LOOKING FOR
LIKELY
ALTERNATIVES
LOLAedited by Francois Jégou,
Victoria Thoresen, Ezio Manzini
A didactic process for approaching sustainability
by investigating social innovation...
LOLA:
Looking for Likely AlternativesLOLA
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Looking for Likely AlternativesLOLA
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THE CONSUMER CITIZENSHIP NETWORK (CCN) (WWW.HIHM.NO/CONCIT)
IS AN INTERDISCIPLINARY NETWORK OF EDUCATORS, RESEARCHERS AND
CIVIL SOCIETY ORGANIZATIONS, (INCLUDING UNESCO, UNEP AND
CONSUMERS INTERNATIONAL) WHO RECOGNIZE THE PRESSING NEED FOR
CONSTRUCTIVE ACTION BY INDIVIDUALS IN ORDER TO ACHIEVE SUSTAINABLE
CONSUMPTION AND GLOBAL SOLIDARITY. THE CONSUMER CITIZENSHIP
NETWORK HAS, SINCE 2003, DEVELOPED INTERDISCIPLINARY AP-
PROACHES TO CENTRAL ISSUES DEALING WITH THE BALANCE BETWEEN
MATERIAL AND NON-MATERIAL WELL-BEING AND WITH HOW ONE
CAN TRANSLATE ETHICAL VALUES INTO EVERYDAY PRACTICE THROUGH
CONSCIENTIOUS PARTICIPATION IN THE MARKET. CCN ALSO BRINGS
TOGETHER EXPERTISE IN THE FIELDS OF CITIZENSHIP-, ENVIRONMEN-
TAL- AND CONSUMER EDUCATION TO FURTHER DEVELOP RESEARCH
AND GOOD PRACTICE FOR TEACHING AND ACCESSING CONSUMER
CITIZENSHIP EDUCATION. THE NETWORK CONSISTS OF 133 INSTI-
TUTIONS IN 37 COUNTRIES.THE PROJECT TARGETS LECTURERS,
RESEARCHERS AND TEACHER TRAINERS IN HIGHER EDUCATION;
STUDENTS, PROFESSIONALS WORKING WITH CHILDREN AND YOUNG
PEOPLE, PUBLIC AUTHORITIES, AND ASSOCIATIONS DEALING WITH
CITIZENSHIP TRAINING, SUSTAINABLE DEVELOPMENT AND CON-
SUMER ISSUES... BY FOCUSING ON SOCIAL RESPONSIBILITY, THE
CCN ADDRESSES THE GROWING INTERNATIONAL CONCERN FOR
IMPLEMENTATION OF NORMS AND BEHAVIOUR WHICH SUPPORT
SUSTAINABLE DEVELOPMENT AND COOPERATION.
ING, THE VERY PROCESS ITSELF OF INVESTIGATING INITIATIVES WAS CONSIDERED TO BE A SIGNIFICANT AND NEW
“HANDS-ON” APPROACH TO LEARNING ABOUT SUSTAINABLE LIFESTYLES. THE PROCESS OF “LOOKING FOR LIKELY
ALTERNATIVES” COULD HIGHLIGHT A PRAGMATIC FOCUS ON DAY-TO-DAY CONCERNS, THE PROXIMITY OF INITIATIVES
LOCATED IN THE NEIGHBOURHOOD, THE NATURE OF INVESTIGATION OUTSIDE SCHOOL WALLS, CONTACT WITH THE
PROMOTERS OF THE INITIATIVES WHO OFTEN EVINCE STRONG SOCIAL, ETHICAL AND ENVIRONMENTAL COMMIT-
MENT, AND DISCUSSION OF THE POTENTIAL IMPACTS OF THE INITIATIVES.
COMING FACE TO FACE WITH FRIENDS AND NEIGHBOURS WHO ARE ACTIVELY INVOLVED IN EFFORTS TOWARDS
SUSTAINABLE LIFESTYLES AFFECTS NOT ONLY THE KNOWLEDGE BASE OF STUDENTS BUT INFLUENCES ATTITUDES
AND BEHAVIOUR. LOLA HAS PROVEN USEFUL BOTH IN COUNTRIES IN EUROPE AND ASIA. LOLA IS NOT AN
EXPENSIVE SET OF LEARNING MATERIALS. ON THE CONTRARY, THE TOOLKIT IS DOWNLOADABLE FREE FROM IN-
TERNET AND WHILE PROVIDING TEACHERS WITH A FRAMEWORK AND INSTRUMENTS IT IS FLEXIBLE AND ADAPTABLE
TO VARYING EDUCATIONAL SITUATIONS. LOLA TAKES THE STUDENTS INTO THE “REAL WORLD”, LEARNING TO
DISCOVER CONSTRUCTIVE INITIATIVES WHICH HAVE ACHIEVED IDENTIFIABLE RESULTS. THUS, LOLA CONTRIBUTES
TO FOSTERING POSITIVE ATTITUDES AND CONCRETE BEHAVIOUR TOWARDS SOCIAL INNOVATION AND SUSTAINABLE
LIFESTYLES.
VICTORIA W. THORESEN
Associate professor and Project Manager
The Consumer Citizenship Network
Hedmark University College, Norway
SIGNS OF DESPAIR, CYNICISM, HOPELESSNESS, AND FRUSTRATION ARE EVIDENT AMONGST YOUNG PEOPLE
AROUND THE GLOBE. THEY ARE DAILY BEING BOMBARDED WITH INFORMATION ABOUT THE DETERIORATING CONDI-
TION OF THE CLIMATE, THE CONTINUING DESTRUCTION OF THE ENVIRONMENT AND THE LACK OF INITIATIVES TO
COUNTERACT THE CONSEQUENCES OF UNSUSTAINABLE DEVELOPMENT. MANY HAVE EXPERIENCED THESE CONDI-
TIONS THEMSELVES. SOME SCHOOLS HAVE BEGUN TO RECOGNIZE THEIR RESPONSIBILITY TO HEIGHTEN AWARENESS
OF THE CRUCIAL NEED FOR MORE SUSTAINABLE LIFESTYLES. COURSES RELATED TO EDUCATION FOR SUSTAINABLE
DEVELOPMENT ARE BECOMING INCREASINGLY PREVALENT. NONETHELESS, IN MANY CASES THE FOCUS REMAINS
ON WHAT HAS GONE WRONG RATHER THAN WHAT IS BEING DONE TO IMPROVE THE SITUATION. THEORETICAL SO-
LUTIONS TEND TO BE PRESENTED MORE OFTEN THAN CONCRETE EXAMPLES OF POSSIBLE PATHS TO FOLLOW.
LOLA, LOOKING FOR LIKELY ALTERNATIVES IS A TOOL WHICH ASSISTS TEACHERS AND STUDENTS IN IDENTI-
FYING, INVESTIGATING AND MAKING VISIBLE EXAMPLES OF SUSTAINABLE LIFESTYLE APPROACHES IN THE VERY
NEIGHBOURHOODS WHERE THE STUDENTS LIVE. IT IS NOT ONLY A LEARNING EVENT WHICH TAKES PLACE AND
THEN IS PAST, BUT THROUGH THE USE OF INTERNET AND BY CONNECTING WITH OTHER STUDENTS GLOBALLY WHO
ARE INVOLVED IN SIMILAR PROCESSES, LOLA STUDENTS ALSO CONTRIBUTE TO A WIDER PROCESS OF MAKING
EXAMPLES OF SOCIAL INNOVATION KNOWN, THUS GIVING ADDED IMPETUS TO THE POTENTIAL FOR THE INITIATIVES
TO BE RECOGNIZED, ADAPTED AND USED ELSEWHERE.
THE LOLA PROJECT PROVIDES AN OPPORTUNITY TO PROGRESS BEYOND THE COMMON PEDAGOGICAL USE OF
CASE STUDIES AND PROJECT WORK, THEREBY PROVIDING A VALUABLE SUPPLEMENT TO SUCH CENTRAL RE-
SOURCES AS UNEP AND UNESCO’S YOUTHXCHANGE TOOLKIT , AND THE MARRAKECH TASK FORCE AND
UNEP’S “RECOMMENDATIONS FOR EDUCATION FOR SUSTAINABLE CONSUMPTION: HERE AND NOW” . IT CON-
NECTS THE WORK OF TEACHERS AT SEVERAL SCHOOLS IN A COLLECTIVE SEARCH FOR EXAMPLES OF UNIVERSAL
VALUE, THEREBY PUTTING INTO ACTION THE GOALS OF THE UN DECADE FOR EDUCATION FOR SUSTAINABLE DE-
VELOPMENT (2005-2014). IT IS A PROCESS OF INTEGRATING INITIATIVES DEALING WITH “LEARNING TO LEARN”
AND “LEARNING FOR A SUSTAINABLE FUTURE” WITH INITIATIVES CONCERNED WITH LEARNING TO BE A CRITICAL,
AWARE, CONSUMER CITIZEN.
THE LOLA PROJECT IS A FOLLOW-UP OF THE EMUDE (EMERGING USER DEMAND IN SUSTAINABLE SOLU-
TIONS 2004-2006) RESEARCH PROJECT WHICH INVOLVED DESIGN SCHOOLS FROM EIGHT EUROPEAN COUNTRIES
IN A PROCESS OF COLLECTING EXAMPLES OF SOCIAL INNOVATION. THE DESIGNERS WENT BEYOND MERE REFLEC-
TION ON THE ECO-DESIGN OF GOODS, AND BEGAN QUESTIONING LARGER SYSTEMS RELATED TO EVERYDAY ACTIVI-
TIES, FOCUSING ON PEOPLES’ WAY OF LIVING AS A WHOLE, MEETING CREATIVE COMMUNITIES AND EXPLORING NEW
AREAS OF SOCIAL INNOVATION. THE INITIAL OUTCOMES OF THE EMUDE RESEARCH PROJECT WERE PRESENTED
AT THE SECOND INTERNATIONAL CONFERENCE OF THE CONSUMER CITIZENSHIP NETWORK BY THE SUSTAINABLE
EVERYDAY PROJECT IN AN EXHIBITION. THE REFLECTIONS FROM THE EMUDE EXPERIENCES WERE DISCUSSED
AMONGST THE CCN PARTNERS WITHIN THE CONTEXT OF EDUCATION FOR SUSTAINABILITY AND RESPONSIBLE
CONSUMPTION. THESE DISCUSSIONS LEAD TO A CONSULTATION ABOUT HOW TO ADAPT THE EMUDE PROCESS
SO IT COULD BECOME A DIDACTIC ACTIVITY FOR RAISING AWARENESS ABOUT SUSTAINABILITY ISSUES THROUGH THE
INVESTIGATION OF EXAMPLES OF SOCIAL INNOVATION. IN ADDITION TO BEING ABLE TO REVIEW INSPIRING CASES
OF SUSTAINABLE SOLUTIONS FOR DAILY LIVING AND POSSIBLE ALTERNATIVES TO THE MAINSTREAM WAY OF LIV-
LOOKING FOR LIKELY ALTERNATIVES
ISBN: 978-82-7671-732-7
© Hedmark University College, Norway
First edition: March 2009
The Hedmark University College
LUNA, Postbox 4010
2306, Hamar, Norway
Tel. +47 625 17636
Edited by Consumer Citizenship Network represented by Victoria Thoresen and Sustaina-
ble Everyday Project (SEP) represented by François Jégou and Ezio Manzini
Graphic design:
François Jégou and Juli Mata, Strategic Design Scenarios
Olivier Dupuis and Matthieu Goedefroot, Generis
Printed by:
Poot, Groot-Bijgaarden, Belgium
FOREWORD LOLA: Looking for Likely Alternatives Victoria Thoresen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.
About this booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.Lola vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9.Lola toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10.Key principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14.Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15.Step 1. identify promising initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16.Step 2. search for promising initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17.Step 3. select most promising initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18.Step 4. investigate promising initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19.Step 5. discuss investigation results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20.Who uses lola? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.
LOLA IN ACTION
LOLA INITIATIVES IN LITHUANIA Irena Zaleskiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23.
LOLA IMPLEMENTATIONS IN SECONDARY SCHOOLS IN LATVIA Vija Dislere. . . . . . . . . . . . . . . . . . . . . . . . 24.
ADAPTING THE TOOLKIT TO THE IRISH CONTEXT Mella Cusack, Conor Harrison, Miriam O’Donoghue . 26.
ORGANISING LOLA ACTIVITY FOR A SCHOOL EVENT IN BELGIUM François Jégou . . . . . . . . . . . . . . . . . . . 28.
PROMOTION OF LOLA IN PORTUGAL Alcina Dourado, João Jardim Fernandes, Antonio Carloto . . . . . . . . 30.
