,'Mikhail Hamwi has edited a learning block [Low-tech] with the French language','Edited','LearningBlocks','Low-tech','FR','2024-01-30 10:19:16'),(400,6,3,'Mikhail Hamwi has edited a circular challenge [Low-Tech] with the English language','Edited','CircularChallenge','Low-Tech','EN','2024-01-30 10:21:02'),(401,4,31,'Marion Real has deleted a circular challenge [Hacia comportamientos sostenibles] with the Spanish language','Deleted','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-31 07:34:49'),(402,4,86,'Marion Real has saved a learning block [Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha] with the Spanish language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','ES','2024-01-31 08:48:58'),(403,4,87,'Marion Real has saved a learning block [Una conferencia introductoria sobre el Diseño para un Comportamiento Sostenible] with the Spanish language','Saved','LearningBlocks','Una conferencia introductoria sobre el Diseño para un Comportamiento Sostenible','ES','2024-01-31 09:00:46'),(404,4,88,'Marion Real has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar] with the Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','ES','2024-01-31 10:50:51'),(405,4,89,'Marion Real has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo] with the Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','ES','2024-01-31 10:56:41'),(406,4,90,'Marion Real has saved a learning block [Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar] with the Spanish language','Saved','LearningBlocks','Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar','ES','2024-01-31 11:02:16'),(407,4,33,'Marion Real has saved a circular challenge [Reto del Diseño para un Comportamiento Sostenible] with the Spanish language','Saved','CircularChallenge','Reto del Diseño para un Comportamiento Sostenible','ES','2024-01-31 11:10:21'),(408,4,34,'Marion Real has saved a circular challenge [Las pequeñas manufacturas de lana ] with the English language','Saved','CircularChallenge','Las pequeñas manufacturas de lana ','EN','2024-01-31 12:47:49'),(409,4,35,'Marion Real has saved a circular challenge [] with the Spanish language','Saved','CircularChallenge','','ES','2024-01-31 12:49:20'),(410,4,34,'Marion Real has deleted a circular challenge [Las pequeñas manufacturas de lana ] with the English language','Deleted','CircularChallenge','Las pequeñas manufacturas de lana ','EN','2024-01-31 12:49:46'),(411,4,35,'Marion Real has deleted a circular challenge [] with the Spanish language','Deleted','CircularChallenge','','ES','2024-01-31 12:50:57'),(412,4,91,'Marion Real has saved a learning block [Mapeo de los ecosistemas ] with the Spanish language','Saved','LearningBlocks','Mapeo de los ecosistemas ','ES','2024-01-31 13:24:30'),(413,4,92,'Marion Real has saved a learning block [Explorar los materiales] with the Spanish language','Saved','LearningBlocks','Explorar los materiales','ES','2024-01-31 13:31:20'),(414,4,93,'Marion Real has saved a learning block [Crear una herramienta de código abierto para hilar y/o tejer] with the Spanish language','Saved','LearningBlocks','Crear una herramienta de código abierto para hilar y/o tejer','ES','2024-01-31 13:34:23'),(415,4,94,'Marion Real has saved a learning block [Coloración de la lana] with the Spanish language','Saved','LearningBlocks','Coloración de la lana','ES','2024-01-31 13:38:19'),(416,4,43,'Marion Real has edited a learning block [Visible Mending: repair and customize your fabric] with the English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2024-01-31 13:42:43'),(417,4,95,'Marion Real has saved a learning block [Visible Mending: repara y personaliza tu tejido] with the Spanish language','Saved','LearningBlocks','Visible Mending: repara y personaliza tu tejido','ES','2024-01-31 13:47:22'),(418,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-01-31 13:49:35'),(419,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-01-31 13:51:31'),(420,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-01-31 13:52:24'),(421,4,96,'Marion Real has saved a learning block [Reflexionar sobre los retos circulares] with the Spanish language','Saved','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-01-31 13:56:43'),(422,4,36,'Marion Real has saved a circular challenge [WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana] with the Spanish language','Saved','CircularChallenge','WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana','ES','2024-01-31 14:05:33'),(423,4,30,'Marion Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-31 14:14:29'),(424,3,2,'Julia Leirado has edited a learning block [Crear comunidades de prácticas] with the Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:32:04'),(425,3,2,'Julia Leirado has edited a learning block [Crear comunidades de prácticas] with the Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:33:43'),(426,3,4,'Julia Leirado has edited a learning block [Understanding the food waste problem] with the Spanish language','Edited','LearningBlocks','Understanding the food waste problem','ES','2024-01-31 14:34:35'),(427,3,2,'Julia Leirado has edited a learning block [Crear comunidades de prácticas] with the Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:37:11'),(428,3,2,'Julia Leirado has edited a learning block [Crear comunidades de prácticas] with the Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:38:43'),(429,4,37,'Marion Real has saved a circular challenge [Las monedades locales como herramientas de cambio?] with the English language','Saved','CircularChallenge','Las monedades locales como herramientas de cambio?','EN','2024-01-31 14:45:38'),(430,3,4,'Julia Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 14:57:37'),(431,4,37,'Marion Real has deleted a circular challenge [Las monedades locales como herramientas de cambio?] with the English language','Deleted','CircularChallenge','Las monedades locales como herramientas de cambio?','EN','2024-01-31 14:58:38'),(432,4,38,'Marion Real has saved a circular challenge [Las monedades locales como herramientas de cambio?] with the Spanish language','Saved','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-01-31 14:58:59'),(433,3,4,'Julia Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 14:59:44'),(434,3,4,'Julia Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:02:42'),(435,3,4,'Julia Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:03:25'),(436,3,4,'Julia Leirado has published a learning block [Entender la problemática del desperdicio alimentario] with the Spanish language','Publish','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:03:44'),(437,3,4,'Julia Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:05:57'),(438,3,6,'Julia Leirado has edited a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the English language','Edited','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-01-31 15:11:42'),(439,4,38,'Marion Real has published a circular challenge [Las monedades locales como herramientas de cambio?] with the Spanish language','Publish','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-01-31 15:14:05'),(440,3,41,'Julia Leirado has published a learning block [Making a biomaterial sample book] with the English language','Publish','LearningBlocks','Making a biomaterial sample book','EN','2024-01-31 15:14:16'),(441,3,6,'Julia Leirado has published a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the English language','Publish','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-01-31 15:14:51'),(442,4,32,'Marion Real has deleted a circular challenge [Las monedades locales ] with the Spanish language','Deleted','CircularChallenge','Las monedades locales ','ES','2024-01-31 15:16:58'),(443,3,39,'Julia Leirado has saved a circular challenge [Remix The School: revalorando el desperdicio alimentario a través de los biomateriales] with the Spanish language','Saved','CircularChallenge','Remix The School: revalorando el desperdicio alimentario a través de los biomateriales','ES','2024-01-31 15:19:53'),(444,3,39,'Julia Leirado has published a circular challenge [Remix The School: revalorando el desperdicio alimentario a través de los biomateriales] with the Spanish language','Publish','CircularChallenge','Remix The School: revalorando el desperdicio alimentario a través de los biomateriales','ES','2024-01-31 15:20:33'),(445,1,32,'Support Ipag has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:18:00'),(446,1,32,'Support Ipag has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:20:35'),(447,1,32,'Support Ipag has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:22:10'),(448,1,32,'Support Ipag has edited a circular challenge [Las monedades locales ] with the Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:23:02'),(449,4,32,'Marion Real has deleted a circular challenge [Las monedades locales ] with the Spanish language','Deleted','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:56:21'),(450,3,39,'Julia Leirado has edited a circular challenge [Remix The School: revalorando el desperdicio alimentario a través de los biomateriales] with the Spanish language','Edited','CircularChallenge','Remix The School: revalorando el desperdicio alimentario a través de los biomateriales','ES','2024-01-31 17:12:28'),(451,4,36,'Marion Real has edited a circular challenge [WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana] with the Spanish language','Edited','CircularChallenge','WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana','ES','2024-02-01 07:15:47'),(452,4,91,'Marion Real has edited a learning block [Mapeo de los ecosistemas ] with the Spanish language','Edited','LearningBlocks','Mapeo de los ecosistemas ','ES','2024-02-01 07:22:14'),(453,4,92,'Marion Real has published a learning block [Explorar los materiales] with the Spanish language','Publish','LearningBlocks','Explorar los materiales','ES','2024-02-01 07:32:58'),(454,4,93,'Marion Real has edited a learning block [Crear una herramienta de código abierto para hilar y/o tejer] with the Spanish language','Edited','LearningBlocks','Crear una herramienta de código abierto para hilar y/o tejer','ES','2024-02-01 07:34:58'),(455,4,94,'Marion Real has published a learning block [Coloración de la lana] with the Spanish language','Publish','LearningBlocks','Coloración de la lana','ES','2024-02-01 07:37:26'),(456,4,96,'Marion Real has published a learning block [Reflexionar sobre los retos circulares] with the Spanish language','Publish','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-02-01 07:47:17'),(457,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-01 08:02:27'),(458,4,96,'Marion Real has edited a learning block [Reflexionar sobre los retos circulares] with the Spanish language','Edited','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-02-01 08:02:50'),(459,4,95,'Marion Real has edited a learning block [Visible Mending: repara y personaliza tu tejido] with the Spanish language','Edited','LearningBlocks','Visible Mending: repara y personaliza tu tejido','ES','2024-02-01 08:07:01'),(460,4,88,'Marion Real has edited a learning block [Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar] with the Spanish language','Edited','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','ES','2024-02-01 08:09:28'),(461,4,89,'Marion Real has edited a learning block [Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo] with the Spanish language','Edited','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','ES','2024-02-01 08:10:35'),(462,4,86,'Marion Real has edited a learning block [Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha] with the Spanish language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','ES','2024-02-01 08:11:10'),(463,4,38,'Marion Real has edited a circular challenge [Las monedades locales como herramientas de cambio?] with the Spanish language','Edited','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-02-01 08:13:05'),(464,3,2,'Julia Leirado has edited a learning block [Crear comunidades de prácticas] with the Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-02-01 12:11:31'),(465,3,2,'Julia Leirado has edited a learning block [Crear comunidades de prácticas] with the Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-02-01 12:12:04'),(466,3,40,'Julia Leirado has saved a circular challenge [Compostaje en la escuela] with the Spanish language','Saved','CircularChallenge','Compostaje en la escuela','ES','2024-02-01 12:16:55'),(467,3,97,'Julia Leirado has saved a learning block [Conceptos básicos del compostaje] with the Spanish language','Saved','LearningBlocks','Conceptos básicos del compostaje','ES','2024-02-01 12:46:50'),(468,3,97,'Julia Leirado has edited a learning block [Conceptos básicos del compostaje] with the Spanish language','Edited','LearningBlocks','Conceptos básicos del compostaje','ES','2024-02-01 12:55:55'),(469,3,40,'Julia Leirado has edited a circular challenge [Compostaje en la escuela] with the Spanish language','Edited','CircularChallenge','Compostaje en la escuela','ES','2024-02-01 13:00:40'),(470,3,41,'Julia Leirado has saved a circular challenge [Simulando soluciones climáticas] with the Spanish language','Saved','CircularChallenge','Simulando soluciones climáticas','ES','2024-02-01 13:02:16'),(471,3,5,'Julia Leirado has published a circular challenge [Simulating climate solutions] with the English language','Publish','CircularChallenge','Simulating climate solutions','EN','2024-02-01 13:02:43'),(472,3,41,'Julia Leirado has edited a circular challenge [Simulando soluciones climáticas] with the Spanish language','Edited','CircularChallenge','Simulando soluciones climáticas','ES','2024-02-01 13:09:07'),(473,3,42,'Julia Leirado has saved a circular challenge [Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés] with the Spanish language','Saved','CircularChallenge','Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés','ES','2024-02-01 13:10:50'),(474,3,15,'Julia Leirado has published a circular challenge [Circular event] with the English language','Publish','CircularChallenge','Circular event','EN','2024-02-01 13:11:08'),(475,3,41,'Julia Leirado has published a circular challenge [Simulando soluciones climáticas] with the Spanish language','Publish','CircularChallenge','Simulando soluciones climáticas','ES','2024-02-01 13:11:37'),(476,3,42,'Julia Leirado has published a circular challenge [Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés] with the Spanish language','Publish','CircularChallenge','Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés','ES','2024-02-01 13:32:39'),(477,3,42,'Julia Leirado has edited a circular challenge [Eventos circulares] with the Spanish language','Edited','CircularChallenge','Eventos circulares','ES','2024-02-01 