Page 111 - Demo

The seven participants embody the ecosystem of a class of second-yearstudents in a French secondary school. Two participants take on the roles ofstudents (an eco-delegate and a typical student), teachers of different subjects,the school bursar, and the head teacher. A final character is the school%u2019s%u201ccommons%u201d.After 15 minutes of introduction and presentation of the board, characters,and tokens, the role-playing phase takes place in three sub-phases: a freenegotiation phase (20 min), a phase of the publication of results of EU fundingapplications to renovate a building (about 10min), and a guided negotiationphase to focus efforts on the common GHG of the school (25 min). Theremaining 10 minutes of phase 3 are dedicated to short debriefs by the advisor.The objective for the team during the negotiation phases is to follow theireducation course while reducing the carbon footprint of their virtual team to agiven target of fifty per cent (50%).During the %u201cfree negotiation%u201d sub-phase, the virtual characters played by theparticipants discuss how to reduce the GHG footprint of their virtual studentteam by half. Each decision leads to an action: the game facilitator movestokens on the virtual board, in or out of the game and writes down thesuggested alternatives through the digital interface.Tokens can be substituted by others of smaller sizes, for instance if an intracontinental (or domestic) plane journey is substituted by a train journey. Allproposed alternatives are eligible as long as they are accepted by the gamefacilitator, and co-opted by the participants and the advisor. The free negotiationphase ends with a short debriefing (5%u201310 minutes) during which the mid-termGHG footprint is presented by the advisor. The advisor also comments on thenegotiations, shares their feelings and motivates the team to go beyond theefforts already undertaken.The %u201cguided negotiation%u201d sub-phase focusing on commons takes place.Students, teachers, and the head teacher evaluate how to reduce thegreenhouse gases emitted by the commons of the entire school (mobility, food,heating, etc.). This guided negotiation phase is also timed and lasts 25 minutes. In the Ma Terre workshop, the role-playing phase allows participants to puttheir own student and professional constraints into perspective. Working ingroups stimulates context-specific abstraction and active experimentation.n 3. 1. 2. ResultsThe results of the first MaTerre workshop session for CitEuroPass students arebriefly presented here.During phase I (see Fig. 3.1.4), enthusiastic discussions emerged concerningboth videos and individual pathways. Some explanations were provided by theadvisor to underline the difference between air-pollution (local effect and impact1113.1 Creating a Low Carbon Footprint Way of Life with the MaTerre Workshop