LOLA EXERCISE FOR VOCATIONAL TRAINING IN SPAIN
Fernando Portal, Nieves Álvarez, Miguel Angel García, Ana Goepner, Eva Hoyos . . . . . . . . . . . . . . . . . . . . 32.
ADAPTING LOLA IN PRIMARY SCHOOL IN NORWAY Inger Lise Skare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34.
LOLA FOR ECO-DESIGN COURSES IN BRAZIL
Marco Ogê Muniz; Luiz Fernando Gonçalves de Figueiredo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36.
BACKGROUND
LOLA IN EDUCATIONAL THEORIES
Irena Zaleskiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39.
A SOCIAL LEARNING PROCESS
Ezio Manzini . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42.
APPROACHING SUSTAINABILITY BY INVESTIGATING SOCIAL INNOVATION
Carla Cipolla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44.
A TOOLKIT TO PROMOTE LOCAL SUSTAINABILITY
François Jégou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46.
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48.
YOUTHXCHANGE & LOLAUNEP UNESCO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49.
Looking for Likely AlternativesLOLA
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Looking for Likely AlternativesLOLA
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INDEX
• The FOURTH and last section provides you
reference texts to help place the importance
of the approach represented by LOLA from
the educational, sustainability, social innova-
tion and design point of view. If you look for
foundation, go to this last section... pages
38 - 47.
CONCRETELY WHAT WILL YOU FIND IN THISDOCUMENT?
FOCUS ON THE
LOCAL SCALE
ACT NOW
ADOPT ACTION LEARNING
CHANGE WAYS
OF LIVING
Looking for Likely AlternativesLOLA
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Looking for Likely AlternativesLOLA
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ABOUT THE BOOK
THIS BROCHURE INTRODUCES TO THE LOLA TOOLKIT. IT GIVES AN OVERVIEW OF THE GENESIS, INTEN-TIONS AND GOALS OF THIS PROJ-ECT AS WELL AS A PANORAMA OF POSSIBLE IMPLEMENTATIONS THAT COULD BE ELABORATED FROM ALL THE TOOLKIT MATERIAL AVAILABLE ONLINE.
• You already have seen a selection of local
initiatives on the inner cover suggesting new
and more sustainable ways of living. If you
have passed it as a ‘decorative wallpaper’
you may go back and take a closer look at it.
They will give you an insight on creative and
stimulating suggestions of how to make our
daily life more sustainable, and with that on
the main focus of LOLA...
• The FIRST part introduces the basic con-
cept of LOLA: what is our vision? What do we
mean by toolkit? Who may use it and how? If
you have not heard of LOLA yet please start
with this section... pages 10 -14.
• The SECOND part shows the core process
of LOLA articulated in 5 steps presented as a
fl exible set of cards that enable to customise
and adapt the exercise to any teaching situ-
ation. If are interested in implementing the
LOLA toolkit, look for what may suit you the
best in this section... pages 15 - 21.
• The THIRD Part is a selection of various
implementations that have been made from
the LOLA toolkit. It shows a wide range
of applications from primary schools to
universities, from long project periods to
one day events, from isolated initiatives to
the attempt of offi cial adaptation of LOLA to
national curriculum. If you do not intend to
use LOLA for your teaching context or if you
are only looking for inspiration check this
section... pages 22 - 37.
The purpose of this brochure is to dissemi-
nate the LOLA initiative across the different
fi elds of education, sustainability, design
and social innovation. It is an introduction to
stimulate involvement in the project among
teachers, teachers’ trainers and education
policy makers and open access to detailed
presentations and material download which
are available on the LOLA web platform.
Sustainability issues relate to abstract sys-
tems, complex interactions and big num-
bers... How to get children (and adults) feel
concerned about carbon emissions, water
shortages, acid rains, etc?
Especially how to make them understand the
relationship between one’s behaviours and
the negative or positive impacts of them on
the global scale?
LOLA proposes to focus on the local context:
what is happening in the street nearby? What
did neighbours implement to reduce their
impact on the environment? What actions
are effi cient and have been successfully
adapted in the area we live in? etc. LOLA
aims at looking for promising sustainable
interviews. It doesn’t require particular
knowledge or preparation for the teacher:
they will learn together asking questions;
collecting material; wondering why and how
the initiative they are investigating may have
less or more impact on the environment;
etc... They will compare points of view, come
back to the class having built their own local
temporary knowledge. They will have learned
to live in a fussy and evolving environment
and to permanently question it...
initiatives at a walking distance from the
school; to search for people or groups of
people who invent new solutions in their daily
living that is likely to reduce their impact on
the environment and to regenerate the social
fabric around; to raise awareness and con-
cerns with close and concrete examples...
before they can be implemented. Initiatives
that can be implemented by a small group of
people, creative and industrious enough to
invent and introduce new and more sustain-
able ways of living in their everyday...
The sustainability crisis is not anymore a
question of a long time: damages; degrada-
tion; pollution... It is sensitive issue in our
everyday life and has become complicated
by the present fi nancial and economic crisis.
Our small blue planet is dramatically requir-
ing new regulations, reforms and paradigms.
But radical change doesn’t come only from
top-down policies...
LOLA proposes to focus on bottom-up
initiatives. Initiatives, that don’t require any
political decision or change at a global level
Deciding (and teaching) sustainability issues
requires specifi c knowledge and background
that is progressively shaping and slowly dif-
fusing among the population. Sustainability
triggers contradictory interests and lots of
distorted and fault information. To make
one personal point of view at it on the planet
scale, is challenging for all (for teachers and
educational staff as well...)
LOLA is an investigation process based on
Effort towards sustainability tends fi rst to
reduce our impact on the environment im-
proving current solutions: they try to provide
the same with less: the same products and
services consuming less energy, less water,
generating less pollution, etc. but this strat-
egy has clear limits at the world scale: the
western way of living cannot be generalised
to the all world population without conduct-
ing to a short term catastrophe!
LOLA therefore proposes to search for new
sustainable way of living where “sustainable
ways of living stands for daily life activities
where people and communities succeeds
in living better reducing their ecological
footprint and increasing the quality of the
social fabric”.
Looking for Likely AlternativesLOLA
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LOLA TOOLKIT
A toolkit is a set of elements that enable its users
to realise a particular activity. In the case of the
LOLA the purpose of providing a toolkit to secondary
schools is to enable teachers and pupils to create
signifi cant learning sessions. From this short
defi nition we can draw an important consequence
for implementation:
LOLA is NEITHER a ready to use package NOR a
fi xed exercise!
An education toolkit is meant as stimulation
material. Nothing pre-masticated to apply in the
class... but an enthusiastic proposition for a rich
experience: what about going out of the school and
meet people that live nearby but in a different way
than the mainstream? Why not visiting them and
experiencing their living patterns? Or inviting them
The core element of the LOLA toolkit is a set of
STEP-BY-STEP CARDS describing the different
possible steps to search for a promising initiative,
to get in contact with its protagonists, to document
what they do and report it in a nice and highly
communicative way. For each of these steps, each
card is proposing different options multiplying the
number of possible combinations to implement
LOLA. The cards are large. With a letter format, big
titles and explicit drawings can be seen by all the
class and they are used to explain the LOLA process
and debate how it may look like. Then the cards are
used as possible building blocks of the process:
WHAT DO WE INTED BY THE TOOLKIT?
WHAT IS THE LOLA
TOOLKIT COMPOSED OF?
in the class and asking them to tell about their
lifestyles? Etc. There are many different ways to
proceed. No one is better: different implementations
may suit more or less to different learning contexts
in terms of age of the kids, location of the school,
time available, etc.
Therefore the fi rst step towards implementing LOLA
is to build its own implementation process among
or beyond the suggestions proposed in the toolkit.
Teachers and pupils should work together to decide
the best way for them to proceed; And doing so they
already start an enriching experience of searching
for the best learning journey they can choose...
some are eliminated, others are kept, organised on
sequence and set on the wall to picture the action
plan of the class...
Along with the cards a REPORTER BOOK is available
in the LOLA toolkit. It is the main investigation
tool for the pupils to organise their interviews. It
contains basic concepts and examples of initiatives
to investigate; interview question guides and
photo check-lists; progressive reporting formats
to organise information and images, personal
comments and disclosure agreements...
Looking for Likely AlternativesLOLA
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feedback on implementation through different levels
of FEEDBACK FORMS to help the LOLA core team to
record all experiences and improve the LOLA toolkit.
All the elements of the LOLA toolkit are in copy left
and open source: they can be downloaded from the
LOLA website, transformed and use for any purpose
unless commercial ones. The core elements of
the toolkit have been designed with less text and
more drawing to encourage translation (the Step-
by-step cards are available in 7 languages). Local
LOLA antennas are encouraged to open regional or
national LOLA blogs in their own languages, decide
and promote their own improvements.
The principle of the toolkit is then proposed as a
general principle enabling pupils, teachers, teacher
trainers and education policy makers to take part at
their level in the development of LOLA.
The material for an EXHIBITION is provided in the
toolkit. Its aim is to facilitate the diffusion of LOLA
and promote it at various levels from a group of
teachers of the same school to a teacher convention
at a regional or national level...
This exhibition material is meant as a basis to
explain the process and to be enriched by the work
of the classes. An EXHIBITION GUIDE is available to
suggest multiple ways to install a low cost exhibition
in the school.
Other communication material such as a
BROCHURE is provided in the toolkit in order
to support dissemination across every possible
category of actors that may be interested.
A process of becoming a national LOLA
AMBASSADOR has been also developed in order to
relay at a national level in the promotion of LOLA.
Ambassadors coordinate the diffusion and promotion
of LOLA in their countries. In particular they collect
Back to the classroom, it’s time to review all the material collected, edit a synthesis, select best images, post
the fi nal work on the lola weblog or in an exhibition in the school and invite all teachers, school staff, parents,
neighbours to appreciate the results and... maybe trigger vocations...
Take appointments, prepare the interview, fi nd a camera, make drawings, take notes... lots of things to
prepare for the class in order to be ready to capture the maximum of the visited initiative and collect enough
material for a good reportage!
Ask the pupils to make a draft description as shown in their reporter books of each initiatives they found
ask the pupils to make a draft description of each initiative they have found as shown in their reporter book,
display them in the class or ask them to present orally and leave time to discuss and compare what they have
found, and fi nally to choose the most promising one to investigate...
Explain the steps to be followed, present the action plan, prepare the reporter book with the pupils and open
a lola weblog the main tool they are going to use in their investigation and dedicate another session to explain
how to search for promising initiatives...
Looking for Likely AlternativesLOLA
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Looking for Likely AlternativesLOLA
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STEPS
Organise the lola project to fi t to the purpose and context of your teaching; set the planning and launch the
project starting with one session dedicated to familiarise with the kind of social initiatives promising in terms
of sustainability the class going to look for... LOLA process intends to be an inquiry-based learn-
ing process. It is not pure discovery learning since
the object of investigation, purpose and expected
results are clearly framed. But LOLA put the respon-
sibility of learning on the learners: the exploration of
direct surroundings of pupils, the facing of contra-
dictory explanations in the interviews should trigger
their curiosity and willingness to access more con-
ceptual knowledge and better understand the issues
of sustainability...
LOLA promotes the idea that the school may gain ef-
fi ciency in opening more to the outside world. Start-
ing from concrete observations is likely to increase
pupils’ motivation to learn about sustainability on
one hand and, on the other hand, the same pupils
will discover diffused knowledge on sustainability in
the very community where they are living, renovation
of traditional practices and new forms of sustainable
living, reduction of impact achieved, experimenta-
tions in progress, projects...
The greening of the society is a collective learning
process and LOLA refl ects this situation: everyone
should be involved in looking for likely alternatives!
Parents and relatives of the pupils have a particu-
larly important role to play. First they are invited to
take part at various stages of the process: going with
when the pupils visit the initiatives, participating to
the discussion of the results etc. Second their ways
of living will be challenged by the initiatives observed
by their children: they will have to question their own
habits, discuss alternatives and start adopting new
ones...
LOLA starts from a rich learning experience: meet-
ing people that fi nd ways to improve their quality of
life while making it more sustainable and develop a
toolkit of support to facilitate this experience within
a class activity context. But rather than indicating a
unique and fi xed way of achieving it, LOLA proposes
a multiplicity of routes. It promotes a creative ap-
proach where teaching methods may evolve, new
material may be added and different paths will be
explored...
Sustainability is deeply rooted in a local context:
what is a promising solution in one place may not
be adapted to another situation. Beyond variety of
solutions each class may encounter in its investiga-
tions, LOLA proposes to share results through its
web platform, to compare sustainable solutions
observed between classes in different locations and
to progressively build an international repository of
sustainable ways of living...
