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  • Adapting on the fly to new contexts

  • SDG’s are very broad, technocratic - we can think about how to build in OER-type resources

  • use SDG’s as a framing device

  • Try a prototype on one of them

  • Basic messages about impact eg. throwing plastic bottles in river - responsible actions - preserving environment

- Updating the Guide to Action (http://www.tigweb.org/action-tools/guide/)

- POSSIBLE THINGS TO DO

   - Updating the guide itself

   - A guide to the Sustainable Development Goals

   - A guide to Inclusion

- SDGs

   - 17 different goals and objectives of UN (https://sustainabledevelopment.un.org/?menu=1300)

   - AKA Sustainable Development Agenda, 2030 Goals

   - http://wikiprogress.org/articles/poverty-development/how-do-the-sdgs-differ-from-the-mdgs/

   - the MDG -> SDG process was an inclusive design process in action

   - JAMES: no involvement of people in MDGs, not meant for developed countries

       - Shift from developing countries to ALL countries

           - Goals 1-5: "Unfinished business"

           - Goals 12-15: "The Green Agenda"

       - "a global ambition with national partnerships"

- Action Guides framed in terms of the SDGs?

   - update Guide to Action

   - frame it in terms of the SDGs

   - make it more accessible and inclusive

   - another interesting frame - inclusion!

       - how do we ensure that we create and develop processes inclusively, accessibly

- "who are young people?"        

   - who is the constituency

   - how can we develop content that is understandable by young people in different regions?

       - localization

       - different reading levels

       - translation

       - simplification

       - visual aids

       - RELEVANT and CONTEXTUAL

- directions of entry

   - young people with learning differences understanding of SDGs

   - creating adaptable resources - adaptable to regional context, to learning differences

- Global Goals Platform: http://globalgoals.youthmovements.org/

- SDGs an inclusive design process in action

   - How do we adapt it to integrate young people with learning differences?

   - analyzing tools, analyzing materials

   - are materials in easy to read format?

- Environmental scan of SDGs    

   - https://sdg.guide/chapter-1-getting-to-know-the-sustainable-development-goals-e05b9d17801

   - https://www.worldwewant2030.org/

- Identifying some of the stakeholders, who we might be able to provide and collect input from

   - Who is not part of these conversations?

       - Intersecting literacies

- Initial timeline        

- people have difficulty accessing computers in Africa

- but around 80% of the young people (18-30) have mobile phones

   - Facebook, Whatsapp, etc

- to what extent do these versions of information have a mobile version?

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