13:43:14'),(478,3,98,'Julia Leirado has saved a learning block [Social and environmental reasons to repair] with the English language','Saved','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:01:38'),(479,3,99,'Julia Leirado has saved a learning block [Razones sociales y medioambientales para reparar] with the Spanish language','Saved','LearningBlocks','Razones sociales y medioambientales para reparar','ES','2024-02-01 14:08:21'),(480,3,15,'Julia Leirado has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2024-02-01 14:08:52'),(481,3,42,'Julia Leirado has edited a circular challenge [Eventos circulares] with the Spanish language','Edited','CircularChallenge','Eventos circulares','ES','2024-02-01 14:09:17'),(482,3,98,'Julia Leirado has edited a learning block [Social and environmental reasons to repair] with the English language','Edited','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:18:52'),(483,3,98,'Julia Leirado has edited a learning block [Social and environmental reasons to repair] with the English language','Edited','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:19:58'),(484,3,98,'Julia Leirado has edited a learning block [Social and environmental reasons to repair] with the English language','Edited','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:21:39'),(485,3,100,'Julia Leirado has saved a learning block [what is it a Repair Café?] with the English language','Saved','LearningBlocks','what is it a Repair Café?','EN','2024-02-01 14:32:31'),(486,3,100,'Julia Leirado has published a learning block [what is it a Repair Café?] with the English language','Publish','LearningBlocks','what is it a Repair Café?','EN','2024-02-01 14:32:47'),(487,3,101,'Julia Leirado has saved a learning block [¿Qué es un Repair Café?] with the Spanish language','Saved','LearningBlocks','¿Qué es un Repair Café?','ES','2024-02-01 14:35:04'),(488,3,101,'Julia Leirado has published a learning block [¿Qué es un Repair Café?] with the Spanish language','Publish','LearningBlocks','¿Qué es un Repair Café?','ES','2024-02-01 14:35:50'),(489,3,42,'Julia Leirado has edited a circular challenge [Eventos circulares] with the Spanish language','Edited','CircularChallenge','Eventos circulares','ES','2024-02-01 14:36:14'),(490,3,101,'Julia Leirado has edited a learning block [¿Qué es un Repair Café? y ¿Una Restart Party?] with the Spanish language','Edited','LearningBlocks','¿Qué es un Repair Café? y ¿Una Restart Party?','ES','2024-02-01 14:47:31'),(491,3,101,'Julia Leirado has edited a learning block [¿Qué es un Repair Café? y ¿Una Restart Party?] with the Spanish language','Edited','LearningBlocks','¿Qué es un Repair Café? y ¿Una Restart Party?','ES','2024-02-01 14:48:43'),(492,3,39,'Julia Leirado has edited a circular challenge [Remix The School: revalorizando el desperdicio alimentario a través de los biomateriales] with the Spanish language','Edited','CircularChallenge','Remix The School: revalorizando el desperdicio alimentario a través de los biomateriales','ES','2024-02-01 14:50:17'),(493,3,102,'Julia Leirado has saved a learning block [¿Qué necesitamos en mi centro educativo para comenzar a compostar?] with the Spanish language','Saved','LearningBlocks','¿Qué necesitamos en mi centro educativo para comenzar a compostar?','ES','2024-02-01 15:09:32'),(494,3,40,'Julia Leirado has edited a circular challenge [Compostaje en la escuela] with the Spanish language','Edited','CircularChallenge','Compostaje en la escuela','ES','2024-02-01 15:09:56'),(495,3,16,'Julia Leirado has published a circular challenge [Personal footprint design] with the English language','Publish','CircularChallenge','Personal footprint design','EN','2024-02-01 15:54:34'),(496,4,91,'Marion Real has edited a learning block [Mapeo de los ecosistemas ] with the Spanish language','Edited','LearningBlocks','Mapeo de los ecosistemas ','ES','2024-02-01 16:48:46'),(497,4,38,'Marion Real has edited a circular challenge [Las monedades locales como herramientas de cambio?] with the Spanish language','Edited','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-02-01 17:42:03'),(498,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:20:25'),(499,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:32:14'),(500,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:43:18'),(501,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:44:00'),(502,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:45:30'),(503,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:55:55'),(504,3,1,'Julia Leirado has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:56:29'),(505,3,3,'Julia Leirado has edited a learning block [Understanding the food waste problem] with the English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-02-09 13:06:49'),(506,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-02-09 14:21:24'),(507,3,40,'Julia Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-02-09 14:23:28'),(508,3,103,'Julia Leirado has saved a learning block [Biomaterial makig: first steps adn recipes] with the English language','Saved','LearningBlocks','Biomaterial makig: first steps adn recipes','EN','2024-02-09 17:02:09'),(509,3,6,'Julia Leirado has edited a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the English language','Edited','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-02-09 17:02:42'),(510,3,103,'Julia Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-09 17:03:04'),(511,3,103,'Julia Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-09 17:07:41'),(512,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 13:42:52'),(513,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-15 13:48:37'),(514,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-15 13:49:19'),(515,5,55,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-02-15 13:50:40'),(516,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-15 13:54:57'),(517,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 14:02:12'),(518,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 14:08:35'),(519,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 14:11:51'),(520,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 16:59:06'),(521,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 16:59:45'),(522,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-16 07:59:43'),(523,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:01:16'),(524,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:02:40'),(525,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:03:11'),(526,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:05:24'),(527,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 08:08:56'),(528,5,55,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-02-16 08:20:57'),(529,5,50,'Cynthia Lamothe has edited a learning block [Durabilité] with the French language','Edited','LearningBlocks','Durabilité','FR','2024-02-16 08:31:08'),(530,5,50,'Cynthia Lamothe has edited a learning block [Durabilité] with the French language','Edited','LearningBlocks','Durabilité','FR','2024-02-16 08:32:31'),(531,5,50,'Cynthia Lamothe has edited a learning block [Durabilité] with the French language','Edited','LearningBlocks','Durabilité','FR','2024-02-16 08:40:07'),(532,5,7,'Cynthia Lamothe has edited a learning block [À propos des défis circulaires] with the French language','Edited','LearningBlocks','À propos des défis circulaires','FR','2024-02-16 08:57:32'),(533,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 09:49:49'),(534,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 09:54:42'),(535,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 09:55:48'),(536,5,62,'Cynthia Lamothe has edited a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the French language','Edited','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2024-02-16 10:26:58'),(537,5,62,'Cynthia Lamothe has edited a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the French language','Edited','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2024-02-16 10:29:12'),(538,5,56,'Cynthia Lamothe has edited a learning block [Créer des communautés de pratique] with the French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-02-16 10:49:05'),(539,5,62,'Cynthia Lamothe has edited a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the French language','Edited','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2024-02-16 11:00:26'),(540,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 12:33:03'),(541,5,61,'Cynthia Lamothe has edited a learning block [Économie fonctionnelle] with the French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-02-16 13:56:06'),(542,5,61,'Cynthia Lamothe has edited a learning block [Économie fonctionnelle] with the French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-02-16 13:56:34'),(543,5,61,'Cynthia Lamothe has edited a learning block [Économie fonctionnelle] with the French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-02-16 14:00:17'),(544,5,57,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-16 14:12:33'),(545,5,57,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-16 14:34:53'),(546,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 14:44:08'),(547,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 14:44:40'),(548,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 14:45:16'),(549,5,56,'Cynthia Lamothe has edited a learning block [Créer des communautés de pratique] with the French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-02-19 09:22:52'),(550,5,56,'Cynthia Lamothe has edited a learning block [Créer des communautés de pratique] with the French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-02-19 09:23:54'),(551,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 09:36:07'),(552,5,52,'Cynthia Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-19 09:40:49'),(553,5,53,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-19 09:45:55'),(554,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-19 09:50:27'),(555,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-19 09:50:48'),(556,5,54,'Cynthia Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-19 09:51:16'),(557,5,55,'Cynthia Lamothe has edited a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-02-19 09:58:44'),(558,9,104,'Domantas Tracevicius has saved a learning block [Moksleiviai kalba apie ekologinį nerimą] with the Lithuanian language','Saved','LearningBlocks','Moksleiviai kalba apie ekologinį nerimą','LT','2024-02-19 12:42:55'),(559,9,105,'Domantas Tracevicius has saved a learning block [TED paskaita: kaip sukurti žiedinę ekonomiką] with the Lithuanian language','Saved','LearningBlocks','TED paskaita: kaip sukurti žiedinę ekonomiką','LT','2024-02-19 12:46:05'),(560,9,106,'Domantas Tracevicius has saved a learning block [MeetECOid kortelių priemonė (anglų k.)] with the Lithuanian language','Saved','LearningBlocks','MeetECOid kortelių priemonė (anglų k.)','LT','2024-02-19 13:01:19'),(561,9,107,'Domantas Tracevicius has saved a learning block [Design with Intent: 101 patterns for influencing behaviour through design (ang. k.)] with the Lithuanian language','Saved','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design (ang. k.)','LT','2024-02-19 13:06:07'),(562,9,108,'Domantas Tracevicius has saved a learning block [Įžanginė paskaita apie tvaraus elgesio dizainą (ang. k.)] with the Lithuanian language','Saved','LearningBlocks','Įžanginė paskaita apie tvaraus elgesio dizainą (ang. k.)','LT','2024-02-19 13:17:39'),(563,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 14:36:59'),(564,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 15:04:57'),(565,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 15:05:44'),(566,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 15:06:32'),(567,3,103,'Julia Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-20 07:36:33'),(568,3,103,'Julia Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-20 07:44:21'),(569,3,41,'Julia Leirado has edited a learning block [Making a biomaterial sample book] with the English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 07:51:10'),(570,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 07:59:35'),(571,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:00:12'),(572,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:00:48'),(573,3,41,'Julia Leirado has edited a learning block [Making a biomaterial sample book] with the English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 08:02:07'),(574,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:07:36'),(575,5,51,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:08:24'),(576,9,109,'Domantas Tracevicius has saved a learning block [Funkcinė ekonomika] with the Lithuanian language','Saved','LearningBlocks','Funkcinė ekonomika','LT','2024-02-20 08:26:17'),(577,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-20 08:42:49'),(578,5,57,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-20 08:53:28'),(579,5,57,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-20 08:53:59'),(580,5,59,'Cynthia Lamothe has edited a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the French language','Edited','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2024-02-20 09:13:30'),(581,3,41,'Julia Leirado has edited a learning block [Making a biomaterial sample book] with the English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 09:25:10'),(582,3,41,'Julia Leirado has edited a learning block [Making a biomaterial sample book] with the English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 09:26:19'),(583,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-20 10:05:04'),(584,5,59,'Cynthia Lamothe has edited a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the French language','Edited','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2024-02-20 10:17:25'),(585,7,43,'Casper Boks has saved a circular challenge [Consumption in the circular economy challenge] with the English language','Saved','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:29:09'),(586,7,43,'Casper Boks has edited a circular challenge [Consumption in the circular economy challenge] with the English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:33:37'),(587,7,110,'Casper Boks has saved a learning block [Consumption in the circular economy, a theoretical introduction] with the English language','Saved','LearningBlocks','Consumption in the circular economy, a theoretical introduction','EN','2024-02-20 10:38:35'),(588,7,111,'Casper Boks has saved a learning block [Consumption in the circular economy challenge: Reflect and Prototype] with the English language','Saved','LearningBlocks','Consumption in the circular economy challenge: Reflect and