KEY PRINCIPLES
PUPIL’S
PARTICIPATION
FLEXIBLE
TEACHING
METHODS
DIVERSITY OF
SUSTANIABLE
WAYS OF LIVING5 6
SCHOOL-
COMMUNITY
INVOLVEMENTPARENT’S ROLE3 4
ACTIVE LEARNING1 2LOLA proposes a learning journey both for pupils
and their teachers. The knowledge embedded in the
creative way some specifi c groups of people decide
to change the organisation of their everyday life has
not been formalised yet: what sustainable ways of
living may be are still object of research and discus-
sion in the scientifi c community. LOLA is therefore
proposing to take part to a mutual learning process
in this key investigation to invent a new and more
sustainable future...
STEP2STEP1Teacher should fi rst prepare the investigation process the class will fol-
low. Remember, LOLA is a customizable toolkit! Therefore, the teacher
should read through all the Step-by-step cards, decide if he wants to use
them all or not and if so, how. He retains only the cards he selected and
displays them in order to present the action plan to the class.
The complete LOLA process from searching and selecting initiatives to
perform investigations and discuss the results is estimated at about an 8
weeks process for a class dedicating a 2 hours session a week. This av-
erage time can last more if LOLA process is taken as a project backbone
pretext for additional in-depth investigations or collaboration within the
school between different learning areas. But it can also be much shorter
if for any time constraints, some steps cannot be performed. See the fol-
lowing «LOLA in action» section for examples of implementation inspired
by the LOLA toolkit...
The fi rst step is fundamental: it’s a group activity in the class of about an
hour that could be seen as self-standing. The pupils should familiarise
with the kind of initiatives LOLA focuses on. Probably the easiest way to
do it is to look at a sample of cases available on the LOLA website (see:
www.sustainable-everyday.net/lola and the inner cover of this brochure)
and comment them with the pupils: what is this initiative about? A Foot-
bus to go to school; a car-sharing service; a food purchase group... Why
are these solutions likely to be more sustainable? Teachers can use the
three criteria’s for which they have been selected (see example in the
Reporter Book and at www.sustainable-everyday.net/lola):
- What are the good things of the initiative for our society? How will it
make us share, help and understand each other more?
- Does the initiative reduce damages of the planet? How? How do we
consume less material and energy? How does it reduce pollution?
- Could you also do this in your own neighbourhood? Can this initiative
settle and prevail in daily life and get the same benefi ts for all of us and
for the environment permanently?
Teachers can also start questioning critical aspects of our daily living (see
list of typical unsustainabilities at www.sustainable-everyday.net/lola) or
support the discussion in the class using Guidelines on what we can do to
change our way of living (see www.sustainable-everyday.net/lola).
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The LOLA toolkit contains a REPORTER BOOK to guide the pupils along
all their investigation activity: it gives advices, examples, questions
guide and pictures check-list, formats for reporting at each stages...
Teachers should adapt it eventually to the step-by-step process they
decide to follow and distribute a copy to each pupils/groups of pupils.
The REPORTER BOOK will be the most important tool the pupils will use
during their investigation: it important they take part in its construction
and have a chance to browse and discuss the various sections.
When a connected computer is easy to access they should also
encourage the class to open a weblog to report progressively on the
progress of the investigation. They can use the LOLA platform online to
present their initiative and look for collaborations and exchanges with
other class working in the same town, region or country or using the
same language.
HOW TO SEARCH FOR PROMISING ALTERNATIVES IN THE SCHOOL AREA? There are many ways: some are indicated here; they can be com-
bined and more possibilities will emerge along the research process.
The initiatives observed in step 1. are all about sharing, mutual help,
participation, reuse, repair, second hand, socialisation, alternative mobil-
ity, local production, reduced transportation, etc. Check combinations of
those keywords on a search engine on the Internet associated with the
name of the town or region where the school is. The pupils will surly fi nd
initiatives in their neighbourhood that they even did not suspected they
were existing so near! The pupils will surely fi nd initiatives in their neigh-
bourhood they would not suspect to exist, let alone so near!
Local media either electronic or traditional are worth to look at: they are
generally full of short news reporting interesting initiatives in favour of
sustainability in the region. The list of non-profi t organisations registered
in the area is also a good way to start the research. The teacher or the
pupils may ask at the town hall to talk to the person in change of sus-
tainability issues and discuss they research with her.
Finally the pupils themselves represents an important network of
parents, relatives, friends, neighbours... they can ask for advice: not all
of them may be connected with sustainable ways of living but previous
experiences show that there are always one or two families that are in
the right networks and can provide a lot of contacts...
According to the time available and to the age level and skills, the pupils
can look for new initiatives or simply try to identify similar ones in their
area to the sample list on LOLA website. They can also search alone or
the teacher may prepare the research or even a shortlist of potentially
interesting cases...
SEARCH FOR PROMISING INITIATIVES
IDENTIFY PROMISING INITIATIVES
STEP4
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The visit of the selected initiatives is the core of the LOLA process, the
most teasing experience and the source of fruitful learning... but it’s not
always easy to organise for pupils who are not autonomous and self-
standing.
The four cards suggest different settings that may be easier in a class
context.
The whole class may visit only one initiative all together with the teacher
but they can be organised in subgroups dedicated to discover different
aspects of the initiative or competing for the best reportage...
Parents can be asked to take part and accompany one group of pupils
one hour after school: it may be an interesting experience also for them!
If the initiative is not easy to visit because of the place, distance, avail-
ability... the teacher may choose to do the visit alone and bring back as
much rough material as he can: tapes, pictures, brochures, notes and
pupils will play to be the editors of the material.
Another setting might be to invite the initiative in the school instead of
visiting it and for instance, have one or two representatives coming to tell
their story in the class for one afternoon.
To start the discussion we proposed some self-assessment questions
at the end of the DRAFT DESCRIPTION format:
All the initiatives found should be reviewed and discussed in the class.
Different options are suggested by the cards The cards suggest differ-
ent options: display the pages of the Reporter Books on the wall; groups
presenting one after the other... The main interest of this step is to have
the pupils confront their fi ndings and make them discuss pros and cons.
There are not good and bad cases: it is all a matter to understand why
they have been chosen and what they can bring in terms of sustainability.
The REPORTER BOOK proposes a DRAFT DESCRIPTION format to pres-
ent a snapshot of each initiative found by the pupils: name of the initia-
tive? Where is it found? What is it about? How does it work? How was the
situation before? Which problems did they face? Why is it better for the
planet? For the people? A picture or a drawing - if available - to better
grasp what it looks like...
The discussion should emphasis if we are in presence of new sustainable
ways of living which is to say a daily life activity where people and com-
munities succeeds in living better reducing their ecological footprint and
increasing the quality of the social fabric. The discussion should empha-
sis if we are in the presence of new sustainable ways of living: people
and communities maintaining daily life activities by which succeeding
reduce their ecological footprint and increase the quality of the social
fabric... Social and environmental aspects of sustainability should be
reviewed systematically paying attention to balance individual and collec-
tive benefi ts. Finally, the initiative should be possible to multiply in other
places and other contexts. It should not be limited to a one shot...
If many cases have to be reviewed, the discussion may last long... So
choose the number of initiatives according to the time available. You can
short-list the most interesting one. You can also introduce a third party
point of view in the person of a local responsible person for sustainability
issue in the town or from a local NGO... But in any case don’t take any-
thing for granted, look for good questions rather than answers and keep
the discussion open!
- is it a new way to do your daily life with others?
- is it better for the people and the community?
- is it better for our planet’s environment?
- is it possible for people to do it somewhere else?
STEP3The REPORTER BOOK contains a series of supports to review in the class
before leaving for a visit to the initiative:
- The INTERVIEW GUIDE suggests generic topics and related questions
to conduct the interview but asking good questions is not always easy:
some rehearsal in the class is advised!
- The PICTURE CHECK-LIST is a list of pictures that should be taken.
At fi rst sight, it may appear superfl uous but in practice, in the rush one
always forgets to take a photo of the context or of the users or of the fi nal
result or anything... so go beyond the list, take more pictures but never
less!
- The SCHEME OF THE INITIATIVE suggests a blank page to draw a map
with different actors involved and arrows showing what is exchanged
between them... A map either drawn by the pupils or by the promoters of
the initiative is always a good idea to better understand a process;
- The CONSENT AGREEMENT to be signed by the people recognisable on
the pictures taken by the class: obligatory prior to any publication of the
images in the blog or in an exhibition in the class...
More suggestions: colour pencils and sketch book; a bag to collect
samples; an audio recorder...
SELECT MOST PROMISING INITIATIVES
INVESTIGATE PROMISING INITIATIVES
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After the visit of the initiative, it’s time to pull all the collected material
together. The REPORTER BOOK proposes to write a text, corresponding
synthesis of the Interview guide.
STEP5
It also propose to report the journey of the initiative as a sort of STORY-
BOARD selecting 9 pictures and adding captions to them to tell, step-
by-step what the initiative consists of for those who didn’t participate in
the visit.
Last but not least, pupils are expected to write their PERSONAL
COMMENTS at the end of the REPORTER BOOK : what do they think
of the experience they have conducted? What have they learned? What
could be improved in the LOLA process...
DISCUSS INVESTIGATION RESULTS
The fi nal step of the process is the occasion to show the results of the
investigation to a large audience and to put the pupils in the position of
teaching what they have learned. Since the initiatives they have reported
are generally well known, their presentation is likely to interest others
around the school. LOLA process suggests as a fi nal step to make an
exhibition as a collective effort to communicate their work outside the
class.
The LOLA toolkit is provided with the basis for a simple exhibition that
can be easily upgraded and completed by the work of the pupils. It
contains also an Exhibition guide to support them to install a proper
presentation of their work in the school.
Teaching staff, parents, neighbours, town offi cials and the promoters of
the initiatives themselves might be invited to the schools to discuss the
different solutions with the pupils, exchange points of view and see if it
can suggest more involvement towards new and more sustainable ways
of living... EDUCATION POLICY MAKERS...
WHO USES LOLA?
HEADMASTERS...
TEACHER TRAINERS...
PUPILS AND TEACHERS...
use the toolkit to launch a transversal project in their school, they set
up an exhibition, present the process to their staff to stimulate a pro-
gramme of activities on sustainability...
use the toolkit to train teachers to explore different teaching processes,
to experience it themselves and to compare achievement and learning
benefi ts for the pupils...
of original and advanced learning process, collaborative, project based,
conducted outside the school, rooted in the local social fabric...
use the toolkit to explore new and more sustainable ways of living
between looking for initiatives in the surroundings of their school and
investigating more theoretical questions about sustainability...
WHY USING LOLA TOOLKIT AND HOW? EXAMPLES OF IMPLEMENTATION, SUCCESS
STORIES AND WORK-IN-PROGRESS IN EUROPE AND BEYOND SHOWING MANY
DIFFERENT WAYS TO IMPLEMENT THE LOLA PROCESS FOR DIFFERENT PUPILS,
AGE LEVELS, CLASS TOPICS...
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LOLA IN
ACTION
LOLA toolkit was translated in Lithuanian and some suggestions were made to Ministry of
Education and Science for implementation of LOLA process into National Curriculum of Social
Sciences.
Irena Zaleskiene, Villius Pedogogical University, Lithuania
LITHUANIA
LOLA process is seen by education policy makers as
an active methodology for teaching student about
social sustainability. It helps to develop students’
main social competences on which Lithuanian cur-
riculum is based: competencies of social cognitions
and investigation, competencies of establishing and
developing social relations, competencies of change
and social participation. As far as the concept of
social sustainability is interdisciplinary topic for
whole secondary education in Lithuania, curriculum
developers at the Ministry of Education intend to
make LOLA as an integral part of civic education and
consumer education curriculum.
Most active Civic teachers did gather to teacher
training seminar for getting more insights into LOLA
process. Two schools: Mazeikiu Ventos schools in
the person of the School Principal and Civic Teacher
Mrs. Ramune Badaukiene and Elektrenu Versmes
Gymnasium in the person of English Teacher Mrs.
Daina Valanciene with respective classes of about 20
students each were involved in LOLA. They built up
network of LOLA promoters.
At fi rst students did learn about concept sustainabil-
ity (it’s quite unknown in Lithuania even for teachers.
Second, students did look for some cases and they
found one: sharing old books library.
Thirdly, students try to involve their parents in
searching cases (but they have failed still...).
Experimentation of LOLA was also promoted in
teacher trainer schools. Mrs. Violeta Rimkeviciene at
Pedagogical University did start to implement LOLA
with her students that will become teachers in few
years. The project is developed for future LOLA dis-
semination at national level.
We will try to set up active school network and keep
training teachers teams from schools how to de-
scribe, analyze and post cases on the web. We intend
to pilot LOLA toolkit in teachers pre-service train-
ing courses as well as in-service. The main point
we have to motivate teachers to use LOLA and then
teachers has to motivate students to do LOLA; to
look for case, to discuss them, to present them.
So, Lithuanian educators see LOLA toolkit as a
meaningful method to make aware students (and
teachers) about social sustainability, about sustain-
able development and responsible consumption. As
far as Lithuanian national curriculum is based on
the paradigm of constructivism (most of educational
process suppose to be built of students experiences,
developing their knowledge by themselves, etc.
we believe that LOLA will become very important
methodology used by many of activists in the fi eld of
teaching for sustainability.
INITIATIVES IN
LATVIAIMPLEMENTATIONS IN SECONDARY SCHOOLS IN
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The implementation of the LOLA project pilot was a
successful experiment as the procedure had nume-
rous achievements.
The students involved quickly accomplished to
interpret the idea of the project. They showed much
interest and were enthusiastic in preparing the
didactics for the investigation of cases. Through the
different steps they were taught how to organize
Vija Dislere, Institute of Education and Home Economics, Latvia University of Agriculture, Latvia
A LOLA implementation took place in ten schools with 114 pupils involved in the pilot experiment
in latvia during 20081. Most pupils were between 12-13 years old, but a smaller group of 14-
17 year olds were also taking part. All children involved in this project learned a lot about
sustainability and responsible consumption, ways of organizing their work independently and
to prepare presentations. Luckily, many worthwhile ideas were found for discussion.
1 Ministry of Education and science (Agra Kampuse); Ventspils 1st Gimanzium
(Jonika Tervide); Jelgava 4th elementary school (Iveta Lice); Livani 1st secon-
dary school (Maija Kulakova); Bukaisi elementary school (Aldis Tisenkopfs);
Zante elementary school (Janis Steinbergs); Ogre 1st secondary school (Ilze
Krastina); Edole elementary school (Aiga Ciekale); Broceni secondary school
(Inita Valtere); Druva secondary school (Andis Ozolnieks).
their work systematically and based on a precise
preparation process. New skills were introduced and
absorbed about how to bring forward different tasks
for achieving the fi nal aim.
The pupils were then prepared to notice problems
with ease and were willing to fi nd solutions with the
help of their teachers, who had the knowledge of
local circ*mstances.
Students of different ages worked together succes-
sfully and through these mixed group activities they
learned to discuss different type of problems with
each other.
Some aspects however were not completely ideal;
unfortunately, we did not have an optimal timeframe
that would have suited the need to investigate the
work and initiatives to the detail. Therefore, I believe
project weeks during the school year or summer
camps in off-school periods probably would serve
the purpose better.
A diffi cult step of the procedure was to prepare
pupils to conduct interviews, as it was not easy for
them to go and discuss problems with strangers, let
alone specialists of the problematic areas. It would
have also been nice to use more diverse technolo-
gies, such as photo cameras, video cameras and
other multimedia devices.
Improvements suggested from Latvia LOLA team:
It would be nice and probably more encouraging
if pupils were allowed to organize the preparation
of their work self-dependently for the project, but
teachers, who lead the project, could then join their
students in the second face and work together with
them in improving their presentations. For more
profound fi nal works, however more time would be
necessary as to fi nd initiatives to act and to inves-
tigate is easier during a longer time period. The
possibility the project provides to improve the coope-
ration between teachers and students by the given
environment and a good framework could be further
discovered as well.
IRELANDADAPTING THE LOLA TOOLKIT IN
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The objectives of the LOLA group in Ireland were to develop both a guide for an Action Project
on the Civic, Social and Political Education concept of Stewardship and a Transition Unit outline
for Transition Year/Senior Cycle Politics and Society teachers/students.
THE CONTEXT IN IRELAND
Civic, Social and Political Education (CSPE) is a
common level 70-hour programme of citizenship
education which is part of the second-level Junior
Cycle curriculum (fi rst 3 years of second level
schooling). CSPE is based on seven course concepts
- human dignity, rights and responsibilities,
stewardship, development, democracy, law and
interdependence. There is an emphasis on active
learning methodologies where students can
experience what being an active citizen is like and
practice using some of the skills necessary in being
an active citizen.
Transition Units (TUs) are 45-hour modules of work
devised by or with schools. The TUs fall into one
(or more) of eight areas of study: Local and Global
Citizenship; Moral, Social and Personal; Top-
Ups and Tasters; Events; Personal Achievement;
Enterprise; Creativity; and, Work Experience. In
future it is envisaged that Transition Units will
happen at any point in a three or two year Senior
Cycle programme but at present these modules of
work are confi ned to Transition Year student groups.
Transition Year is a ‘gap’ year, between second
level Junior and Senior Cycle. This year ‘promotes
the personal, social, vocational and educational
development of students and prepares them for their
role as autonomous, participative and responsible
members of society’ and usually involves a lot of
project related work. Transition Year is offered by
most schools in Ireland, although in some schools
places are limited, and in other cases not every
student chooses to take it.
Miriam O’Donoghue, CDVEC Curriculum Development UnitMella Cusack, Trócaire/CDVEC Curriculum Development UnitConor Harrison, National Co-ordinator Civic, Social and Political Edu-cation (CSPE)
THE IRISH LOLA WRITING GROUP
The LOLA writing group was recruited in September
2008. The group consists of four practicing second
level teachers and three project/programme staff
based in the City of Dublin Vocational Education
Committee Curriculum Development Unit (CDVEC
CDU).1
A baseline survey with participating teachers found
that they were attracted to involvement in the LOLA
project for a variety of reasons:
“It is an opportunity for engaging in professional
development in the area of citizenship education/
sustainability”; “I have an interest in being involved
in resource production suitable for use in the
classroom – resources which are relevant and
recent»; “I have a personal interest in the topic and
I’m optimistic about its potential in school”; “I hope
it will provide me with the opportunity to engage
with sustainable development within the context of
CSPE”.
Initial meetings focused on the adaptability of LOLA
materials to the Irish context, and in particular to the
CSPE curriculum. Participating teachers stressed
the need for the adapted LOLA resource materials to
compliment rather than add to the work of the CSPE
teacher.
The teachers identifi ed parallels between the LOLA
framework and the process required to complete
a CSPE Action Project potentially dealing with
the concepts of Stewardship, Development and
Interdependence. They were particularly keen on the
idea of Exhibition as Action. The CSPE Action Project
Report accounts for 60% of assessment for the
subject. It was therefore thought to be crucial that
the adapted LOLA materials be seen as a tool for
completing the Action Project but that inclusion of
the LOLA Reporter Book would cause unnecessary
confusion in schools. Instead aspects of the
Reporter Book, such as the interview guide and the
storyboard are being adapted to the CSPE context.
The teachers were attracted to the graphics and the
case study approach within the LOLA framework but
felt that the inclusion of local and national Irish case
studies would make the materials more applicable
to the CSPE classroom. Finally, the group felt that
the terminology and language used throughout the
adapted resource should refl ect what CSPE teachers
would recognise as applicable to citizenship
education.
The last three meetings of the group have focused
on working towards the development of a guide
for an Action Project on the CSPE concept of
Stewardship using the LOLA framework. This guide
will appear as a slimmed down version of the LOLA
framework, adapted for specifi c use as an Action
Project planning tool for the CSPE classroom. A
‘pilot’ version of the guide will be produced by the
end of April 2009. After the piloting process the
materials will be fi nalised and printed.
Following on after this work it is envisaged that
the group will begin production of an Education for
Sustainable Development Transition Unit outline,
based on the LOLA materials. The outline must be
written into a Department of Education and Science
(Ireland) template, be piloted with one or more
Transition Year groups and validation by the National
Council for Curriculum and Assessment.
1 The writing group consists of: Oonagh Bennett, second level teacher, Marino
College, Fairview; Sara Bradshaw, second level teacher, St Dominic’s High School,
Santa Sabina, Sutton; Michelle Byrne, second level teacher, St Mary’s Secondary
School, Holy Faith, Glasnevin; Mella Cusack, Citizenship Studies Project Co-
ordinator, Trócaire/CDVEC Curriculum Development Unit; Conor Harrison,
National Co-ordinator Civic, Social and Political Education (CSPE), Second
Level Support Service, Department of Education and Science; Marie Lenehan,
second level teacher, St Mary’s Secondary School, Holy Faith, Glasnevin; Miriam
O’Donoghue, Deputy Director, CDVEC Curriculum Development Unit.
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This opportunity of implementing LOLA process was offered by an invitation from the European
School in Brussels to take part to half a day event on Environment and Health. A three hours slot
in a class required an important adaptation from the original LOLA process foreseen several
weeks before. We collaborated with the inviting Maths teacher, Emanuel Battut and tried to
transpose in this very reduced time period a similar experience as the one proposed in LOLA.
ORGANIZING LOLA ACTIVITY FOR THE DAY OF THE ENVIRONMENT IN
BELGIUM
Starting right away with looking at promising initia-
tives in terms of sustainability seems a bit diffi cult
for pupils who hardly got information about sustain-
ability issues before. To introduce rapidly the session
we developed a series of double-side cards showing
obvious evidences of unsustainable behaviours in
our everyday living: questions were printed on one
side of the cards and answers on the other such
as: «Electric drill: average time of use? / 4 hours in
its entire life»; «Food ingredients: average distance
travelled? / 2000 km from the producer to your
table»; «A car: average time parked and not in use?
/ 95% of time « etc. When pupils have proposed
their answers, cards were turned upside-down and
the class discussed the answer and rapidly form an
image of unsustainable aspects of our daily ways of
living.
After pupils focused on unsustainable lifestyles,
Emanuel proposed to have a moment with all the
class and try to formulate general rules of char-
acteristics on more sustainable ways of living. We
prelisted a series of principles from the Design
guidelines available on the LOLA website, helped
the pupils formulate them, then wrote them with
chalk on the black board as references for the rest of
the exercise: i.e. «bring people and things together,
reduce the demand for transport»; «share tools
& equipment / reduce the demand for products»;
«use what already exists / reduce the need for new
things»; etc.
The given timeframe excluded any possibilities to
visit real initiatives. We decide to work with a selec-
tion of already documented cases from the LOLA
online catalogue that shows them through a com-
position of pictures. Emanuel suggested that pupils
could ‘visit’ the pictures and question them as if they
were visiting the real initiative to make interviews.
The process worked surprisingly well: pupils were
asked to guess what each initiative was about just
looking at the pictures. They were then discussing
their hypothesis in the class and most of the time
guessed the right purpose of the initiative!
For the last part of the exercise Emanuel insisted to
have any kind of application exercise. We proposed
then to put the pupils in groups in the position of
potential promoters of the similar initiatives: we
selected another series of initiatives from the LOLA
online catalogue and we described the situation
that triggers the development of the initiative in
each case: i.e. «Lodging: elderly people who live by
themselves because their children are married or
have moved out, they regularly have one or more
spear bedrooms... / students who come to the city
to study in university often look for cheap rooms...
What could we do?»; «Nutrition: some small farmers
in the local countryside produce seasonal bio fruit
& vegetables, in a less harmful way for people and
planet... / families in the city would like to buy quality
products directly from the farm... What could we
do?»; etc. The pupils invented their own solution and
we proposed a fi nal discussion comparing them with
the existing initiatives we started from.
Some pupils were very active during all the session
because they knew some of the initiatives focused
in LOLA project and used them in their own life. But
these initiatives were new for all the others and even
in this short time period they were able to perform
the complete cycle from acknowledging the sus-
tainability issues, formulating general principles,
identifying pertinent solutions and fi nally they were
able to imagine their own solutions...
It is certainly a good preparation before doing it in
their real life!
RE-INVENTING SOLUTIONS FROM NEED AREAS
FEEDBACK AND LEARNING...
VISITING INITIATIVES THROUGH
PICTURES...
ANALYSING BACKGROUND PRINCIPLES
EVIDENCE OF UNSUSTAINABLE LIFESTYLES...
PORTUGAL
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At the Setúbal College of Education, Alcina Dourado,
who joined the Portuguese LOLA ambassador João
Fernandes, decided to create an event to present,
not only the concept but also the exhibition. This was
an opportunity for the dozens of students present at
the event - teachers to be in the next years – to see
the Teaching Pack and its advantages as a teaching
tool. This initiative is very important to show sever-
al ways of, not only preparing classes, but to make
a real difference by introducing new inputs into the
pedagogical materials with their own students in a
collaborative way. This also improved the visibility of
the Setúbal College of Education and of LOLA among
the local media.