Prototype','EN','2024-02-20 10:47:39'),(589,7,112,'Casper Boks has saved a learning block [Circular Consumption Challenge: Explore] with the English language','Saved','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-02-20 10:50:04'),(590,7,111,'Casper Boks has edited a learning block [Consumption in the circular economy challenge: Make and Prototype] with the English language','Edited','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-02-20 10:52:03'),(591,7,43,'Casper Boks has edited a circular challenge [Consumption in the circular economy challenge] with the English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:54:29'),(592,7,111,'Casper Boks has edited a learning block [Consumption in the circular economy challenge: Make and Prototype] with the English language','Edited','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-02-20 10:57:36'),(593,7,43,'Casper Boks has edited a circular challenge [Consumption in the circular economy challenge] with the English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:58:43'),(594,5,113,'Cynthia Lamothe has saved a learning block [Atténuation du changement climatique (VIDÉO)] with the English language','Saved','LearningBlocks','Atténuation du changement climatique (VIDÉO)','EN','2024-02-20 12:47:03'),(595,5,114,'Cynthia Lamothe has saved a learning block [Atténuation du changement climatique (VIDÉO)] with the French language','Saved','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-02-20 12:47:03'),(596,7,1,'Casper Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-20 12:50:18'),(597,7,1,'Casper Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-20 12:53:17'),(598,7,1,'Casper Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-20 12:54:20'),(599,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-20 13:17:11'),(600,3,6,'Julia Leirado has edited a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the English language','Edited','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-02-20 13:55:21'),(601,6,85,'Mikhail Hamwi has edited a learning block [Low-tech] with the French language','Edited','LearningBlocks','Low-tech','FR','2024-02-20 13:57:25'),(602,7,4,'Casper Boks has deleted a circular challenge [From selling to renting?] with the English language','Deleted','CircularChallenge','From selling to renting?','EN','2024-02-20 14:37:34'),(603,7,15,'Casper Boks has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2024-02-20 14:58:51'),(604,5,44,'Cynthia Lamothe has saved a circular challenge [Simulation de solutions climatiques] with the English language','Saved','CircularChallenge','Simulation de solutions climatiques','EN','2024-02-21 08:15:03'),(605,5,44,'Cynthia Lamothe has deleted a circular challenge [Simulation de solutions climatiques] with the English language','Deleted','CircularChallenge','Simulation de solutions climatiques','EN','2024-02-21 08:21:52'),(606,5,45,'Cynthia Lamothe has saved a circular challenge [Simulation de solutions climatiques] with the English language','Saved','CircularChallenge','Simulation de solutions climatiques','EN','2024-02-21 08:29:47'),(607,5,46,'Cynthia Lamothe has saved a circular challenge [Simulation de solutions climatiques] with the French language','Saved','CircularChallenge','Simulation de solutions climatiques','FR','2024-02-21 08:29:47'),(608,5,115,'Cynthia Lamothe has saved a learning block [Cartographie des écosystèmes] with the English language','Saved','LearningBlocks','Cartographie des écosystèmes','EN','2024-02-21 09:41:15'),(609,5,116,'Cynthia Lamothe has saved a learning block [Cartographie des écosystèmes] with the French language','Saved','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:41:15'),(610,5,116,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:44:18'),(611,5,116,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:48:58'),(612,5,116,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:56:09'),(613,5,116,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:56:36'),(614,5,116,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 10:02:35'),(615,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:04:38'),(616,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:07:04'),(617,5,117,'Cynthia Lamothe has saved a learning block [Faire l’expérience des matériaux] with the English language','Saved','LearningBlocks','Faire l’expérience des matériaux','EN','2024-02-21 10:22:30'),(618,5,117,'Cynthia Lamothe has deleted a learning block [Faire l’expérience des matériaux] with the English language','Deleted','LearningBlocks','Faire l’expérience des matériaux','EN','2024-02-21 10:23:32'),(619,5,118,'Cynthia Lamothe has saved a learning block [Faire l’expérience des matériaux] with the English language','Saved','LearningBlocks','Faire l’expérience des matériaux','EN','2024-02-21 10:26:26'),(620,5,119,'Cynthia Lamothe has saved a learning block [Faire l’expérience des matériaux] with the French language','Saved','LearningBlocks','Faire l’expérience des matériaux','FR','2024-02-21 10:26:26'),(621,5,119,'Cynthia Lamothe has edited a learning block [Faire l’expérience des matériaux] with the French language','Edited','LearningBlocks','Faire l’expérience des matériaux','FR','2024-02-21 10:30:25'),(622,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:34:46'),(623,5,120,'Cynthia Lamothe has saved a learning block [Créer un outil open source de filage et/ou de tissage] with the English language','Saved','LearningBlocks','Créer un outil open source de filage et/ou de tissage','EN','2024-02-21 10:46:59'),(624,5,121,'Cynthia Lamothe has saved a learning block [Créer un outil open source de filage et/ou de tissage] with the French language','Saved','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-02-21 10:46:59'),(625,5,121,'Cynthia Lamothe has edited a learning block [Créer un outil open source de filage et/ou de tissage] with the French language','Edited','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-02-21 10:49:21'),(626,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:51:34'),(627,5,122,'Cynthia Lamothe has saved a learning block [Coloration de la laine] with the English language','Saved','LearningBlocks','Coloration de la laine','EN','2024-02-21 11:02:39'),(628,5,123,'Cynthia Lamothe has saved a learning block [Coloration de la laine] with the French language','Saved','LearningBlocks','Coloration de la laine','FR','2024-02-21 11:02:39'),(629,5,123,'Cynthia Lamothe has edited a learning block [Coloration de la laine] with the French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-02-21 11:08:49'),(630,5,123,'Cynthia Lamothe has edited a learning block [Coloration de la laine] with the French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-02-21 11:09:58'),(631,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 12:37:42'),(632,5,124,'Cynthia Lamothe has saved a learning block [Visible Mending : réparez et personnalisez votre tissu] with the English language','Saved','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','EN','2024-02-21 12:42:18'),(633,5,125,'Cynthia Lamothe has saved a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Saved','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-02-21 12:42:18'),(634,5,125,'Cynthia Lamothe has edited a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Edited','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-02-21 12:59:27'),(635,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 13:01:18'),(636,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 13:06:31'),(637,5,47,'Cynthia Lamothe has saved a circular challenge [Conception de l\'empreinte carbone personnelle] with the English language','Saved','CircularChallenge','Conception de l\'empreinte carbone personnelle','EN','2024-02-21 13:24:22'),(638,5,48,'Cynthia Lamothe has saved a circular challenge [Conception de l\'empreinte carbone personnelle] with the French language','Saved','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-02-21 13:24:22'),(639,5,48,'Cynthia Lamothe has edited a circular challenge [Conception de l\'empreinte carbone personnelle] with the French language','Edited','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-02-21 13:32:46'),(640,5,48,'Cynthia Lamothe has edited a circular challenge [Conception de l\'empreinte carbone personnelle] with the French language','Edited','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-02-21 13:40:10'),(641,5,47,'Cynthia Lamothe has edited a circular challenge [Conception de l\'empreinte carbone personnelle] with the English language','Edited','CircularChallenge','Conception de l\'empreinte carbone personnelle','EN','2024-02-21 13:47:52'),(642,5,49,'Cynthia Lamothe has saved a circular challenge [Evenement Circulaire ] with the English language','Saved','CircularChallenge','Evenement Circulaire ','EN','2024-02-21 14:04:25'),(643,5,49,'Cynthia Lamothe has deleted a circular challenge [Evenement Circulaire ] with the English language','Deleted','CircularChallenge','Evenement Circulaire ','EN','2024-02-21 14:05:28'),(644,5,50,'Cynthia Lamothe has saved a circular challenge [Evenement circulaire] with the English language','Saved','CircularChallenge','Evenement circulaire','EN','2024-02-21 14:10:11'),(645,5,51,'Cynthia Lamothe has saved a circular challenge [Evenement circulaire] with the French language','Saved','CircularChallenge','Evenement circulaire','FR','2024-02-21 14:10:11'),(646,5,51,'Cynthia Lamothe has edited a circular challenge [Evenement circulaire] with the French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-21 14:14:47'),(647,5,126,'Cynthia Lamothe has saved a learning block [Raisons sociales et environnementales de réparer] with the French language','Saved','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-02-21 14:38:13'),(648,5,126,'Cynthia Lamothe has edited a learning block [Raisons sociales et environnementales de réparer] with the French language','Edited','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-02-21 14:43:03'),(649,5,126,'Cynthia Lamothe has edited a learning block [Raisons sociales et environnementales de réparer] with the French language','Edited','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-02-21 14:43:44'),(650,5,51,'Cynthia Lamothe has edited a circular challenge [Evenement circulaire] with the French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-21 14:45:28'),(651,5,52,'Cynthia Lamothe has saved a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Saved','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:29:41'),(652,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:33:43'),(653,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:36:10'),(654,5,127,'Cynthia Lamothe has saved a learning block [Défi de la consommation circulaire : Explorez] with the French language','Saved','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-22 08:48:43'),(655,5,127,'Cynthia Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-22 08:56:21'),(656,5,127,'Cynthia Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-22 08:57:07'),(657,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:57:51'),(658,5,128,'Cynthia Lamothe has saved a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Saved','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-22 09:20:08'),(659,5,128,'Cynthia Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-22 09:25:50'),(660,5,128,'Cynthia Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-22 09:26:22'),(661,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 09:36:03'),(662,5,46,'Cynthia Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-02-22 09:48:08'),(663,5,129,'Cynthia Lamothe has saved a learning block [Introduction aux ONG environnementales] with the French language','Saved','LearningBlocks','Introduction aux ONG environnementales','FR','2024-02-22 12:27:39'),(664,5,129,'Cynthia Lamothe has edited a learning block [Introduction aux ONG environnementales] with the French language','Edited','LearningBlocks','Introduction aux ONG environnementales','FR','2024-02-22 12:28:41'),(665,5,21,'Cynthia Lamothe has edited a circular challenge [Participer aux activités des ONG locales] with the French language','Edited','CircularChallenge','Participer aux activités des ONG locales','FR','2024-02-22 12:52:23'),(666,5,130,'Cynthia Lamothe has saved a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the French language','Saved','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:21:27'),(667,5,130,'Cynthia Lamothe has edited a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the French language','Edited','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:36:17'),(668,5,130,'Cynthia Lamothe has edited a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the French language','Edited','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:36:41'),(669,5,130,'Cynthia Lamothe has edited a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the French language','Edited','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:37:12'),(670,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-22 13:39:06'),(671,5,131,'Cynthia Lamothe has saved a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Saved','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-22 14:06:09'),(672,5,131,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-22 14:08:04'),(673,5,131,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-22 14:08:31'),(674,5,22,'Cynthia Lamothe has edited a circular challenge [Le compostage à l\'école] with the French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-02-22 14:11:37'),(675,5,132,'Cynthia Lamothe has saved a learning block [Concevez votre transition circulaire] with the French language','Saved','LearningBlocks','Concevez votre transition circulaire','FR','2024-02-22 14:37:51'),(676,5,132,'Cynthia Lamothe has edited a learning block [Concevez votre transition circulaire] with the French language','Edited','LearningBlocks','Concevez votre transition circulaire','FR','2024-02-22 14:43:02'),(677,5,133,'Cynthia Lamothe has saved a learning block [Qu\'est ce que le \"repair\" café ?] with the French language','Saved','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-02-23 08:47:19'),(678,5,133,'Cynthia Lamothe has edited a learning block [Qu\'est ce que le \"repair\" café ?] with the French language','Edited','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-02-23 08:48:37'),(679,5,134,'Cynthia Lamothe has saved a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the French language','Saved','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-02-23 09:06:42'),(680,5,134,'Cynthia Lamothe has edited a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the French