The main diffi culty in promoting LOLA in Portugal
resides in reaching teachers, to capture their atten-
tion and to collect all the experiences they are imple-
menting in their own schools. So this is actually an
opportunity to improve the work regarding LOLA in
Portugal by designing and implementing a marketing
plan, in particular a webmarketing. Making connec-
tions between LOLA and other good initiatives like the
contest ‘Cidades Criativas’ (‘Creative Cities’) by using
communication tools from the web 2.0 (like blogs or
forums) can be a simple way to promote good experi-
ences. Both promote good practices and creative ideas
among young people especially because of the ‘worth
to mouth’ and the increasing of their awareness to this
kind of actions among internet. The previous experi-
ence with the contest is a positive indicator that this
could be a possible path to follow with LOLA.
So, there’s still a lot to do in order to help changing
the world but, step by step, with the help of new con-
tributors to the project, we can contribute to it!
PROMOTING LOLA PROJECT IN
Alcina Dourado, Depto. Comunicação - Escola Superior de Educação de Setúbal, Setúbal, PortugalJoão Jardim Fernandes, Escola Publica de Beja, Beja, Portugal Antonio Carloto, Instituto Politécnico de Beja, Beja, Portugal
The main idea was to make the LOLA toolkit available
for all the interested people in order to apply it, mainly
in secondary schools. It’s as simple as that, but that
was not enough.
In Portugal, the Lola Project started with António
Carloto from the Politechnical Institute of Beja who
initially implemented the tool with his students in
a class of Educational Multimedia Communication
and the precious help of João Fernandes by the
translation of its contents from English to Portu-
guese language.
«I assigned the LOLA process as one of the class ac-
tivities subjected to assessment, says António Car-
loto. The students would use the LOLA toolkit and
their work would be monitored, looking for possible
fl aws and ways of improvement. They liked the idea
and I think that they did a good work, presenting in-
teresting cases of sustainable initiatives in a broad
range of fi elds. Their main diffi culty was deciding
when a “case” was eligible or not, but I think this is
the interesting issue to be debated in the class with
LOLA. This initiative has a lot of merits in a world of
semi-blind consumerism and lifestyle uniformization
- people should be aware that they can live and work
in a different, more sustainable, way.”
The Portuguese Ministry of Education supports the
LOLA project and published news about it on the web-
page of the ERTE/PT a team from the Directorate-
General of Innovation and Curricular Development
(DGIDC) of the Portuguese Ministry of Education. The
ERTE/PT mission is the conception, development and
evaluation of initiatives concerned with the comput-
ers, networks and Internet use at schools and in the
learning process.
To be able to participate in a community of people is a privilege. But to interact with active science workers
who are interested in changing the world is a lifetime opportunity.
So, where to start?
As lola ambassadors for portugal we start promoting the project. like a stone in the pond, it started to
create concentric circles as a chain reaction, spreading over in our country and beyond!
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Fernando Portal, Manuel Gutiérrez Aragón, Torrelavega, Spain;Nieves Álvarez, LOLA Ambassador in Spain, Director of the E-CONS Network and the European School of Consumers, Santander, Spain; Miguel Angel García, CCN member, Santander, Spain; Ana Goepner, LOLA coordinator, Santander, Spain; Eva Hoyos, LOLA collaborator, Santander, Spain.
SPAINLOLA EXERCISE FOR VOCATIONAL TRAINING IN
My name is Fernando Portal. I am a doctor and also
I am a vocational training teacher. I teach Nutrition
since 1990. Before, I taught Clinical Analysis. I work
in a school called Manuel Gutiérrez Aragón placed
in Torrelavega (Cantabria) in Spain. During more
than fi ve years, I use to work with European School
of Consumers about consume subjects. I enjoy a lot
doing that.
In our school we teach for professional technical:
laboratory of chemistry, environmental chemistry,
auxiliary nurses, and Nutrition. My nutrition stu-
dents are 19-20 years old. They spend two year to
get the title, and when they fi nish they can work in
hospitals, caterings, food companies’ laboratories,
and private surgeries of nutrition. For my students is
very important the knowledge of foods. So they study
its composition, production and distribution. Lately
food’s industry is changed. Foods business it is very
powerful, eating habits are changing, and most of
the food that we eat nowadays is processed foods
by industry. This new way of feeding is not very good
and it has brought many health problems: heart
diseases, obesity, additives, diabetes... My students
and me both think that we should to know healthy
ways to produce the foods. Maybe our parents made
much better than us. For example 30-50 years ago
many people cultivated their own vegetable (lettuce,
pepper, carrots, onion...). They did not use too much
chemical substances for growing the foods, and they
got very healthy and taste foods. Besides they did not
contaminate the land, they saved money, and they
understood better the foods.
Many times my students and me talk about the
foods, but them, as mostly of young people nowa-
days, do not know a lot about foods. Many of foods
are in the plastic bags and not very often we are able
to imagine on the land in the garden. Last October,
stimulated by the LOLA project and the initiatives
of urban orchards and community gardens, I sug-
gested to them the possibility to make our vegetable
garden, and six students were excited to participate.
Of course nobody of us knew nothing about garden,
but looking for gardening initiatives around we met a
family who know a lot about ecological cultivate and
they were willing to help us. So my students and I
went to their house, visit their garden and we docu-
ment the initiative. It was very nice to imagine we
also could cultivate our foods: tomatoes, potatoes...
It was very exciting to think next summer we could
cook the salad with foods what we had planted. But
we had a problem: we had not any land to make the
garden. The students looked for some opportuni-
ties and fi nd a person with available land and also
ready for help us. Next weeks our LOLA team will
start ploughing the land, after that we will fertilize
the land with organic fertilizing (of cow), then we will
plant different vegetable foods following the instruc-
tions of our expert friends. We will learn to care the
land, to love the foods... We hope the garden will be
planted in May and the project will fi nish in Septem-
ber when the harvest end.
We found the LOLA toolkit interesting and decided
to look for a model and reproduce it with respect
to sustainability. Therefore, our choice was not to
document many different initiatives but instead to
implement one. We searched for orchards around
the school, discussed about them in the school
context. Afterwards, we contacted the protagonists
directly, made interviews and documented each
initiative, got advice from their experience... in order
to try to replicate it adapting it to our school context.
In particular we have contacted one family that sup-
plies itself with horticultural products using ecologi-
cal agricultural techniques, which are respectful to
the environment. We made an interview, photos and
a video of this family. We then met another group
called “Sea of Grass” who uses biological agricul-
tural techniques and who provided us a piece of land
to carry out our own experience. The difference from
the LOLA process, which only provides information
about solutions that are being or have been done
by others is that we try to put it into practice. We
think is a good way to work. My students are 19-20
years old and for me the most importing thing is that
they understand the general idea and they do some
changes in their future life and professional activities
in order to be more aligned with sustainability.
All of activities will be fi lmed, because we want to
make a movie of all the project and report with pic-
tures step by step the process. Making the garden,
my students will get healthier, tastier food and learn
land cultivation in a sustainable and respectful way
for the environment. With the movie and pictures
they will share with other students of the school and
teach them what they learnt show it also to their
parents and families and they will get an experience
they will never forget.
Fernando Portal
NORWAYADAPTING THE LOLA IN PRIMARY SCHOOLS IN
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Inger Lise Skare, Ranvik ungdomsskole, Sandefjord, Norway
LOLA, as a basis material is an instructive work
with children and has great potential. However as
school schedules was already full it was diffi cult to
fi nd the needed time frame for it. After a discussion
with other teachers involved the solution seemed to
be to implement the LOLA program both into Civic
and Norwegian and Ethic and Norwegian lessons.
The pupils, approximately 70, were 14 years old, all
students at 9th grade.
Having read the LOLA Reporter book, the students
went into discussions and had lots of questions.
They were eager to start to investigate: What is to
be found in the town, Sandefjord? Are there any
sustainable social projects? Are there any second
hand shops? If so, what kind of second hand shops
are they? Who works there? Does any organization
run it? Do work places exist for people with special
needs? If so, are they run by the municipality, by
private initiatives or by ideal helpers? Are the work
places protected? Do all schools allow parents to
drive their kids to school or are there any kind of
alternatives, like «walking buses»? These questions
were to be answered, and the students were ready to
pay visits, make interviews and take pictures if it was
possible.
Pupils approached the challenge differently; some
started off by making phone calls to book appoint-
ments of a visit at a place which they would already
know from before, others called the municipality
and asked for help. Some called other schools and
asked the head teachers there. As Sandefjord is a
small town with an approximate of 40000 inhabitants
the pupils were able to walk, bike or go by bus to all
their destinations.
The results were presented in the class upon com-
pleted. Most of the students did a good job, only a
few had diffi culties fulfi lling their task. We found very
small variations in the results of works in the differ-
ent classes.
Some found the Reporter book a bit diffi cult to fol-
low, so they made it with some corrections. Some
agreements were diffi cult to make with work places
because of restrictions or professional secrecy and
especially for taking photos.
At the end of the implementation, after the project
presentations some pupils were asking questions;
they were interested how to proceed on. How do we,
or the municipality follow up the initiative, and who is
responsible for social sustainability? They had many
ideas. One boy even came proudly and told me his
engagement resulted in involving a political party for
youngsters!
As an introduction to the process thematic lessons
were given about the environment, diversity and sus-
tainability. In Civic and Ethic classes textbooks of the
students were used to introduce the topic of social
sustainability. The pupils were active and seemed to
have found interest and fun in mind mapping at the
blackboard, they came up with many ideas. As a next
step the LOLA material was introduced and different
LOLA examples were discussed. Following this step,
their textbooks of Norwegian classes were used in
order to introduce how to carry out such project.
The pupils worked in groups of 4-6, and chose their
project from their previous mind mapping.
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In the second semester of the academic year of
2008, the LOLA methodology was inserted in the
program of Eco-design, a course which is part of the
curriculum of the fi fth semester of the Graphic De-
sign undergraduate degree program, in the Federal
University of Santa Catarina (UFSC), in Florianópolis,
State of Santa Catarina, Brazil. The LOLA project
brought together professors and students who were
then concerned with the course of Eco-design,
and was seen as part of the efforts that aimed to
approximate the undergraduate degree program
of Graphic Expression, and the graduate degree pro-
gram of Design and Graphic Expression. It was the
starting point in the process of investigation of cases
of social innovation in the area of Florianópolis,
State of Santa Catarina. This fi rst experience can be
regarded as a pilot program; hopefully, it will inspire
the dissemination of LOLA in secondary schools, in
universities and even in informal Design courses.
The course program includes the discussion of the
Eco-design theories, which focuses environmental
aspects related with the development of a product.
So, in line with the principle of sustainability, it dis-
seminates the idea of life cycle assessment. The use
of LOLA caused an academic move from a theoreti-
cal to a practical approach.
Marco Ogê Munizm, master student at Federal University of Santa Catarina (UFSC), Brazil. Luiz Fernando Gonçalves de Figueiredo, Federal University of Santa Catarina (UFSC), Brazil.
BRAZILLOLA FOR ECO-DESIGN COURSES IN
The students already had some skills in the handling
of other methodologies and were able to play an
important role in the adjustment of LOLA to meet
their needs and to face a new social and economic
environment. Following that, LOLA as a whole was
approached, mainly through the presentation of the
Step by Step Cards, which was followed by the orga-
nization of these cards, so that the students could
get acquainted with the entire process, and could
become prepared to use it. By the way, there was a
small innovation in the size of the cards, which were
printed in such a way that they could fi t in a hand.
The groups made a short presentation, regarding:
the Concept Map of the neighborhood, the organiza-
tion of the Step by Step Cards (and its justifi cations)
and the criteria (and its justifi cations) for the more
relevant investigations. A catalog of social innova-
tion cases was made available at the LOLA web
platform. These cases were taken as references for
academic debates, as well as models for further
researches. The students selected some initiatives
and a two weeks term was established, during which
the groups should conduct their own individual fi eld
investigations. The students conducted their fi eld in-
vestigations, especially their interviews, following the
directives of the Student Reporter Book. An upgrade
was added to the process, since the students should
also remark the potential use of design, in the cases
they were investigating. Debates were held over the
fi ndings of the groups and over the role of design,
especially regarding the relevance of the latter for
the development of creative communities. Following
that, a new two-weeks term was set, during which
the groups had to elaborate projects regarding the
design interventions they proposed. During this
period, the groups received the visit of two social en-
trepreneurs, who shared with them their experience
in the fi eld of social innovation. Two weeks later, the
groups reported their design intervention proposals,
and, as a closing phase, a debate was promoted, in
order to evaluate this fi rst experience with LOLA, for
academic purposes. Overall, the activity involved the
participation of three conductors (a Professor, an
Assistant Professor, and a Monitor Student) and of
the 29 students who performed the several phases
of the process in a period of near two months.
The results that arose from the experience with
LOLA at the university were remarkable. As a conse-
quence of the division of the students in four groups,
four cases of sustainable social innovation in the
area of Florianópolis were detected and reinforced:
an initiative conducted by the Community Council of
Pantanal (CCPan), an association of local residents
that organizes social activities for the community;
“Forest Park of Córrego Grande”, an organization
that promotes environmental education courses, as
well as park tours; “Sea School”, which conducts
boat tours for children, initiating them in sea stud-
ies; “Natural Products Fair”, a fair that offers or-
ganic products in the area. As to the design interven-
tion proposals, they focused the visual identities that
could better promote the social initiatives that were
investigated by the groups. Some groups refi ned
their design intervention proposals, by sketching
web platforms that aimed to display their messages,
folders of environmental campaigns and projects of
ecological garbage collectors.
The pedagogical gains for the students were re-
markable. The fi rst contribution arising from LOLA
was a link between a theoretical and a practical ap-
proach. In line with this direction, fi eld investigations
were added to the study of design, as a complement
to the explanations and discussions related with it.
Thus, the students were put in touch with what hap-
pens in the real world. This experience resulted in
the detection, in their own neighborhoods, of cases
which, prior to that, were not noticed by them. In ad-
dition to that, the confrontation of the theoretical and
practical aspects also dealt with important concepts
for Eco-design, like social innovation, sustainability,
creative communities, collaborative organizations,
and so on. Another important result was the adjust-
ment of LOLA to the needs of the College students,
as well as to the particular aspects of the local com-
munities. Both professors and students made their
best to build a satisfactory fi nal format that met the
needs of the local contexts. All phases – identifi ca-
tion, search, selection, investigation and discussion
– were performed. The use of LOLA, however, did not
end at this point. As an upgrade, potential chances of
design intervention were detected, and projects were
sketched regarding such possibilities. It was found
that, especially through projects of visual identity,
design can contribute to the development of sustain-
able social innovation cases. A summary of this
experience with LOLA was presented at the SEPEX
(the Week of Education, Research and Extension of
the Federal University of Santa Catarina), an offi cial
event which, in its seventh annual edition, attracted
near 50 thousand people from the academic com-
munity, from public schools of the whole State of
Santa Catarina and from the general public. Last but
not least, this implementation of LOLA in a design
school is a way to ‘close the loop’: LOLA emerges
from a research initiatives from design schools, then
it was adapted into a toolkit to fi t general education
purposes and here in Brazil it was re-appropriated
by a design school!
HOW DOES LOLA RELATE TO THE VARIOUS THEORIES OF EDUCATION? HOW DOES
LOLA EMERGE FROM DESIGN RESEARCH FOR SUSTAINABILITY? HOW DOES IT
RELATE TO SOCIAL INNOVATION? HOW MIGHT IT CONTRIBUTE TO LOCAL TRANSI-
TIONS TOWARD NEW AND MORE SUSTAINABLE WAYS OF LIVING?
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BACKGROUNDConstructivism is one of the Learning Paradigms witch states that learning is an active, contextualized
process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal
experiences and hypotheses of the environment. Each person has a different interpretation and construc-
tion of knowledge process. The learner is not a blank slate (tabula rasa), but brings past experiences and
cultural factors to a situation. Constructivism assumes that all knowledge is constructed from the learner’s
previous knowledge, regardless of how one is taught. Main developers are Vygotsky, Bruner, Piaget and etc.
We present some ideas of learning theories on which we believe LOLA teaching and learning tool is based.
IMPORTANCE FROM PEDAGOGICAL/EDUCATION FOR SUSTAINABLE DEVELOPMENT
2. DISCOVERY LEARNING THEORY (Jerome Bruner)
is an inquiry-based, constructivist learning theory
that takes place in problem solving situations where
the learner draws on his or her own past experience
and existing knowledge to discover facts and rela-
tionships and new truths to be learned (Jean Piaget
and Seymour Papert. Students interact with the
world by exploring and manipulating objects, wres-
tling with questions and controversies, or perform-
ing experiments. As a result, students may be more
more likely to remember concepts and knowledge
discovered on their own (in contrast to a transmis-
sionist model). Models that are based upon discovery
learning model include: guided discovery, problem-
based learning, simulation-based learning, case-
based learning, incidental learning, among others.
This theory is known by advantages, including: en-
courages active engagement, promotes motivation,
promotes autonomy, responsibility, independence,
the development of creativity and problem solving
skills, a tailored learning experience, teachers may
fail to detect problems and misconceptions.
Lola as a didactical approach can be indentifi ed as having diverse educational background but mostly the
constructivism, social and situational theories could be seen as theoretical roots for it. The main ideas
from some of the theories looking from learning perspective are presented in this paper. looking at lola as
at innovative methodology of teaching for sustainability it‘s reasonable to point out the importance of this
method for improving pedagogical process at schools as well as at teacher training institutions. it helps
to rene view curriculum, to develop teaching competences for teachers, to gain practical skills of social
participation for students, etc.
CONSTRUCTIVISM
1. SOCIAL DEVELOPMENT THEORY (Vygotsky) ar-
gues that social interaction precedes development;
consciousness and cognition are the end product of
socialization and social behavior. Vygotsky’s theory
asserts three major themes, but one of them has
strongest relation with LOLA: The Zone of Proxi-
mal Development (ZPD). The ZPD is the distance
between a student’s ability to perform a task under
adult guidance and/or with peer collaboration and
the student’s ability solving the problem indepen-
dently. Vygotsky focused on the connections between
people and the sociocultural context in which they
act and interact in shared experiences. According to
Vygotsky, humans use tools that develop from a cul-
ture to mediate their social environments. Vygotsky’s
theory promotes learning contexts in which students
play an active role in learning. Roles of the teacher
and student are therefore shifted, as a teacher
should collaborate with his or her students in order
to help facilitate meaning construction in students.
LOLA as process is pertinent to the theory of Vygotsky’s because according his theory children can learn only when they act in shared social experienc-es. So, LOLA creates and promotes learning context for everyone who participates in it.
LOLA is closely connected to the educational theory of Jerome Bruners (Discovery Learning) because LOLA creates not only learning but discovering envi-ronment for children in which they are motivated to interact with the community by exploring the styles of living and problems with questioning and taking part in discussions, etc.
Irena Zaleskiene, Vilnius Pedagogical University, Lithuania
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4. COMMUNITIES OF PRACTICE AS A THEORY WAS
STARTED TO BE USED in 1991 by theorists Jean
Lave and Etienne Wenger who discussed the no-
tion of legitimate peripheral participation. In 1998,
Etienne Wenger extended the concept and applied
it to other domains, such as organizations. With the
fl ourishing of online communities on the Internet, as
well as the increasing need for improved knowledge
management, there has been much more interest
as of late in communities of practice. People see
them as ways of promoting innovation, developing
social capital, facilitating and spreading knowledge
within a group, spreading existing tacit knowledge,
etc. Communities of Practice can be defi ned, in part,
as a process of social learning that occurs when
people who have a common interest in a subject or
area collaborate over an extended period of time,
sharing ideas and strategies, determine solutions,
and build innovations: “Communities 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.” (Wenger, 1998). Learn-
ing can be, and often is, an incidental outcome that
accompanies social processes. There are three
required components of Community of Practice: to
be a domain, to be a community. to be a practic. A
Community of Practise is not just people who have
an interest in something (e.g. sports or book read-
ing). The third requirement is that the members
are practitioners. They develop a shared repertoire
of resources which can include stories, helpful
tools, experiences, stories, ways of handling typical
problems, etc. Communities develop their practice
through a variety of methods, including: problem
solving, requests for information, seeking the experi-
ences of others, reusing assets, coordination and
synergy, discussing developments, visiting other
members, mapping knowledge and identifying gap. A
primary focus for Community of Practise is learning
as social participation – that is, an individual as an
active participant in the practices of social commu-
nities, and in the construction of his or her identity
through these communities.
3. CHILD STAGE DEVELOPMENT THEORY (Jean
Piaget) is a highly infl uential model of child develop-
ment and learning. Piaget’s theory is based on the
idea that the developing child builds cognitive struc-
tures–in other words, mental “maps,” schemes, or
networked concepts for understanding and respond-
ing to physical experiences within his or her environ-
ment. Piaget further attested that a child’s cognitive
structure increases in sophistication with develop-
ment, moving from a few innate refl exes such as
crying and sucking to highly complex mental activi-
ties. Piaget’s theory identifi es four developmental
stages and the processes by which children progress
through them. The four stages are: Sensorimotor
stage (birth - 2 years old)–The child, through physi-
cal interaction with his or her environment, builds
a set of concepts about reality and how it works.
This is the stage where a child does not know that
physical objects remain in existence even when out
of sight (object permanance). Preoperational stage
(ages 2-7)–The child is not yet able to conceptualize
abstractly and needs concrete physical situations.
Concrete operations (ages 7-11)–As physical experi-
ence accumulates, the child starts to conceptualize,
creating logical structures that explain his or her
physical experiences. Abstract problem solving is
also possible at this stage. For example, arithme-
tic equations can be solved with numbers, not just
with objects. Formal operations (beginning at ages
11-15)–By this point, the child’s cognitive structures
are like those of an adult and include conceptual
reasoning. Piaget outlined several principles for
building cognitive structures. During all development
stages, the child experiences his or her environment
using whatever mental maps he or she has con-
structed so far. If the experience is a repeated one, it
fi ts easily–or is assimilated–into the child’s cognitive
structure so that he or she maintains mental “equi-
librium.” If the experience is different or new, the
child loses equilibrium, and alters his or her cogni-
tive structure to accommodate the new conditions.
This way, the child erects more and more adequate
cognitive structures.
LOLA is related with Child Stage Development The-ory of Jean Piaget because it helps to understand better from pedagogical point of view how during LOLA process child builds cognitive structures (men-tal “maps,” schemes, or networked concepts) and use them to understand the social environment and lives of people living in close communities. And this understanding do help for teachers to use LOLA in more effective ways.
Communities of Practice Theory is most connected to LOLA process because it helps to explain how strong input could be made to learning processes of the human being by experience of sharing ideas and strategies, determining solutions, searching and mental building of innovations. So, LOLA as a tool for learning about communities, can be very strong in sharing concerns or a passion for something students do and learn how to do it better as they interact regularly. Thus learning can be, and often is, an incidental outcome that accompanies social processes.
5. SITUATED LEARNING THEORY (Jean Lave) posits
that learning is unintentional and situated within
authentic activity, context, and culture. Lave argues
that learning is situated; that is, as it normally oc-
curs, learning is embedded within activity, context
and culture. It is also usually unintentional rather
than deliberate. Lave and Wenger (1991) call this
a process of “legitimate peripheral participation.
”Knowledge needs to be presented in authentic
contexts — settings and situations that would nor-
mally involve that knowledge. Social interaction and
collaboration are essential components of situated
learning — learners become involved in a “commu-
nity of practice” which embodies certain beliefs and
behaviors to be acquired. As the beginner or novice
moves from the periphery of a community to its
center, he or she becomes more active and engaged
within the culture and eventually assumes the role of
an expert. Situated learning is related to Vygotsky’s
notion of learning through social development.
6. PROBLEM-BASED LEARNING (PBL) Theory or a
pedagogical approach and curriculum design meth-
odology often used in higher education and K-12 set-
tings (it appeared in 1960 in University of Canada). It
is rather an instructional method of hands-on, active
learning centered on the investigation and resolu-
tion of messy, real-world problems. The following
are some of the defi ning characteristics of PBL: a)
learning is driven by challenging; b) open-ended
problems with no one “right” answer; c) problems/
cases are context specifi c; d) students work as self-
directed; e) active investigators and problem-solv-
ers in small collaborative groups (typically of about
fi ve students); f) a key problem is identifi ed and a
solution is agreed upon and implemented. Teachers
adopt the role as facilitators of learning, guiding the
learning process and promoting an environment of
inquiry, rather than having a teacher provide facts
and then testing students ability to recall these facts
via memorization, PBL attempts to get students to
apply knowledge to new situations. Students are
faced with contextualized, ill-structured problems
and are asked to investigate and discover meaning-
ful solutions. Learning based on thsi approach de-
velops critical thinking and creative skills, improves
problem-solving skills, increases motivation, helps
students learn to transfer knowledge to new situa-
tions.
As far as Situated Learning Theory is based on the idea of learning within authentic activity of person, within social context and within culture, it seems to be one of the basic ideas for LOLA process which intends to create learning environment for students.