language','Edited','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-02-23 09:12:48'),(681,5,135,'Cynthia Lamothe has saved a learning block [Outil de carte MeetECOid] with the French language','Saved','LearningBlocks','Outil de carte MeetECOid','FR','2024-02-23 09:28:27'),(682,5,135,'Cynthia Lamothe has edited a learning block [Outil de carte MeetECOid] with the French language','Edited','LearningBlocks','Outil de carte MeetECOid','FR','2024-02-23 09:29:49'),(683,5,135,'Cynthia Lamothe has edited a learning block [Outil de carte MeetECOid] with the French language','Edited','LearningBlocks','Outil de carte MeetECOid','FR','2024-02-23 09:30:52'),(684,5,136,'Cynthia Lamothe has saved a learning block [Fabrication de biomatériaux : premiers pas et recettes] with the French language','Saved','LearningBlocks','Fabrication de biomatériaux : premiers pas et recettes','FR','2024-02-23 10:27:16'),(685,5,136,'Cynthia Lamothe has edited a learning block [Fabrication de biomatériaux : premiers pas et recettes] with the French language','Edited','LearningBlocks','Fabrication de biomatériaux : premiers pas et recettes','FR','2024-02-23 10:39:37'),(686,5,51,'Cynthia Lamothe has edited a circular challenge [Evenement circulaire] with the French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-23 14:39:18'),(687,5,53,'Cynthia Lamothe has saved a circular challenge [Les Monnaies Locales] with the French language','Saved','CircularChallenge','Les Monnaies Locales','FR','2024-02-26 08:17:49'),(688,5,83,'Cynthia Lamothe has edited a learning block [Monnaie Locale] with the French language','Edited','LearningBlocks','Monnaie Locale','FR','2024-02-26 08:32:33'),(689,5,19,'Cynthia Lamothe has edited a circular challenge [Les vêtements en tant que service] with the French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-02-26 09:01:26'),(690,5,57,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-26 09:29:43'),(691,5,59,'Cynthia Lamothe has edited a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the French language','Edited','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2024-02-26 09:37:06'),(692,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-26 09:42:39'),(693,5,1,'Cynthia Lamothe has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-26 09:43:08'),(694,5,1,'Cynthia Lamothe has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-26 09:46:15'),(695,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-26 09:48:48'),(696,5,22,'Cynthia Lamothe has edited a learning block [Sustainability] with the English language','Edited','LearningBlocks','Sustainability','EN','2024-02-26 12:52:46'),(697,5,21,'Cynthia Lamothe has edited a learning block [Business model] with the English language','Edited','LearningBlocks','Business model','EN','2024-02-26 12:56:48'),(698,5,5,'Cynthia Lamothe has edited a learning block [About Circular Challenges] with the English language','Edited','LearningBlocks','About Circular Challenges','EN','2024-02-26 14:16:02'),(699,5,22,'Cynthia Lamothe has edited a learning block [Sustainability] with the English language','Edited','LearningBlocks','Sustainability','EN','2024-02-26 14:58:08'),(700,5,43,'Cynthia Lamothe has edited a learning block [Visible Mending: repair and customize your fabric] with the English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2024-02-27 10:12:45'),(701,5,44,'Cynthia Lamothe has edited a learning block [Mitigation of climate change (VIDEO)] with the English language','Edited','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2024-02-27 10:24:44'),(702,5,45,'Cynthia Lamothe has edited a learning block [En-Roads simulator introduction (Video)] with the English language','Edited','LearningBlocks','En-Roads simulator introduction (Video)','EN','2024-02-27 10:26:30'),(703,5,44,'Cynthia Lamothe has edited a learning block [Mitigation of climate change (VIDEO)] with the English language','Edited','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2024-02-27 10:27:26'),(704,5,131,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-27 11:15:51'),(705,5,131,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-27 11:17:14'),(706,5,131,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-27 11:17:45'),(707,5,64,'Cynthia Lamothe has edited a learning block [EN-roads climate simulator] with the English language','Edited','LearningBlocks','EN-roads climate simulator','EN','2024-02-27 12:48:02'),(708,5,15,'Cynthia Lamothe has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2024-02-27 12:55:41'),(709,5,50,'Cynthia Lamothe has deleted a circular challenge [Evenement circulaire] with the English language','Deleted','CircularChallenge','Evenement circulaire','EN','2024-02-27 13:00:27'),(710,5,137,'Cynthia Lamothe has saved a learning block [Planification d\'événements scolaires] with the French language','Saved','LearningBlocks','Planification d\'événements scolaires','FR','2024-02-27 13:12:46'),(711,5,51,'Cynthia Lamothe has edited a circular challenge [Evenement circulaire] with the French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-27 13:15:21'),(712,5,5,'Cynthia Lamothe has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2024-02-27 13:44:07'),(713,5,138,'Cynthia Lamothe has saved a learning block [Présentation du simulateur En-Roads (Vidéo)] with the French language','Saved','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-02-27 13:52:27'),(714,5,139,'Cynthia Lamothe has saved a learning block [Simulateur de climat En Roads] with the French language','Saved','LearningBlocks','Simulateur de climat En Roads','FR','2024-02-27 13:57:52'),(715,5,46,'Cynthia Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-02-27 14:00:55'),(716,5,140,'Cynthia Lamothe has saved a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the French language','Saved','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-02-27 14:50:44'),(717,5,140,'Cynthia Lamothe has edited a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the French language','Edited','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-02-27 14:59:36'),(718,5,140,'Cynthia Lamothe has edited a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the French language','Edited','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-02-27 15:00:11'),(719,5,43,'Cynthia Lamothe has edited a circular challenge [Consumption in the circular economy challenge] with the English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-28 08:24:28'),(720,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-28 08:26:57'),(721,5,128,'Cynthia Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-28 08:49:33'),(722,5,128,'Cynthia Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-28 08:50:37'),(723,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:25:15'),(724,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:35:03'),(725,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:35:58'),(726,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:57:28'),(727,5,1,'Cynthia Lamothe has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-28 11:25:25'),(728,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 11:28:18'),(729,5,1,'Cynthia Lamothe has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-28 11:28:37'),(730,5,1,'Cynthia Lamothe has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-28 11:40:02'),(731,5,2,'Cynthia Lamothe has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 11:47:40'),(732,1,2,'Support Ipag has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 11:50:44'),(733,7,33,'Casper Boks has edited a learning block [Addressing eco-anxiety in class] with the English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-02-28 13:57:19'),(734,7,1,'Casper Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-28 14:01:17'),(735,7,16,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2024-02-28 14:07:38'),(736,7,19,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2024-02-28 14:26:06'),(737,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-28 15:19:17'),(738,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-28 15:19:51'),(739,7,112,'Casper Boks has edited a learning block [Circular Consumption Challenge: Explore] with the English language','Edited','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-02-28 15:36:46'),(740,5,127,'Cynthia Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-28 15:52:31'),(741,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-28 15:58:06'),(742,4,39,'Marion Real has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-28 15:59:45'),(743,4,110,'Marion Real has published a learning block [Consumption in the circular economy, a theoretical introduction] with the English language','Publish','LearningBlocks','Consumption in the circular economy, a theoretical introduction','EN','2024-02-28 16:43:42'),(744,4,112,'Marion Real has published a learning block [Circular Consumption Challenge: Explore] with the English language','Publish','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-02-28 16:44:16'),(745,4,111,'Marion Real has published a learning block [Consumption in the circular economy challenge: Make and Prototype] with the English language','Publish','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-02-28 16:44:54'),(746,4,43,'Marion Real has published a circular challenge [Consumption in the circular economy challenge] with the English language','Publish','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-28 16:45:31'),(747,7,33,'Casper Boks has edited a learning block [Addressing eco-anxiety in class] with the English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-02-28 16:56:13'),(748,7,33,'Casper Boks has edited a learning block [Addressing eco-anxiety in class] with the English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-02-28 16:57:33'),(749,5,96,'Cynthia Lamothe has edited a learning block [Reflexionar sobre los retos circulares] with the Spanish language','Edited','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-02-29 09:47:23'),(750,5,39,'Cynthia Lamothe has edited a learning block [Reflect on Circular Challenges] with the English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-29 09:59:40'),(751,1,2,'Support Ipag has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-29 14:06:06'),(752,5,141,'Cynthia Lamothe has saved a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Saved','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-01 09:12:12'),(753,5,125,'Cynthia Lamothe has edited a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Edited','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-01 09:25:14'),(754,5,141,'Cynthia Lamothe has edited a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Edited','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-01 09:25:18'),(755,5,124,'Cynthia Lamothe has deleted a learning block [Visible Mending : réparez et personnalisez votre tissu] with the English language','Deleted','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','EN','2024-03-01 09:25:53'),(756,5,142,'Cynthia Lamothe has saved a learning block [Coloration de la laine] with the French language','Saved','LearningBlocks','Coloration de la laine','FR','2024-03-01 10:18:17'),(757,5,142,'Cynthia Lamothe has edited a learning block [Coloration de la laine] with the French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-03-01 10:19:52'),(758,5,142,'Cynthia Lamothe has edited a learning block [Coloration de la laine] with the French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-03-01 10:20:25'),(759,5,122,'Cynthia Lamothe has deleted a learning block [Coloration de la laine] with the English language','Deleted','LearningBlocks','Coloration de la laine','EN','2024-03-01 10:28:46'),(760,5,143,'Cynthia Lamothe has saved a learning block [Créer un outil open source de filage et/ou de tissage] with the French language','Saved','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-01 11:16:23'),(761,5,143,'Cynthia Lamothe has edited a learning block [Créer un outil open source de filage et/ou de tissage] with the French language','Edited','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-01 11:18:56'),(762,5,143,'Cynthia Lamothe has published a learning block [Créer un outil open source de filage et/ou de tissage] with the French language','Publish','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-01 13:07:50'),(763,5,120,'Cynthia Lamothe has deleted a learning block [Créer un outil open source de filage et/ou de tissage] with the English language','Deleted','LearningBlocks','Créer un outil open source de filage et/ou de tissage','EN','2024-03-01 13:09:14'),(764,5,144,'Cynthia Lamothe has saved a learning block [Faire l’expérience des matériaux] with the French language','Saved','LearningBlocks','Faire l’expérience des matériaux','FR','2024-03-01 13:11:08'),(765,5,144,'Cynthia Lamothe has edited a learning block [Faire l’expérience des matériaux] with the French language','Edited','LearningBlocks','Faire l’expérience des matériaux','FR','2024-03-01 13:14:56'),(766,5,145,'Cynthia Lamothe has saved a learning block [Cartographie des écosystèmes] with the French language','Saved','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-01 14:06:33'),(767,5,145,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-01 14:53:15'),(768,5,145,'Cynthia Lamothe has edited a learning block [Cartographie des écosystèmes] with the French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-01 14:54:23'),(769,5,45,'Cynthia Lamothe has edited a learning block [En-Roads simulator introduction (Video)] with the English language','Edited','LearningBlocks','En-Roads simulator introduction (Video)','EN','2024-03-03 11:14:24'),(770,5,146,'Cynthia Lamothe has saved a learning block [Présentation du simulateur En-Roads (Vidéo)] with the French language','Saved','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 11:15:57'),(771,5,138,'Cynthia Lamothe has published a learning block [Présentation du simulateur En-Roads (Vidéo)] with the French language','Publish','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 11:17:03'),(772,5,138,'Cynthia Lamothe has saved a learning block [Présentation du simulateur En-Roads (Vidéo)] with the French language','Saved','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 11:17:41'),(773,5,147,'Cynthia Lamothe has saved a learning block [Simulateur de climat En Roads] with the French language','Saved','LearningBlocks','Simulateur de climat En Roads','FR','2024-03-03 13:01:43'),(774,5,46,'Cynthia Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-03 13:15:00'),(775,5,138,'Cynthia Lamothe has deleted a learning block [Présentation du simulateur En-Roads (Vidéo)] with the French language','Deleted','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 13:21:03'),(776,5,139,'Cynthia Lamothe has deleted a learning block [Simulateur de climat En Roads] with the French language','Deleted','LearningBlocks','Simulateur de climat En Roads','FR','2024-03-03 13:22:20'),(777,9,15,'Domantas Tracevicius has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2024-03-03 15:50:27'),(778,9,148,'Domantas Tracevicius has saved a learning block [What is a circular event?] with the English language','Saved','LearningBlocks','What is a circular event?','EN','2024-03-03 16:07:06'),(779,9,15,'Domantas Tracevicius has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2024-03-03 16:07:48'),(780,9,149,'Domantas Tracevicius has saved a learning block [Biowaste] with the English language','Saved','LearningBlocks','Biowaste','EN','2024-03-03 21:41:56'),(781,9,150,'Domantas Tracevicius has saved a learning block [About composting] with the English language','Saved','LearningBlocks','About composting','EN','2024-03-03 21:49:29'),(782,9,14,'Domantas Tracevicius has edited a circular challenge [School composting] with the English language','Edited','CircularChallenge','School composting','EN','2024-03-03 21:56:42'),(783,9,151,'Domantas Tracevicius has saved a learning block [What are environmental NGOs?] with the English language','Saved','LearningBlocks','What are environmental NGOs?','EN','2024-03-03 22:50:21'),(784,9,152,'Domantas Tracevicius has saved a learning block [Main environmental issues] with the English language','Saved','LearningBlocks','Main environmental issues','EN','2024-03-03 23:02:39'),(785,9,153,'Domantas Tracevicius has saved a learning block [Volunteering in environmental NGO] with the English language','Saved','LearningBlocks','Volunteering in environmental NGO','EN','2024-03-03 23:13:27'),(786,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-03-03 23:14:38'),(787,9,7,'Domantas Tracevicius has edited a circular challenge [Participating in local NGO activities] with the English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-03-03 23:16:53'),(788,9,7,'Domantas Tracevicius has published a circular challenge [Participating in local NGO activities] with the English language','Publish','CircularChallenge','Participating in local NGO activities','EN','2024-03-03 23:17:12'),(789,5,154,'Cynthia Lamothe has saved a learning block [Outil de carte MeetECOid] with the French language','Saved','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-04 07:54:58'),(790,5,154,'Cynthia Lamothe has edited a learning block [Outil de carte MeetECOid] with the French language','Edited','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-04 07:55:33'),(791,5,135,'Cynthia Lamothe has deleted a learning block [Outil de carte MeetECOid] with the French language','Deleted','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-04 07:56:01'),(792,5,31,'Cynthia Lamothe has edited a learning block [MeetECOid card tool] with the English language','Edited','LearningBlocks','MeetECOid card tool','EN','2024-03-04 07:57:22'),(793,5,106,'Cynthia Lamothe has edited a learning block [MeetECOid kortelių priemonė (anglų k.)] with the Lithuanian language','Edited','LearningBlocks','MeetECOid kortelių priemonė (anglų k.)','LT','2024-03-04 07:57:55'),(794,5,155,'Cynthia Lamothe has saved a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the French language','Saved','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-03-04 08:01:11'),(795,5,134,'Cynthia Lamothe has deleted a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the French language','Deleted','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-03-04 08:01:47'),(796,5,156,'Cynthia Lamothe has saved a learning block [Qu\'est ce que le \"repair\" café ?] with the French language','Saved','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-03-04 08:04:03'),(797,5,133,'Cynthia Lamothe has deleted a learning block [Qu\'est ce que le \"repair\" café ?] with the French language','Deleted','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-03-04 08:04:22'),(798,5,157,'Cynthia Lamothe has saved a learning block [Concevez votre transition circulaire] with the French language','Saved','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 08:06:02'),(799,5,157,'Cynthia Lamothe has edited a learning block [Concevez votre transition circulaire] with the French language','Edited','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 08:06:54'),(800,5,132,'Cynthia Lamothe has deleted a learning block [Concevez votre transition circulaire] with the French language','Deleted','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 08:07:24'),(801,5,158,'Cynthia Lamothe has saved a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Saved','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:11:15'),(802,5,49,'Cynthia Lamothe has edited a learning block [Guide to starting a composting program in school] with the English language','Edited','LearningBlocks','Guide to starting a composting program in school','EN','2024-03-04 08:12:45'),(803,5,158,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:13:55'),(804,5,49,'Cynthia Lamothe has edited a learning block [Guide to starting a composting program in school] with the English language','Edited','LearningBlocks','Guide to starting a composting program in school','EN','2024-03-04 08:14:42'),(805,5,158,'Cynthia Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:15:21'),(806,5,54,'Cynthia Lamothe has saved a circular challenge [Le compostage à l\'école] with the French language','Saved','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:23:09'),(807,5,54,'Cynthia Lamothe has edited a circular challenge [Le compostage à l\'école] with the French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:28:18'),(808,5,54,'Cynthia Lamothe has published a circular challenge [Le compostage à l\'école] with the French language','Publish','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:30:16'),(809,5,22,'Cynthia Lamothe has deleted a circular challenge [Le compostage à l\'école] with the French language','Deleted','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:30:29'),(810,5,131,'Cynthia Lamothe has deleted a learning block [Guide pour démarrer un programme de compostage à l\'école] with the French language','Deleted','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:30:36'),(811,5,159,'Cynthia Lamothe has saved a learning block [Les Biodéchets] with the French language','Saved','LearningBlocks','Les Biodéchets','FR','2024-03-04 08:33:22'),(812,5,160,'Cynthia Lamothe has saved a learning block [À propos du compostage] with the French language','Saved','LearningBlocks','À propos du compostage','FR','2024-03-04 08:45:30'),(813,5,160,'Cynthia Lamothe has edited a learning block [À propos du compostage] with the French language','Edited','LearningBlocks','À propos du compostage','FR','2024-03-04 08:46:11'),(814,5,54,'Cynthia Lamothe has edited a circular challenge [Le compostage à l\'école] with the French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:48:27'),(815,5,54,'Cynthia Lamothe has edited a circular challenge [Le compostage à l\'école] with the French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:49:41'),(816,5,161,'Cynthia Lamothe has saved a learning block [Calculateur d\'empreinte carbone] with the French language','Saved','LearningBlocks','Calculateur d\'empreinte carbone','FR','2024-03-04 08:57:26'),(817,5,160,'Cynthia Lamothe has published a learning block [À propos du compostage] with the French language','Publish','LearningBlocks','À propos du compostage','FR','2024-03-04 08:58:33'),(818,5,162,'Cynthia Lamothe has saved a learning block [Que sont les ONG environnementales ?] with the French language','Saved','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:05:34'),(819,5,162,'Cynthia Lamothe has edited a learning block [Que sont les ONG environnementales ?] with the French language','Edited','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:06:29'),(820,5,162,'Cynthia Lamothe has edited a learning block [Que sont les ONG environnementales ?] with the French language','Edited','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:09:46'),(821,5,162,'Cynthia Lamothe has edited a learning block [Que sont les ONG environnementales ?] with the French language','Edited','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:10:27'),(822,5,163,'Cynthia Lamothe has saved a learning block [Bénévolat dans une ONG environnementale] with the French language','Saved','LearningBlocks','Bénévolat dans une ONG environnementale','FR','2024-03-04 09:12:45'),(823,5,162,'Cynthia Lamothe has published a learning block [Que sont les ONG environnementales ?] with the French language','Publish','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:15:22'),(824,5,151,'Cynthia Lamothe has edited a learning block [What are environmental NGOs?] with the English language','Edited','LearningBlocks','What are environmental NGOs?','EN','2024-03-04 09:16:52'),(825,5,151,'Cynthia Lamothe has edited a learning block [What are environmental NGOs?] with the English language','Edited','LearningBlocks','What are environmental NGOs?','EN','2024-03-04 09:17:21'),(826,5,164,'Cynthia Lamothe has saved a learning block [Principaux enjeux environnementaux] with the French language','Saved','LearningBlocks','Principaux enjeux environnementaux','FR','2024-03-04 09:23:26'),(827,5,21,'Cynthia Lamothe has edited a circular challenge [Participer aux activités des ONG locales] with the French language','Edited','CircularChallenge','Participer aux activités des ONG locales','FR','2024-03-04 09:30:37'),(828,5,129,'Cynthia Lamothe has edited a learning block [Introduction aux ONG environnementales] with the French language','Edited','LearningBlocks','Introduction aux ONG environnementales','FR','2024-03-04 09:31:16'),(829,5,165,'Cynthia Lamothe has saved a learning block [Qu\'est-ce qu\'un événement circulaire ?] with the French language','Saved','LearningBlocks','Qu\'est-ce qu\'un événement circulaire ?','FR','2024-03-04 09:34:58'),(830,5,55,'Cynthia Lamothe has saved a circular challenge [Événement circulaire] with the French language','Saved','CircularChallenge','Événement circulaire','FR','2024-03-04 09:39:59'),(831,5,55,'Cynthia Lamothe has edited a circular challenge [Événement circulaire] with the French language','Edited','CircularChallenge','Événement circulaire','FR','2024-03-04 09:49:06'),(832,5,15,'Cynthia Lamothe has edited a circular challenge [Circular event] with the English language','Edited','CircularChallenge','Circular event','EN','2024-03-04 09:51:46'),(833,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-04 09:53:40'),(834,5,119,'Cynthia Lamothe has deleted a learning block [Faire l’expérience des matériaux] with the French language','Deleted','LearningBlocks','Faire l’expérience des matériaux','FR','2024-03-04 09:53:47'),(835,5,118,'Cynthia Lamothe has deleted a learning block [Faire l’expérience des matériaux] with the English language','Deleted','LearningBlocks','Faire l’expérience des matériaux','EN','2024-03-04 09:54:39'),(836,5,166,'Cynthia Lamothe has saved a learning block [Atténuation du changement climatique (VIDÉO)] with the French language','Saved','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-03-04 09:56:32'),(837,5,166,'Cynthia Lamothe has edited a learning block [Atténuation du changement climatique (VIDÉO)] with the French language','Edited','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-03-04 09:58:32'),(838,5,114,'Cynthia Lamothe has deleted a learning block [Atténuation du changement climatique (VIDÉO)] with the French language','Deleted','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-03-04 10:02:34'),(839,5,113,'Cynthia Lamothe has deleted a learning block [Atténuation du changement climatique (VIDÉO)] with the English language','Deleted','LearningBlocks','Atténuation du changement climatique (VIDÉO)','EN','2024-03-04 10:03:05'),(840,5,115,'Cynthia Lamothe has deleted a learning block [Cartographie des écosystèmes] with the English language','Deleted','LearningBlocks','Cartographie des écosystèmes','EN','2024-03-04 10:05:41'),(841,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-04 10:06:47'),(842,5,116,'Cynthia Lamothe has deleted a learning block [Cartographie des écosystèmes] with the French language','Deleted','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-04 10:07:01'),(843,5,1,'Cynthia Lamothe has edited a learning block [Building communities of practice] with the English language','Edited','LearningBlocks','Building communities of practice','EN','2024-03-04 10:08:24'),(844,5,167,'Cynthia Lamothe has saved a learning block [Créer des communautés de pratique] with the French language','Saved','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:11:01'),(845,5,167,'Cynthia Lamothe has edited a learning block [Créer des communautés de pratique] with the French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:38:19'),(846,5,167,'Cynthia Lamothe has edited a learning block [Créer des communautés de pratique] with the French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:39:41'),(847,5,167,'Cynthia Lamothe has edited a learning block [Créer des communautés de pratique] with the French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:46:01'),(848,5,167,'Cynthia Lamothe has published a learning block [Créer des communautés de pratique] with the French language','Publish','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:46:32'),(849,5,20,'Cynthia Lamothe has edited a circular challenge [Remixer l\'école] with the French language','Edited','CircularChallenge','Remixer l\'école','FR','2024-03-04 10:47:29'),(850,5,56,'Cynthia Lamothe has deleted a learning block [Créer des communautés de pratique] with the French language','Deleted','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:47:44'),(851,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-04 10:58:51'),(852,5,142,'Cynthia Lamothe has edited a learning block [Coloration de la laine] with the French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-03-04 11:01:57'),(853,5,123,'Cynthia Lamothe has deleted a learning block [Coloration de la laine] with the French language','Deleted','LearningBlocks','Coloration de la laine','FR','2024-03-04 11:02:14'),(854,5,142,'Cynthia Lamothe has published a learning block [Coloration de la laine] with the French language','Publish','LearningBlocks','Coloration de la laine','FR','2024-03-04 11:02:38'),(855,5,157,'Cynthia Lamothe has published a learning block [Concevez votre transition circulaire] with the French language','Publish','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 11:03:43'),(856,5,141,'Cynthia