LOLA is very deeply rooted by Problem Based Learn-ing Theory because the same characteristics for learning process can be identifi ed in both: learning is driven by challenging, searching for open-ended problems, active investigators and problem solvers in small collaborative groups, solution searchers, etc.
REFERENCES1.Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press.
2.Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity: Cambridge University Press.
3.Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge Univer-
sity Press.
4.Learning – Theories. Knowledge base and Webliography http://english.ttu.edu/kairos/5.1/coverweb/nellenmayo/doing.
html
5.Savery, J. R., and Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework.
Educational Technology, 35, 31-38.
6.Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard Univer-
sity Press.
7.Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37.
The transition towards a sustainable society is a massive social learning process. The radical
nature of the objective (learning to live better leaving a light ecological footprint) requires vast
experimentation, a vast capacity for listening and just as great a degree of fl exibility in order
to change when it becomes evident that a road embarked on does not in fact lead in the desired
direction.
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A social learning process on this vast scale must
involve everybody. This is, in itself, a much abused
phrase. We are always saying it: “Everyone must
remember to switch off the lights when they leave
the room and everybody must make the effort to
put their rubbish in the right container,.......” Sure,
but it doesn’t stop there. In fact, this way of seeing
participation as little personal efforts in the up-
keep of our own household or of our own Planet,
in the long run may even prove to be misleading.
What is required of everybody is not only a little
incremental improvement on what the normal
model of life proposes. What is required is, as we
said, a change in model. A radical change that, if
it is to take place, does not require the acceptance
of a new duty (the duty to make an effort for the
good of the Earth and/or to help the poor). On the
contrary, it requires a drastic re-orientation of the
idea of well-being. It requires us to go so far as to
consider positive, ways of being and doing that in
the currently dominant model are seen as indiffer-
ent or even negative. We need to re-discover the
pleasure of moving on foot, of eating local fruit,
of feeling the cycle of the seasons, of caring for
things and places, of chatting with neighbours, of
taking an active part in the life of the neighbour-
hood, of gazing at the sunset... Is this change
possible? It is possible to adopt a viewpoint where
what has been said is lived, not as an obligation,
but as a new, positive way of living and doing.
IMPORTANCE FROM THE DESIGN POINT OF VIEW
Ezio Manzini, DIS Indaco, Politecnico di Milano, Italy
A social learning process
Promising cases, teachers, students and designers
CREATIVE COMMUNITIES. Looking at society
carefully and selectively in this way, what we can
see are people and communities who act outside
the dominant thought and behaviour pattern. Cre-
ative communities that when faced with a result
to achieve, organise themselves in such a way as
to achieve what they want directly themselves.
Groups of people who re-organise the way they live
their home (as in the co-housing movement) and
their neighbourhood (bringing it to life, creating
the conditions for children to go to school on foot;
fostering mobility on foot or by bike). Communi-
ties that set up new participatory social services
for the elderly and for parents (the young and the
elderly living together and micro-nurseries set up
and managed by enterprising mothers) and that
set up new food networks fostering producers of
organic items, and the quality and typical char-
acteristics of their products (as in the experience
of Slow Food, solidarity purchasing and fair trade
groups). The list of promising cases could con-
tinue .
DESIGN AND SOCIAL INNOVATION. A new, different
and fascinating role for the designer emerges from
what has been said here. A role that does not sub-
stitute the traditional one, but that works alongside
it opening up new fi elds of activity, not previously
thought of.
The first step on this ground is to take the social
innovation as a kick off point and use one’s spe-
cific skills and abilities to indicate new directions
for product and service innovation (in practice
PROMISING FORMS OF RADICAL SOCIAL INNOVA-
TION. The defi nition of radically new ways of being
and doing is an epoch-making event. It requires
the bringing into play of all the capabilities that
an individual or community possesses, if it is to
come about: from technical-scientifi c knowledge
to practical skills; from philosophical refl ection to
artistic experience; from deductive logic to individual
and social creativity. And it is on to the last of these
capabilities that we will concentrate now: the one
where it is precisely social creativity that generates
promising steps towards sustainability.
The questions to be asked are: do cases of radical
social innovation exist that are promising from the
point of view of sustainability? If the answer is yes,
what could be the role of teachers and students?
And what could designers do to empower their pos-
sibility to be active and proactive?
To the fi rst, fundamental, question the reply is af-
fi rmative. Observing society as a whole and in all its
contradictoriness, we can see that alongside numer-
ous unfortunately extremely worrying tendencies,
signals are also emerging that indicate different
and far more promising developments. Signals, still
weak, but all the same stating clearly that another
way of being and doing is possible.
To the other two questions the answer is positive
too and it can be found, for instance, in the LOLA
project: an initiative that indicates how teachers and
students can operate to make the emerging cases of
diffuse social innovation more visible. And, hopefully,
to move from here to reinforce and to replicate them.
this involves moving in the opposite direction
from that more frequently taken by designers i.e.
where, starting by observing a technical innova-
tion the designer proposes products and services
that are socially appreciated).
The second step designers must make is to consider
themselves part of the community they are collabo-
rating with. To be and act as experts participating
peer-to-peer with the other members of the com-
munity in the generation of the promising cases they
are working on, and their evolution towards more
effi cient and accessible systems.
If the transition towards sustainability is a learn-
ing process and ground for diffuse design ability,
the designer increasingly takes the role of facili-
tator in the learning process, and of support for
diffuse design skills. In other words, his fi eld of
action moves further and further away from the
fi gure of a traditional designer towards that of an
actor operating to make orientated social innova-
tions happen and make sure interested subjects
creatively participate. In between these potentially
“interested subjects”, of course, there are also
students, teachers and schools considered as a
whole. In fact, students, teachers and schools
have the possibility to play a crucial role in detect-
ing promising cases of social innovation and in
promoting them (giving them more visibility and
initiating new ones). To do all that, designers can
help preparing the needed supporting tools. And
this is exactly what, in the LOLA project, it has
been done.
1. MANZINI, E (2005).”Enabling solutions for creative communities. Social innovation and design for sustainability” in Design matters, n. 10.
2. MULLGAN, G. et alli. (2006) Social Silicon Valleys: a manifesto for social innovation. UK: Young Foundation.
3. Ibid.
Lola project intends to contribute through education and awareness to a change in the currently
dominant models of living, production and consumption, in particular giving visibility to new
possibilities.
4. EMUDE- Emerging Users Demand for Sustainable Solutions - European Community FP-6 SSA, 2005-2006
5. These criteria were defi ned in the EMUDE research project.
6. Cross,N. (2006) Designerly Ways of Knowing. London: Springer-Verlag.
Looking for Likely AlternativesLOLA
44
Looking for Likely AlternativesLOLA
45
IMPORTANCE FROM SOCIAL INNOVATION POINT OF VIEW
Approaching sustainability by
investigating social innovation
Carla Cipolla, DIS Indaco, Politecnico di Milano, Italy
COLLECTING CASES:
QUALITATIVE CRITERIA
In the LOLA process, students are invited to
look for social innovations, which in LOLA’s con-
ceptual framework are defi ned as initiatives pro-
moted by grass-roots organisations of citizens and
other actors – called creative communities - who
have, or could have, the ability and will to re-orient
themselves towards sustainable ways of living and
producing. This process stimulates students to take
part in a social conversation about possible sus-
tainable futures and insert them in the movement
now discovering “social innovation” as a relevant
phenomena to be taken into account if we want to
fi nd “new ideas that work to meet pressing unmet
needs” , here particularly considering the “need” for
more sustainable ways of living.
Social innovation initiatives are sometimes under-
stood as a result from the work of heroic individuals,
or coming from much broader movements of change
such as feminism and environmentalism. However,
“learning” is considered a keyword in social inno-
vation processes: “all processes of innovation can
be understood as types of learning, rather than as
‘eureka’ moments of scarce geniuses. Instead, ideas
start off as possibilities that are only incompletely
understood by their inventors”.
Therefore, LOLA project stimulates
students, teachers and eventually their parents to
participate in a social learning process: initially as
“antennas” - detecting promising cases of social
innovation for sustainability - but also reinforc-
ing these signals through the discussion with their
neighbours, schoolmates and parents or interview-
ing people who are living differently in the reality
around them. These conversations are able not only
to “transfer” social innovations for sustainability
from an extended context to a more near and per-
sonal one, but stimulating changes in students (and
teachers), personal attitudes and views about the
way they can live everyday life. It’s also necessary to
add that materials as the LOLA Exhibition, Web Plat-
form and SEP’s on-line “catalogue of cases” share
the role of communicating best practices outside the
project’s domain, i.e., make them accessible also to
a broader audience.
As we have learned, LOLA project is based on a pro-
cess of collecting case studies. Students are invited
to “discover” the “hidden seeds” of a sustainable
future in their surroundings, not only “observing”
cases but also arriving to have interpersonal interac-
tions with its promoters.
But, which kind of cases studies does LOLA encour-
age students to look for? This question indicates
the qualitative criteria that form the basis of LOLA’s
concept of social innovation for sustainability and
can be described as follows:
1. INNOVATIVE SOLUTIONS;
2. BOTTOM-UP ORGANIZATIONS;
3. SOCIALLY POSITIVE;
4. ENVIRONMENTALLY FRIENDLY .
1. INNOVATIVE SOLUTIONS
Students are invited to collect cases presenting or-
ganizations of different social actors, which organize
themselves to get a result or to open a new oppor-
tunity in organizing daily life. The solutions have to
be innovative in relation to main stream thinking and
action.
2. BOTTOM-UP ORGANIZATIONS
The promoters of the solutions have to be «local»:
the s ame with fi nal users, local entrepreneurs, local
NGOs, local institutions. However, the notion of what
can be considered as «local» is relative. In our case,
we consider an initiative as «local» when the pro-
moters operate at the scale of the neighbourhoods
and/or of a little city, although they may be linked
with larger organizations.
3 . SOCIALLY POSITIVE
The solutions, getting a result or opening a new op-
portunity, regenerate the social capital and strength
the social fabric. They have a socially regenerative
effect that takes place directly (it is a formal goal of
the initiative) or indirectly (it is not a formal goal of
the imitative but, nevertheless, it happens). However
the social aim should not be the main and only one.
Charity and/or social improvement programs are
very good initiatives, but they don’t insert themselves
in everyday life as models of new ways of living for
the whole of society. In some cases, few charity
initiatives organized bottom-up by the same in need
can propose objectives and organizational models
that could be valuable also for other people, becom-
ing a more general model of doing.
4. ENVIRONMENTALLY FRIENDLY
The initiatives - that get a result or open a new op-
portunity reduce previous average environmental
foot-print. They do not need to be initiatives directed
only towards solving some problems as recycling
wastes, renewable energy generation, pollution
prevention, etc. They should have an environmentally
regenerative effect that takes place also indirectly
(it is not a formal goal of the imitative but, neverthe-
less, it happens)
LOLA AS A “DESIGNERLY
WAY OF KNOWING”
To resume, the cases targeted should have an
embedded balance between these four elements, ac-
cepting that one or more of them can be predominant
due to the aims established by participants and which
motivate them to join and persevere in their prac-
tice. Therefore, these criteria are proposed here as
“initial fi lters”, or “guidelines”. The value of each case
collected by the students needs to be particularly
examined and discussed.
Here LOLA project promotes also a “designerly way
of knowing” . Discussing the qualitative aspects of
each case, students are stimulated to understand
“how the social initiative start”, “who are the users”,
“which user need does it answer”, “what are the
aims”, “what works well in the solution”, and other
questions that implicitly induce students to recog-
nize initiatives in a “solution-focused way”, or as a
result of the arts of planning, inventing, making and
doing. So LOLA is more than an “observation” of
what is happening around, or a learning-with-good-
examples practice. It intends to promote in students
–so far as possible – the idea that people are able to
“design” for themselves, to solve problems and to
live in a sustainable way. So the question that each
student is being invited to do is: can’t I do the same?
These elements of background intends to look at the lola project not anymore from the education
point of view but for what it can provide in terms of transition to a new and more sustainable
society.
Looking for Likely AlternativesLOLA
46
Looking for Likely AlternativesLOLA
47
IMPORTANCE FOR SUSTAINABILITY
NEW WAYS OF LIVING...Improving our current consumption society is not
enough to make it sustainable: more deeper para-
digmatic changes in the western mainstream ways
of living are needed.
Experts now converge on the idea that all the world
population living the western lifestyle would require
resources equivalent to between 3 and 8 planet
Earth . A radical downshift is therefore needed
reducing by a factor between 4 and 20 the current
impact in the countries with mature economy. In any
case, the level of reduction required is so high (be-
tween 75% and 95 %) that it can’t be achieved by only
streamlining the model of consumption society as it
has been expanding so far: new ways of daily living
more in line with the requirements of sustainable
development have to be adopted in order, together
with the progress of green technologies to face this
enormous challenge.