Lamothe has published a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Publish','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-04 11:04:04'),(857,5,168,'Cynthia Lamothe has saved a learning block [Raisons sociales et environnementales de réparer] with the French language','Saved','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-04 11:14:51'),(858,5,168,'Cynthia Lamothe has edited a learning block [Raisons sociales et environnementales de réparer] with the French language','Edited','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-04 11:19:40'),(859,5,55,'Cynthia Lamothe has edited a circular challenge [Événement circulaire] with the French language','Edited','CircularChallenge','Événement circulaire','FR','2024-03-04 11:21:14'),(860,5,52,'Cynthia Lamothe has published a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Publish','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-03-04 11:22:04'),(861,5,140,'Cynthia Lamothe has published a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the French language','Publish','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-03-04 11:22:25'),(862,5,127,'Cynthia Lamothe has published a learning block [Défi de la consommation circulaire : Explorez] with the French language','Publish','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-03-04 11:25:23'),(863,5,128,'Cynthia Lamothe has published a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Publish','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-03-04 11:26:08'),(864,9,34,'Domantas Tracevicius has published a learning block [What is your ecological footprint?] with the English language','Publish','LearningBlocks','What is your ecological footprint?','EN','2024-03-04 12:08:28'),(865,9,169,'Domantas Tracevicius has saved a learning block [Ecological footprint] with the English language','Saved','LearningBlocks','Ecological footprint','EN','2024-03-04 12:32:41'),(866,9,16,'Domantas Tracevicius has edited a circular challenge [Personal footprint design] with the English language','Edited','CircularChallenge','Personal footprint design','EN','2024-03-04 12:40:26'),(867,7,43,'Casper Boks has edited a circular challenge [Consumption in the circular economy challenge] with the English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-03-05 08:33:42'),(868,7,111,'Casper Boks has edited a learning block [Consumption in the circular economy challenge: Make and Prototype] with the English language','Edited','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-03-05 08:41:06'),(869,5,127,'Cynthia Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-03-06 08:04:49'),(870,5,128,'Cynthia Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-03-06 08:09:28'),(871,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-03-06 08:12:56'),(872,5,170,'Cynthia Lamothe has saved a learning block [Modèle économique] with the French language','Saved','LearningBlocks','Modèle économique','FR','2024-03-06 11:01:38'),(873,5,170,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:08:09'),(874,5,170,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:09:52'),(875,5,170,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:13:46'),(876,5,170,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:14:37'),(877,5,170,'Cynthia Lamothe has edited a learning block [Modèle économique] with the French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:18:30'),(878,5,19,'Cynthia Lamothe has edited a circular challenge [Les vêtements en tant que service] with the French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-03-06 11:19:16'),(879,5,51,'Cynthia Lamothe has deleted a learning block [Modèle économique] with the French language','Deleted','LearningBlocks','Modèle économique','FR','2024-03-06 11:23:55'),(880,5,171,'Cynthia Lamothe has saved a learning block [Économie fonctionnelle] with the French language','Saved','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:23:25'),(881,5,171,'Cynthia Lamothe has edited a learning block [Économie fonctionnelle] with the French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:41:36'),(882,5,61,'Cynthia Lamothe has deleted a learning block [Économie fonctionnelle] with the French language','Deleted','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:45:03'),(883,5,171,'Cynthia Lamothe has edited a learning block [Économie fonctionnelle] with the French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:45:30'),(884,5,172,'Cynthia Lamothe has saved a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Saved','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-06 13:06:36'),(885,5,172,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-06 13:18:23'),(886,5,172,'Cynthia Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-06 13:37:50'),(887,6,50,'Mikhail Hamwi has edited a learning block [Durabilité] with the French language','Edited','LearningBlocks','Durabilité','FR','2024-03-06 14:20:01'),(888,5,173,'Cynthia Lamothe has saved a learning block [dddd] with the English language','Saved','LearningBlocks','dddd','EN','2024-03-07 10:11:36'),(889,5,54,'Cynthia Lamothe has edited a learning block [la conception pour un comportement durable : Partie 4: Prototype / Défi] with the French language','Edited','LearningBlocks','la conception pour un comportement durable : Partie 4: Prototype / Défi','FR','2024-03-07 11:15:52'),(890,5,172,'Cynthia Lamothe has published a learning block [Comprendre le problème du gaspillage alimentaire] with the French language','Publish','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-07 12:50:48'),(891,5,53,'Cynthia Lamothe has published a circular challenge [Les Monnaies Locales] with the French language','Publish','CircularChallenge','Les Monnaies Locales','FR','2024-03-08 12:33:24'),(892,5,55,'Cynthia Lamothe has published a circular challenge [Événement circulaire] with the French language','Publish','CircularChallenge','Événement circulaire','FR','2024-03-08 12:35:29'),(893,5,46,'Cynthia Lamothe has published a circular challenge [Simulation de solutions climatiques] with the French language','Publish','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-08 12:35:55'),(894,5,51,'Cynthia Lamothe has published a circular challenge [Evenement circulaire] with the French language','Publish','CircularChallenge','Evenement circulaire','FR','2024-03-08 12:36:37'),(895,5,170,'Cynthia Lamothe has published a learning block [Modèle économique] with the French language','Publish','LearningBlocks','Modèle économique','FR','2024-03-10 19:50:53'),(896,4,25,'Marion Real has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-03-11 09:52:09'),(897,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:41:21'),(898,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:42:33'),(899,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:43:18'),(900,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:44:04'),(901,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-03-12 10:49:55'),(902,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:51:12'),(903,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:51:41'),(904,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 11:06:32'),(905,6,17,'Mikhail Hamwi has edited a circular challenge [Local Currency] with the English language','Edited','CircularChallenge','Local Currency','EN','2024-03-12 11:31:13'),(906,6,28,'Mikhail Hamwi has published a learning block [Functional economy] with the English language','Publish','LearningBlocks','Functional economy','EN','2024-03-12 13:12:41'),(907,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-12 13:30:05'),(908,9,45,'Domantas Tracevicius has edited a learning block [En-Roads simulator introduction (Video)] with the English language','Edited','LearningBlocks','En-Roads simulator introduction (Video)','EN','2024-03-12 14:57:28'),(909,9,174,'Domantas Tracevicius has saved a learning block [What three degrees of global warming looks like] with the English language','Saved','LearningBlocks','What three degrees of global warming looks like','EN','2024-03-12 15:10:37'),(910,9,5,'Domantas Tracevicius has edited a circular challenge [Simulating climate solutions] with the English language','Edited','CircularChallenge','Simulating climate solutions','EN','2024-03-12 15:21:42'),(911,5,173,'Cynthia Lamothe has deleted a learning block [dddd] with the English language','Deleted','LearningBlocks','dddd','EN','2024-03-13 07:56:19'),(912,5,175,'Cynthia Lamothe has saved a learning block [À quoi ressemblent trois degrés de réchauffement climatique ?] with the French language','Saved','LearningBlocks','À quoi ressemblent trois degrés de réchauffement climatique ?','FR','2024-03-13 08:08:19'),(913,5,171,'Cynthia Lamothe has published a learning block [Économie fonctionnelle] with the French language','Publish','LearningBlocks','Économie fonctionnelle','FR','2024-03-13 08:08:41'),(914,5,175,'Cynthia Lamothe has published a learning block [À quoi ressemblent trois degrés de réchauffement climatique ?] with the French language','Publish','LearningBlocks','À quoi ressemblent trois degrés de réchauffement climatique ?','FR','2024-03-13 08:09:06'),(915,5,85,'Cynthia Lamothe has edited a learning block [Low-tech] with the French language','Edited','LearningBlocks','Low-tech','FR','2024-03-13 08:11:45'),(916,5,85,'Cynthia Lamothe has published a learning block [Low-tech] with the French language','Publish','LearningBlocks','Low-tech','FR','2024-03-13 08:13:10'),(917,5,45,'Cynthia Lamothe has deleted a circular challenge [Simulation de solutions climatiques] with the English language','Deleted','CircularChallenge','Simulation de solutions climatiques','EN','2024-03-13 08:18:52'),(918,5,46,'Cynthia Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-13 08:21:36'),(919,5,121,'Cynthia Lamothe has published a learning block [Créer un outil open source de filage et/ou de tissage] with the French language','Publish','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-13 08:31:25'),(920,5,53,'Cynthia Lamothe has saved a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-03-13 08:33:09'),(921,5,54,'Cynthia Lamothe has saved a learning block [la conception pour un comportement durable : Partie 4: Prototype / Défi] with the French language','Saved','LearningBlocks','la conception pour un comportement durable : Partie 4: Prototype / Défi','FR','2024-03-13 08:34:15'),(922,5,55,'Cynthia Lamothe has saved a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-03-13 08:34:46'),(923,5,52,'Cynthia Lamothe has saved a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the French language','Saved','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-03-13 08:35:06'),(924,5,125,'Cynthia Lamothe has published a learning block [Visible Mending : réparez et personnalisez votre tissu] with the French language','Publish','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-13 08:37:12'),(925,5,126,'Cynthia Lamothe has published a learning block [Raisons sociales et environnementales de réparer] with the French language','Publish','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-13 08:37:30'),(926,5,23,'Cynthia Lamothe has edited a circular challenge [Low-Tech] with the French language','Edited','CircularChallenge','Low-Tech','FR','2024-03-13 08:39:44'),(927,5,23,'Cynthia Lamothe has edited a circular challenge [Low-Tech] with the French language','Edited','CircularChallenge','Low-Tech','FR','2024-03-13 08:40:23'),(928,5,176,'Cynthia Lamothe has saved a learning block [BONJOUR] with the English language','Saved','LearningBlocks','BONJOUR','EN','2024-03-13 13:24:01'),(929,5,176,'Cynthia Lamothe has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-13 13:50:04'),(930,5,176,'Cynthia Lamothe has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-13 13:52:58'),(931,4,177,'Marion Real has saved a learning block [El consumo en la economía circular, una introducción teórica] with the Spanish language','Saved','LearningBlocks','El consumo en la economía circular, una introducción teórica','ES','2024-03-14 09:44:02'),(932,5,42,'Cynthia Lamothe has edited a learning block [Professeurs en transitions] with the French language','Edited','LearningBlocks','Professeurs en transitions','FR','2024-03-14 09:49:20'),(933,4,178,'Marion Real has saved a learning block [Reto del consumo circular: Explore] with the Spanish language','Saved','LearningBlocks','Reto del consumo circular: Explore','ES','2024-03-14 09:55:57'),(934,4,179,'Marion Real has saved a learning block [El consumo en el reto de la economía circular: Hacer y Prototipar] with the Spanish language','Saved','LearningBlocks','El consumo en el reto de la economía circular: Hacer y Prototipar','ES','2024-03-14 10:10:21'),(935,4,56,'Marion Real has saved a circular challenge [El consumo ante el reto de la economía circular] with the Spanish language','Saved','CircularChallenge','El consumo ante el reto de la economía circular','ES','2024-03-14 10:16:42'),(936,4,56,'Marion Real has edited a circular challenge [El consumo en la economía circular] with the Spanish language','Edited','CircularChallenge','El consumo en la economía circular','ES','2024-03-14 10:19:38'),(937,5,128,'Cynthia Lamothe has saved a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the French language','Saved','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-03-14 10:22:18'),(938,5,140,'Cynthia Lamothe has saved a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the French language','Saved','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-03-14 10:23:03'),(939,4,180,'Marion Real has saved a learning block [Sostenibilidad] with the Spanish language','Saved','LearningBlocks','Sostenibilidad','ES','2024-03-14 10:32:18'),(940,4,29,'Marion Real has published a learning block [Textile environmental impact] with the English language','Publish','LearningBlocks','Textile environmental impact','EN','2024-03-14 10:32:39'),(941,4,181,'Marion Real has saved a learning block [Impacto medioambiental del textil] with the Spanish language','Saved','LearningBlocks','Impacto medioambiental del textil','ES','2024-03-14 10:36:24'),(942,4,182,'Marion Real has saved a learning block [Economía funcional] with the Spanish language','Saved','LearningBlocks','Economía funcional','ES','2024-03-14 10:46:22'),(943,4,183,'Marion Real has saved a learning block [Modelo de negocio] with the Spanish language','Saved','LearningBlocks','Modelo de negocio','ES','2024-03-14 11:00:08'),(944,4,57,'Marion Real has saved a circular challenge [La ropa como servicio] with the English language','Saved','CircularChallenge','La ropa como servicio','EN','2024-03-14 11:12:55'),(945,4,58,'Marion Real has saved a circular challenge [La ropa como servicio] with the Spanish language','Saved','CircularChallenge','La ropa como servicio','ES','2024-03-14 11:12:55'),(946,4,57,'Marion Real has deleted a circular challenge [La ropa como servicio] with the English language','Deleted','CircularChallenge','La ropa como servicio','EN','2024-03-14 11:13:10'),(947,4,58,'Marion Real has edited a circular challenge [La ropa como servicio] with the Spanish language','Edited','CircularChallenge','La ropa como servicio','ES','2024-03-14 11:14:49'),(948,5,154,'Cynthia Lamothe has saved a learning block [Outil de carte MeetECOid] with the French language','Saved','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-14 14:27:45'),(949,4,58,'Marion Real has published a circular challenge [La ropa como servicio] with the Spanish language','Publish','CircularChallenge','La ropa como servicio','ES','2024-03-14 15:40:27'),(950,4,183,'Marion Real has edited a learning block [Modelo de negocio] with the Spanish language','Edited','LearningBlocks','Modelo de negocio','ES','2024-03-14 15:46:47'),(951,4,181,'Marion Real has edited a learning block [Impacto medioambiental del textil] with the Spanish language','Edited','LearningBlocks','Impacto medioambiental del textil','ES','2024-03-14 15:48:51'),(952,4,182,'Marion Real has edited a learning block [Economía funcional] with the Spanish language','Edited','LearningBlocks','Economía funcional','ES','2024-03-14 15:53:12'),(953,4,180,'Marion Real has edited a learning block [Sostenibilidad] with the Spanish language','Edited','LearningBlocks','Sostenibilidad','ES','2024-03-14 15:56:59'),(954,9,25,'Domantas Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-03-14 20:13:33'),(955,9,29,'Domantas Tracevicius has edited a circular challenge [Žiedinis renginys] with the Lithuanian language','Edited','CircularChallenge','Žiedinis renginys','LT','2024-03-14 20:23:57'),(956,9,184,'Domantas Tracevicius has saved a learning block [Greitosios mados problematika] with the Lithuanian language','Saved','LearningBlocks','Greitosios mados problematika','LT','2024-03-14 20:41:04'),(957,9,185,'Domantas Tracevicius has saved a learning block [Pažintis su žiedine ekonomika] with the Lithuanian language','Saved','LearningBlocks','Pažintis su žiedine ekonomika','LT','2024-03-14 20:51:17'),(958,9,29,'Domantas Tracevicius has edited a circular challenge [Žiedinis renginys] with the Lithuanian language','Edited','CircularChallenge','Žiedinis renginys','LT','2024-03-14 20:52:42'),(959,5,129,'Cynthia Lamothe has published a learning block [Introduction aux ONG environnementales] with the French language','Publish','LearningBlocks','Introduction aux ONG environnementales','FR','2024-03-15 12:59:06'),(960,9,27,'Domantas Tracevicius has deleted a circular challenge [Klimato sprendimų modu] with the Lithuanian language','Deleted','CircularChallenge','Klimato sprendimų modu','LT','2024-03-17 09:37:22'),(961,9,28,'Domantas Tracevicius has edited a circular challenge [Asmeninis pėdsakas] with the Lithuanian language','Edited','CircularChallenge','Asmeninis pėdsakas','LT','2024-03-17 09:38:40'),(962,9,186,'Domantas Tracevicius has saved a learning block [Pagrindiniai aplinkosauginiai iššūkiai] with the Lithuanian language','Saved','LearningBlocks','Pagrindiniai aplinkosauginiai iššūkiai','LT','2024-03-17 10:05:44'),(963,9,59,'Domantas Tracevicius has saved a circular challenge [NVO veikla] with the Lithuanian language','Saved','CircularChallenge','NVO veikla','LT','2024-03-17 10:06:00'),(964,9,151,'Domantas Tracevicius has edited a learning block [Kas yra aplinkosauginės NVO] with the English language','Edited','LearningBlocks','Kas yra aplinkosauginės NVO','EN','2024-03-17 10:19:02'),(965,9,59,'Domantas Tracevicius has edited a circular challenge [NVO veikla] with the Lithuanian language','Edited','CircularChallenge','NVO veikla','LT','2024-03-17 10:19:25'),(966,9,187,'Domantas Tracevicius has saved a learning block [Kas yra aplinkosaugos NVO] with the Lithuanian language','Saved','LearningBlocks','Kas yra aplinkosaugos NVO','LT','2024-03-17 10:22:50'),(967,9,59,'Domantas Tracevicius has edited a circular challenge [NVO veikla] with the Lithuanian language','Edited','CircularChallenge','NVO veikla','LT','2024-03-17 10:24:18'),(968,9,59,'Domantas Tracevicius has edited a circular challenge [NVO veikla] with the Lithuanian language','Edited','CircularChallenge','NVO veikla','LT','2024-03-17 10:27:13'),(969,9,26,'Domantas Tracevicius has deleted a circular challenge [NVO veikla] with the Lithuanian language','Deleted','CircularChallenge','NVO veikla','LT','2024-03-17 10:28:04'),(970,9,28,'Domantas Tracevicius has saved a circular challenge [Asmeninis pėdsakas] with the Lithuanian language','Saved','CircularChallenge','Asmeninis pėdsakas','LT','2024-03-17 22:18:20'),(971,9,60,'Domantas Tracevicius has saved a circular challenge [Asmeninio pėdsako skaičiavimas] with the Lithuanian language','Saved','CircularChallenge','Asmeninio pėdsako skaičiavimas','LT','2024-03-17 22:31:29'),(972,9,60,'Domantas Tracevicius has edited a circular challenge [Asmeninio pėdsako skaičiavimas] with the Lithuanian language','Edited','CircularChallenge','Asmeninio pėdsako skaičiavimas','LT','2024-03-17 22:37:06'),(973,9,61,'Domantas Tracevicius has saved a circular challenge [Klimato sprendimų simuliavimas] with the Lithuanian language','Saved','CircularChallenge','Klimato sprendimų simuliavimas','LT','2024-03-17 23:11:01'),(974,9,61,'Domantas Tracevicius has edited a circular challenge [Klimato sprendimų simuliavimas] with the Lithuanian language','Edited','CircularChallenge','Klimato sprendimų simuliavimas','LT','2024-03-17 23:13:53'),(975,4,179,'Marion Real has edited a learning block [El consumo en el reto de la economía circular: Hacer y Prototipar] with the Spanish language','Edited','LearningBlocks','El consumo en el reto de la economía circular: Hacer y Prototipar','ES','2024-03-18 14:05:53'),(976,4,99,'Marion Real has edited a learning block [Razones sociales y medioambientales para reparar] with the Spanish language','Edited','LearningBlocks','Razones sociales y medioambientales para reparar','ES','2024-03-18 14:11:16'),(977,4,97,'Marion Real has edited a learning block [Conceptos básicos del compostaje] with the Spanish language','Edited','LearningBlocks','Conceptos básicos del compostaje','ES','2024-03-18 14:17:17'),(978,4,102,'Marion Real has edited a learning block [¿Qué necesitamos en mi centro educativo para comenzar a compostar?] with the Spanish language','Edited','LearningBlocks','¿Qué necesitamos en mi centro educativo para comenzar a compostar?','ES','2024-03-18 14:22:51'),(979,5,19,'Cynthia Lamothe has edited a circular challenge [Les vêtements en tant que service] with the French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-03-19 09:20:23'),(980,1,176,'Support Ipag has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:45:55'),(981,1,176,'Support Ipag has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:46:19'),(982,1,176,'Support Ipag has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:46:38'),(983,1,176,'Support Ipag has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:53:43'),(984,1,188,'Support Ipag has saved a learning block [TEST] with the English language','Saved','LearningBlocks','TEST','EN','2024-03-19 10:57:05'),(985,4,43,'Marion Real has edited a learning block [Visible Mending: repair and customize your fabric] with the English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2024-03-19 19:03:50'),(986,4,95,'Marion Real has edited a learning block [Visible Mending: repara y personaliza tu tejido] with the Spanish language','Edited','LearningBlocks','Visible Mending: repara y personaliza tu tejido','ES','2024-03-19 19:04:47'),(987,5,189,'Cynthia Lamothe has saved a learning block [Partager avec Discord] with the French language','Saved','LearningBlocks','Partager avec Discord','FR','2024-03-20 09:20:48'),(988,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 09:24:39'),(989,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 10:04:58'),(990,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:06:03'),(991,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:09:03'),(992,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:09:40'),(993,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:14:07'),(994,5,10,'Cynthia Lamothe has edited a circular challenge [Wool Challenge] with the French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-20 11:21:51'),(995,5,54,'Cynthia Lamothe has edited a circular challenge [Le compostage à l\'école] with the French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-20 11:22:11'),(996,5,55,'Cynthia Lamothe has edited a circular challenge [Événement circulaire] with the French language','Edited','CircularChallenge','Événement circulaire','FR','2024-03-20 11:22:28'),(997,5,19,'Cynthia Lamothe has edited a circular challenge [Les vêtements en tant que service] with the French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-03-20 11:23:11'),(998,5,18,'Cynthia Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-03-20 11:23:34'),(999,5,20,'Cynthia Lamothe has edited a circular challenge [Remixer l\'école] with the French language','Edited','CircularChallenge','Remixer l\'école','FR','2024-03-20 11:24:23'),(1000,5,46,'Cynthia Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-20 11:25:02'),(1001,5,52,'Cynthia Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-03-20 11:26:31'),(1002,5,53,'Cynthia Lamothe has edited a circular challenge [Les Monnaies Locales] with the French language','Edited','CircularChallenge','Les Monnaies Locales','FR','2024-03-20 11:26:51'),(1003,5,51,'Cynthia Lamothe has edited a circular challenge [Evenement circulaire] with the French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-03-20 11:27:10'),(1004,5,51,'Cynthia Lamothe has deleted a circular challenge [Evenement circulaire] with the French language','Deleted','CircularChallenge','Evenement circulaire','FR','2024-03-20 11:27:44'),(1005,5,23,'Cynthia Lamothe has edited a circular challenge [Low-Tech] with the French language','Edited','CircularChallenge','Low-Tech','FR','2024-03-20 11:28:24'),(1006,5,21,'Cynthia Lamothe has edited a circular challenge [Participer aux activités des ONG locales] with the French language','Edited','CircularChallenge','Participer aux activités des ONG locales','FR','2024-03-20 11:29:08'),(1007,5,126,'Cynthia Lamothe has deleted a learning block [Raisons sociales et environnementales de réparer] with the French language','Deleted','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-20 13:35:22'),(1008,5,190,'Cynthia Lamothe has saved a learning block [Share with Discord] with the English language','Saved','LearningBlocks','Share with Discord','EN','2024-03-21 09:02:54'),(1009,4,14,'Marion Real has published a circular challenge [School composting] with the English language','Publish','CircularChallenge','School composting','EN','2024-03-21 09:31:33'),(1010,4,17,'Marion Real has published a circular challenge [Local Currency] with the English language','Publish','CircularChallenge','Local Currency','EN','2024-03-21 09:31:54'),(1011,4,48,'Marion Real has published a circular challenge [Conception de l\'empreinte carbone personnelle] with the French language','Publish','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-03-21 09:43:34'),(1012,4,11,'Marion Real has deleted a circular challenge [Wool Challenge] with the Lithuanian language','Deleted','CircularChallenge','Wool Challenge','LT','2024-03-21 10:01:40'),(1013,4,62,'Marion Real has saved a circular challenge [Wool Challenge] with the Lithuanian language','Saved','CircularChallenge','Wool Challenge','LT','2024-03-21 10:03:22'),(1014,4,62,'Marion Real has deleted a circular challenge [Wool Challenge] with the Lithuanian language','Deleted','CircularChallenge','Wool Challenge','LT','2024-03-21 10:05:40'),(1015,4,63,'Marion Real has saved a circular challenge [Wool Challenge (VILNO)] with the Lithuanian language','Saved','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-21 10:08:00'),(1016,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-21 10:16:10'),(1017,1,176,'Support Ipag has edited a learning block [BONJOUR] with the English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-21 10:56:19'),(1018,9,191,'Domantas Tracevicius has saved a learning block [Susipažinimas su biomedžiagomis: kas jos yra? iš kur jos atsiranda?] with the Lithuanian language','Saved','LearningBlocks','Susipažinimas su biomedžiagomis: kas jos yra? iš kur jos atsiranda?','LT','2024-03-24 09:18:43'),(1019,9,192,'Domantas Tracevicius has saved a learning block [Biomedžiagų gamyba: pirmieji žingsniai ir receptai] with the Lithuanian language','Saved','LearningBlocks','Biomedžiagų gamyba: pirmieji žingsniai ir receptai','LT','2024-03-24 09:27:02'),(1020,9,193,'Domantas Tracevicius has saved a learning block [Biomedžiagų pavyzdžių knygos gamyba] with the Lithuanian language','Saved','LearningBlocks','Biomedžiagų pavyzdžių knygos gamyba','LT','2024-03-24 09:32:46'),(1021,9,194,'Domantas Tracevicius has saved a learning block [Apmąstykite žiedinius iššūkius] with the Lithuanian language','Saved','LearningBlocks','Apmąstykite žiedinius iššūkius','LT','2024-03-24 09:37:03'),(1022,9,64,'Domantas Tracevicius has saved a circular challenge [\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas] with the Lithuanian language','Saved','CircularChallenge','\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas','LT','2024-03-24 09:41:36'),(1023,9,64,'Domantas Tracevicius has published a circular challenge [\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas] with the Lithuanian language','Publish','CircularChallenge','\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas','LT','2024-03-24 09:43:08'),(1024,9,195,'Domantas Tracevicius has saved a learning block [Ekosistemų kartografavimas] with the Lithuanian language','Saved','LearningBlocks','Ekosistemų kartografavimas','LT','2024-03-24 10:09:56'),(1025,9,196,'Domantas Tracevicius has saved a learning block [Medžiagų patirtis] with the Lithuanian language','Saved','LearningBlocks','Medžiagų patirtis','LT','2024-03-24 10:15:57'),(1026,9,197,'Domantas Tracevicius has saved a learning block [Vilnos spalvinimas] with the Lithuanian language','Saved','LearningBlocks','Vilnos spalvinimas','LT','2024-03-24 10:21:11'),(1027,9,198,'Domantas Tracevicius has saved a learning block [Sukurti atvirojo kodo įrankį verpimui ir (arba) audimui] with the Lithuanian language','Saved','LearningBlocks','Sukurti atvirojo kodo įrankį verpimui ir (arba) audimui','LT','2024-03-24 10:26:13'),(1028,9,199,'Domantas Tracevicius has saved a learning block [Matomas taisymas: taisykite ir keiskite savo audinius] with the Lithuanian language','Saved','LearningBlocks','Matomas taisymas: taisykite ir keiskite savo audinius','LT','2024-03-24 10:37:30'),(1029,9,63,'Domantas Tracevicius has published a circular challenge [Wool Challenge (VILNO)] with the Lithuanian language','Publish','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-24 10:42:13'),(1030,9,65,'Domantas Tracevicius has saved a circular challenge [Žemosios technologijos] with the Lithuanian language','Saved','CircularChallenge','Žemosios technologijos','LT','2024-03-24 20:47:57'),(1031,9,66,'Domantas Tracevicius has saved a circular challenge [Drabužiai kaip paslauga] with the Lithuanian language','Saved','CircularChallenge','Drabužiai kaip paslauga','LT','2024-03-24 22:57:31'),(1032,9,66,'Domantas Tracevicius has edited a circular challenge [Drabužiai kaip paslauga] with the Lithuanian language','Edited','CircularChallenge','Drabužiai kaip paslauga','LT','2024-03-24 22:59:29'),(1033,5,189,'Cynthia Lamothe has edited a learning block [Partager avec Discord] with the French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-25 10:25:26'),(1034,5,190,'Cynthia Lamothe has edited a learning block [Share with Discord] with the English language','Edited','LearningBlocks','Share with Discord','EN','2024-03-25 10:42:41'),(1035,7,18,'Casper Boks has saved a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2024-03-25 13:17:03'),(1036,7,16,'Casper Boks has saved a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2024-03-25 13:17:27'),(1037,7,19,'Casper Boks has saved a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2024-03-25 13:17:41'),(1038,7,20,'Casper Boks has saved a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2024-03-25 13:17:56'),(1039,7,17,'Casper Boks has edited a learning block [An introduction lecture about Design for Sustainable Behaviour] with the English language','Edited','LearningBlocks','An introduction lecture about Design for Sustainable Behaviour','EN','2024-03-25 13:25:22'),(1040,7,86,'Casper Boks has saved a learning block [Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha] with the Spanish language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','ES','2024-03-25 13:26:34'),(1041,7,88,'Casper Boks has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar] with the Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','ES','2024-03-25 13:27:01'),(1042,7,89,'Casper Boks has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo] with the Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','ES','2024-03-25 13:27:19'),(1043,7,90,'Casper Boks has saved a learning block [Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar] with the Spanish language','Saved','LearningBlocks','Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar','ES','2024-03-25 13:27:41'),(1044,7,16,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2024-03-25 13:28:34'),(1045,7,18,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2024-03-25 13:29:55'),(1046,7,19,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2024-03-25 13:31:03'),(1047,7,20,'Casper Boks has edited a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2024-03-25 13:31:51'),(1048,5,200,'Cynthia Lamothe has saved a learning block [Partager ses résultats en tant qu\'élève] with the French language','Saved','LearningBlocks','Partager ses résultats en tant qu\'élève','FR','2024-03-26 11:09:53'),(1049,7,22,'Casper Boks has edited a learning block [Introduction to Sustainability] with the English language','Edited','LearningBlocks','Introduction to Sustainability','EN','2024-03-26 15:01:50'),(1050,7,29,'Casper Boks has edited a learning block [Textile environmental impact] with the English language','Edited','LearningBlocks','Textile environmental impact','EN','2024-03-26 15:03:04'),(1051,7,33,'Casper Boks has edited a learning block [Addressing eco-anxiety in class] with the English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-03-26 15:07:00'),(1052,7,33,'Casper Boks has edited a learning block [Addressing eco-anxiety in class] with the English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-03-26 15:09:12'),(1053,7,65,'Casper Boks has edited a learning block [School event planning] with the English language','Edited','LearningBlocks','School event planning','EN','2024-03-26 15:15:50'),(1054,7,111,'Casper Boks has saved a learning block [Consumption in the circular economy challenge: Make and Prototype] with the English language','Saved','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-03-26 15:17:45'),(1055,7,112,'Casper Boks has saved a learning block [Circular Consumption Challenge: Explore] with the English language','Saved','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-03-26 15:18:18'),(1056,7,63,'Casper Boks has edited a learning block [CO2 footprint calculator] with the English language','Edited','LearningBlocks','CO2 footprint calculator','EN','2024-03-26 15:20:42'),(1057,7,34,'Casper Boks has edited a learning block [What is your ecological footprint?] with the English language','Edited','LearningBlocks','What is your ecological footprint?','EN','2024-03-26 15:21:32'),(1058,7,63,'Casper Boks has deleted a learning block [CO2 footprint calculator] with the English language','Deleted','LearningBlocks','CO2 footprint calculator','EN','2024-03-26 15:21:58'),(1059,9,201,'Domantas Tracevicius has saved a learning block [Vietinė valiuta] with the Lithuanian language','Saved','LearningBlocks','Vietinė valiuta','LT','2024-03-26 23:22:25'),(1060,9,67,'Domantas Tracevicius has saved a circular challenge [Vietos valiuta] with the Lithuanian language','Saved','CircularChallenge','Vietos valiuta','LT','2024-03-26 23:39:37'),(1061,9,67,'Domantas Tracevicius has edited a circular challenge [Vietos valiuta] with the Lithuanian language','Edited','CircularChallenge','Vietos valiuta','LT','2024-03-26 23:40:16'),(1062,9,201,'Domantas Tracevicius has edited a learning block [Vietos valiuta] with the Lithuanian language','Edited','LearningBlocks','Vietos valiuta','LT','2024-03-26 23:40:46'),(1063,9,201,'Domantas Tracevicius has edited a learning block [Vietos valiuta] with the Lithuanian language','Edited','LearningBlocks','Vietos valiuta','LT','2024-03-26 23:41:14'),(1064,6,202,'Mikhail Hamwi has saved a learning block [Renting clothing Model] with the English language','Saved','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:07:51'),(1065,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-27 11:10:26'),(1066,6,202,'Mikhail Hamwi has edited a learning block [Renting clothing Model] with the English language','Edited','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:11:15'),(1067,6,202,'Mikhail Hamwi has edited a learning block [Renting clothing Model] with the English language','Edited','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:12:33'),(1068,6,202,'Mikhail Hamwi has published a learning block [Renting clothing Model] with the English language','Publish','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:13:07'),(1069,6,203,'Mikhail Hamwi has saved a learning block [Value chain] with the English language','Saved','LearningBlocks','Value chain','EN','2024-03-27 11:39:04'),(1070,6,204,'Mikhail Hamwi has saved a learning block [Stakeholder mapping] with the English language','Saved','LearningBlocks','Stakeholder mapping','EN','2024-03-27 11:55:25'),(1071,6,17,'Mikhail Hamwi has edited a circular challenge [Local Currency] with the English language','Edited','CircularChallenge','Local Currency','EN','2024-03-27 11:57:53'),(1072,9,205,'Domantas Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 5 dalis: refleksija] with the Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 5 dalis: refleksija','LT','2024-03-27 22:05:20'),(1073,9,206,'Domantas Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 4 dalis: prototipas] with the Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 4 dalis: prototipas','LT','2024-03-27 22:19:24'),(1074,9,207,'Domantas Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 3 dalis: tyrinėjimas] with the Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 3 dalis: tyrinėjimas','LT','2024-03-27 22:26:13'),(1075,9,208,'Domantas Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas] with the Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas','LT','2024-03-27 22:30:17'),(1076,9,208,'Domantas Tracevicius has edited a learning block [Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas] with the Lithuanian language','Edited','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas','LT','2024-03-27 22:31:08'),(1077,9,68,'Domantas Tracevicius has saved a circular challenge [Tvaraus elgesio dizaino iššūkis] with the Lithuanian language','Saved','CircularChallenge','Tvaraus elgesio dizaino iššūkis','LT','2024-03-27 22:41:08'),(1078,9,63,'Domantas Tracevicius has published a circular challenge [Wool Challenge (VILNO)] with the Lithuanian language','Publish','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-27 22:48:31'),(1079,9,63,'Domantas Tracevicius has deleted a circular challenge [Wool Challenge (VILNO)] with the 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09:27:12'),(1085,5,209,'Cynthia Lamothe has edited a learning block [Chaîne de valeur] with the French language','Edited','LearningBlocks','Chaîne de valeur','FR','2024-03-28 12:42:00'),(1086,5,209,'Cynthia Lamothe has edited a learning block [Chaîne de valeur] with the French language','Edited','LearningBlocks','Chaîne de valeur','FR','2024-03-28 12:42:22'),(1087,6,2,'Mikhail Hamwi has edited a circular challenge [Clothing as a service] with the English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-28 13:06:54'),(1088,1,188,'Support Ipag has edited a learning block [TEST] with the English language','Edited','LearningBlocks','TEST','EN','2024-03-28 13:07:46'),(1089,1,188,'Support Ipag has edited a learning block [TEST] with the English language','Edited','LearningBlocks','TEST','EN','2024-03-28 13:08:48'),(1090,5,210,'Cynthia Lamothe has saved a learning block [TEST 1] with the French language','Saved','LearningBlocks','TEST 1','FR','2024-03-28 13:09:13'),(1091,1,188,'Support Ipag has edited a learning block [TEST] with the English language','Edited','LearningBlocks','TEST','EN','2024-03-28 13:09:31'),(1092,1,210,'Support Ipag has deleted a learning block [TEST 1] with the French language','Deleted','LearningBlocks','TEST 1','FR','2024-03-28 13:10:41'),(1093,1,188,'Support Ipag has deleted a learning block [TEST] with the English language','Deleted','LearningBlocks','TEST','EN','2024-03-28 13:10:51'),(1094,1,211,'Support Ipag has saved a learning block [test Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies] with the English language','Saved','LearningBlocks','test Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies','EN','2024-03-28 13:13:47'),(1095,1,211,'Support Ipag has deleted a learning 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has saved a learning block [Cartographie des parties prenantes] with the French language','Saved','LearningBlocks','Cartographie des parties prenantes','FR','2024-03-28 13:39:03'),(1100,5,213,'Cynthia Lamothe has edited a learning block [Cartographie des parties prenantes] with the French language','Edited','LearningBlocks','Cartographie des parties prenantes','FR','2024-03-28 13:45:29'); /*!40000 ALTER TABLE `tasks` ENABLE KEYS */; UNLOCK TABLES; -- -- Table structure for table `themes` -- DROP TABLE IF EXISTS `themes`; /*!40101 SET @saved_cs_client = @@character_set_client */; /*!50503 SET character_set_client = utf8mb4 */; CREATE TABLE `themes` ( `id` int NOT NULL AUTO_INCREMENT, `themesGroup` varchar(255) NOT NULL, `name` text NOT NULL, `icon` varchar(255) DEFAULT NULL, `language` enum('FR','EN','ES','LT') NOT NULL DEFAULT 'EN', PRIMARY KEY (`id`) ) ENGINE=InnoDB AUTO_INCREMENT=17 DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_0900_ai_ci; /*!40101 SET character_set_client = 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WRITE; /*!40000 ALTER TABLE `users` DISABLE KEYS */; INSERT INTO `users` VALUES (1,'Support','Ipag','Admin',1,'fr','+33331110007','fr','admin of score','adress 1','score@score.test','$2a$08$eHBsdVKusKPV/mg2KJ1cW.JqnW1EkNo37HIjqh/ma7nw7jzUfKUt6','admin',NULL,'default-avatar.png','2023-10-13 13:11:22.633371','2024-01-30 17:32:16.582933'),(2,'Issam','Mejri','Professor of Entrepreneurship ',1,'fr','+331110007','fr','Associate Professor of Entrepreneurship and Strategy at IPAG Business School I Startup Mentor/Advisor','adress 1','i.mejri@ipag.fr','$2a$08$eHBsdVKusKPV/mg2KJ1cW.JqnW1EkNo37HIjqh/ma7nw7jzUfKUt6','admin',NULL,'1584574013238.png','2023-10-13 13:11:22.633371','2024-01-30 19:33:19.104592'),(3,'Julia','Leirado','Future Learning Expert',2,'undefined','+33331110007','Spain','Future Learning Expert','adress 1','julia.leirado@iaac.net','$2a$08$eHBsdVKusKPV/mg2KJ1cW.JqnW1EkNo37HIjqh/ma7nw7jzUfKUt6','admin',NULL,'Julia.png','2023-10-13 13:11:22.633371','2024-01-30 19:33:19.236424'),(4,'Marion','Real','Systemic Design Researcher',2,'undefined','+33331110007','es','Systemic Design Researcher','adress 1','marion@fablabbcn.org','$2a$08$eHBsdVKusKPV/mg2KJ1cW.JqnW1EkNo37HIjqh/ma7nw7jzUfKUt6','admin',NULL,'Marion.png','2023-10-13 13:11:22.633371','2024-01-30 19:33:19.360496'),(5,'Cynthia','Lamothe','Professor ',5,'undefined','+33331110007','fr','admin','adress 1','c.lamothe@estia.fr','$2a$08$eHBsdVKusKPV/mg2KJ1cW.JqnW1EkNo37HIjqh/ma7nw7jzUfKUt6','admin',NULL,'Cynthia.png','2023-10-13 13:22:48.000000','2024-01-30 19:33:19.480801'),(6,'Mikhail','Hamwi','Ingénieur de recherche',5,'undefined','+33331110007','fr','admin','adress 1','m.hamwi@estia.fr','$2a$08$eHBsdVKusKPV/mg2KJ1cW.JqnW1EkNo37HIjqh/ma7nw7jzUfKUt6','admin',NULL,'Mikail Hamwi.png','2023-10-13 13:22:48.000000','2024-01-30 19:33:19.613671'),(7,'Casper','Boks','Professor of Design for Sustainability',3,'undefined','+33331110007','Norway','admin','adress 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VALUES (1,'EN'),(1,'ES'),(1,'FR'),(1,'LT'),(2,'EN'),(2,'ES'),(2,'FR'),(2,'LT'),(3,'EN'),(3,'ES'),(3,'FR'),(3,'LT'),(4,'EN'),(4,'ES'),(4,'FR'),(4,'LT'),(5,'EN'),(5,'ES'),(5,'FR'),(5,'LT'); /*!40000 ALTER TABLE `users_languages` ENABLE KEYS */; UNLOCK TABLES; /*!40103 SET TIME_ZONE=@OLD_TIME_ZONE */; /*!40101 SET SQL_MODE=@OLD_SQL_MODE */; /*!40014 SET FOREIGN_KEY_CHECKS=@OLD_FOREIGN_KEY_CHECKS */; /*!40014 SET UNIQUE_CHECKS=@OLD_UNIQUE_CHECKS */; /*!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT */; /*!40101 SET CHARACTER_SET_RESULTS=@OLD_CHARACTER_SET_RESULTS */; /*!40101 SET COLLATION_CONNECTION=@OLD_COLLATION_CONNECTION */; /*!40111 SET SQL_NOTES=@OLD_SQL_NOTES */; -- Dump completed on 2024-03-28 15:45:47