SUSTAINABLE SOLUTIONS...Beyond technological improvements, sustainability
requires an intense social innovation to increase or
maintain the level of satisfaction across all the popu-
lation while reducing dramatically the environmental
impact.
Observations show that the growing material wealth
and levels of population satisfaction are increasingly
uncoupled: happiness of people doesn’t rely on the
quantity of material goods they possess. On the con-
trary, we can observe growing rows of people who
are fed up with over-consumption, who fear rampant
individualism and who question the so-called ‘qual-
ity’ of life in our modern societies...
Local food network involving customers to support
traditional farming; alternative mobility propos-
ing fl uid combinations between public transports,
bicycles and sharing or pooling of private vehicle;
cohousing where the habitat is designed to facili-
tate collective use of places and resources; local
exchange trading systems where people organise
mutual help and provide service to each other; repair
workshops and second hand market places that
increase the products fruition time; etc.
This sample of solutions shows how various daily
procedures could be performed by structured ser-
vices that rely on a greater collaboration of individu-
als amongst themselves. Through local participation,
mutual assistance, shared use we can reduce each
individual’s needs signifi cantly in terms of products
and living space and optimize the use of equipment,
reduce travel distances and, fi nally, decrease the
impact of our daily lives on the environment. The dif-
fusion of organisations based on sharing, exchange,
and participation on a neighbourhood scale can also
regenerate the social fabric, restore relations of
proximity, create meaningful bonds between indi-
viduals and favour the emergence of more sustain-
able social initiatives.
CREATIVE COMMUNITIES...Creative communities are social laboratories experi-
menting alternative ways of living sometimes very
promising in terms of sustainability.
The example of promising sustainable solutions as
LOLA project focuses on have nothing to do with
utopia: the very fact that children can fi nd such
initiatives in their surroundings wherever they are
situated at and are able to visit the people that
experience them everyday shows such practices are
François Jégou Strategic Design Scenarios, Belgium
A toolkit to promote
local sustainability...
feasible and are certainly desirable since are chosen
to be adopted. From niches, these sustainable
solutions at the crossroads of social innovation and
sustainable society, tend to expand signifi cantly. But
their recent emergence is less important than the
fact that they represent the only concrete alternative
model of sustainable daily living we can propose to
face the deep environmental and social crisis we are
facing today.
These solutions are worth to be considered then
together with the people whose creativity and en-
trepreneurship allow them to invent, implement and
maintain these solutions. Those people, the creative
communities, are currently experimenting alterna-
tive and more sustainable ways of living. They repre-
sent the access keys to ways to actively demonstrate
and promote a sustainable society.
Within this perspective, the LOLA project assumes a
very important role at two levels: it is part of a local
process to give visibility and raise awareness on exist-
ing good local practices in terms of sustainable ways
of living and children represent a powerful vector to
introduce changes in mainstream ways of living.
GIVING VISIBILITY AND RAISING
AWARENESS... The creative communities and the solutions they
elaborate tend to be invisible: they are based on
local elective networks, peer-to-peer relationships
without any need of external communication. Start-
ing a process of transition toward sustainability at a
territorial level, in a neighbourhood, an urban area
or a region requires to search for the already existing
sustainable solutions, to give visibility to promising
initiatives among the population on which to build
up, to trigger a debate on the possibility to develop
them to a larger audience, etc.
In that process of identifying promising initiatives
and raising social conversation about them, the
LOLA project can play a determinant role: schools of
the area whatever the age of the children is repre-
sent a important capability of local investigation as
well as exhibition potential across the neighbour-
hood. Many pupils and students in small groups
by just activating their relationships with relatives,
neighbours, friends, shops, etc, can easily map all
relevant initiatives in their area. Children investigat-
ing possible alternative pathways for the future of
everyday living are likely to be positively welcome
and trigger enthusiastic participation of the promot-
er of the initiatives visited. Displayed in the schools
through exhibitions or presentations prepared by the
children, results of this investigation have a great
impact both in number of population involved and
in showing a transfi gured image of the territory.
The particular position of schools as institutions
depending from local authorities and connected
with families from all range of cultural backgrounds
and social levels sharing the same living area make
them strategic places to start social conversation
and engagement towards sustainability at.
INTRODUCING CHANGES...Let’s now look at the potential of LOLA of trigger-
ing change toward more sustainable ways of living
not anymore at the collective but at the individual
level. Children occupy a central position in western
societies and tend to have a considerable infl uence on
everyday ways of living in the families. This position
often abused by marketing strategies to increase
consumption also reveals to be successful to in-
troduce durable sustainable behaviours. Education
campaigns focusing on children to be responsible of
the proper sorting of packaging or to watch rational
use of energy at their home have a great potential of
shifting household consumption patterns and daily
behaviours. If properly managed and without putting
too much pressure on the children, the familiarisation
with different ways of living can lead to a dialogue in
the family. LOLA involves parents at various stages of
the process as logistic support to facilitate the visits
of the initiatives or as the public invited to an exhibi-
tion of a selection of sustainable solutions will also
get in contact directly or indirectly with the promoters
of these solutions, they will share the fi ndings of their
children and are in good position to question their
current lifestyles. In parallel the children generally
come back enthusiastic from experiencing direct food
purchase at the farm, shared mobility or exchange
networks and encourage their parents to participate.
Parents and children involvement combined together
and shared collectively at the scale of a neighbour-
hood is a powerful process to initiate progressive
change and to develop and maintain it on the long
run. More than a learning process to approach sus-
tainability LOLA toolkit has all the required ingredi-
ents to be a promoter of transition towards sustain-
ability at the local scale.
Looking for Likely AlternativesLOLA
48
Looking for Likely AlternativesLOLA
49
Emanuel Battut;
Frédérique Battut;
Emilie Bourgeot;
Nicola D’Angelo;
Milamem Abderamame Dillah;
Giulia Durante;
Goliat Dyèvre;
Ravi Fernando;
Giuseppe di Francesco;
Sara Girardi;
Jette Gottschau;
Petr Jakubicek;
Pascale Lenders;
Iveta Lïce;
Irina Liokumovica;
Juli Mata;
Andrea Mendoza;
Paola Paleari;
Giampiero Pitisci;
Lara Penin;
Bjorg Quarco;
Nicoletta Spagnuolo;
Lieselot Vandenhoute;
Dana Voukonova;
Karrenberg primary school, Brussels;
THANKS TO UNEP UNESCO
UNEP UNESCO YouthXchange (YXC) is a train-the-trainer kit that aims to promote
sustainable consumption patterns among young consumers worldwide.
In 2001, UNEP and UNESCO decided to “brand”
the idea of sustainable lifestyles as “cool”
rather than necessary, as “smart” rather than
responsible. Initially focusing on urban youth
ages 15 to 25, the UNEP UNESCO youthXchange
(YXC) training kit on responsible consumption
– towards sustainable lifestyles responds to the
need for reliable yet entertaining information on the
meaning and challenges of consumption among
youth. Education, learning, public awareness are
essential prerequisites for a transition to sustainable
societies.
The UNEP UNESCO YouthXchange training kit on
responsible consumption – toward sustainable
lifestyles (updated recently in 2008) is designed to
assist, youth groups, NGOs, teachers and trainers in
raising and acquiring awareness of the opportunities
offered by the adoption of more sustainable
consumer choices in a youth friendly format. It is an
interdisciplinary, multi-methodological and holistic
approach to sustainable consumption and can be
used in formal as well as non formal education
settings. It involves a participatory process based on
interaction and cooperation between teachers and
youth, on discussion, and learning from experience.
To make sustainable consumption more immediate
to youth, the YXC kit refers to the notion of lifestyles
rather than consumption: this way healthy eating,
moving around or fashion are included in the
discourse as signifi cant factors in developing
consumer awareness. While many consumer
education information tools focus on the well-being
and rights of the individual consumers, YXC aims at
contributing to an understanding of the impact of
our consumption at large. The kit provides statistics,
case studies, games and practical tools that fi t the
multiple dimensions of SC into the educational
curricula – making a clear link between the way we
live and act in society and the wider complex issue of
sustainable development.
YXC supports knowledge-building and sharing
through workshops and, ultimately, joint projects
among youth in different countries and cultures.
To ensure a good dissemination of YouthXchange
an approach similar to franchising has been
adopted whereby UNEP and UNESCO fi nd partners
in countries to undertake translation, adaptation
and training at the local level. The main delivery
agents for YouthXchange are varied – ranging
from non-governmental organizations, schools
and government education programs to private
companies that implement the kit in a locally and
culturally adapted manner and integrate it within
ongoing environmental education activities. So
far YouthXchange is implemented by about 25
partner organizations, translated and adapted in 20
languages with a bilingual (French/English) website
and related pedagogical resources (slides, exercises
for teachers etc.).
YouthXchange and LOLA
Young people can no longer be seen as future
citizens but as co-creators of the environments in
which they live, work, play and learn, as actors within
a community. With the LOLA cards, educators and
youth are guided to research and discover groups
of people within their communities, their country
or their region who organize themselves in order
to respond to a social or environmental problem.
Through capacity-building workshops worldwide,
YXC and LOLA work hand-in-hand to introduce and
bring to life the concept of sustainable lifestyles as
young people locate their local actors/initiatives
and begin understanding, connecting and partaking
in these initiatives as alternative, sustainable and
accessible modes of living.
YouthXchange is currently available and
implemented in France, Greece, Spain (Basque and
Catalan), Portugal, Italy, Croatia, Slovenia, Germany,
Hungary, Norway, United Arab Emirates, China,
Japan, Korea, the Philippines, Argentina, Ecuador,
Colombia and Mexico It is expected to spread to
Turkey, Croatia, Morocco, Tunisia, Algeria, UK and
Israel in 2009.
For more information:
YouthXchange: www.youthxchange.net or www.unep.
fr/scp/youth/
YOUTHXCHANGE
SPECIAL THANKS TO Isabella Marras, UNEP
Adriana Zacarias, UNEP
Morgan Strecker, UNEP
Aguinaldo Santos, Marco Ogê Muniz; Luiz Fernando Gonçalves de Figueiredo, Carla Cipola, LOLA Ambas-
sadors for Brazil;
Marino Melissano, Bianca Friundi, LOLA Ambassadors for Italy;
Leena Graeffe, LOLA Ambassador for Finland;
Christophe Bernes, LOLA Ambassador for France;
Miriam O’Donoghue, Mella Cusack, LOLA Ambassadors for Ireland;
Vija Dislere, LOLA Ambassador for Latvia;
Irena Zaleskiene, LOLA Ambassador for Lithuania;
João Jardim Fernandes, Alcina Dourado, Antonio Carloto, LOLA Ambassador for Portugal;
Nievez Alvarez, LOLA Ambassador for Spain;
AND TO THE LOLA AMBASSADORS
Looking for Likely AlternativesLOLA
50
Looking for Likely AlternativesLOLA
51
THIS BROCHURE PRESENTS THE LOLA TOOLKIT IN THREE PARTS:
WHAT IS LOLA ABOUT AND WHAT DOES IT CONSIST OF? THE GENESIS OF THE PROJECT
AND THE INITIAL VISION, THE KEY PRINCIPLES AND THE DIFFERENT STEPS OF THE LOLA
PROCESS BASED ON AN EDUCATION TOOLKIT FOR SCHOOLS TO APPROACH SUSTAINABILITY BY
INVESTIGATING LOCAL ALTERNATIVE WAYS OF LIVING
WHY USING LOLA TOOLKIT AND HOW? EXAMPLES OF IMPLEMENTATION, SUCCESS STORIES
AND WORK-IN-PROGRESS IN EUROPE AND BEYOND SHOWING THE MANY DIFFERENT WAYS TO
IMPLEMENT THE LOLA PROCESS FOR DIFFERENT PUPILS, AGES LEVELS, CLASS TOPICS...
HOW DOES LOLA RELATED TO THE VARIOUS THEORIES OF EDUCATION? HOW DOES LOLA
EMERGE FROM DESIGN RESEARCH FOR SUSTAINABILITY? HOW DOES IT RELATED TO SOCIAL
INNOVATION? HOW IT MAY CONTRIBUTE TO LOCAL TRANSITION TOWARDS NEW AND MORE
SUSTAINABLE WAYS OF LIVING?
THE PURPOSE OF THIS BROCHURE IS TO DISSEMINATE THE LOLA INITIATIVE ACROSS THE
DIFFERENT FIELDS OF EDUCATION, SUSTAINABILITY, DESIGN AND SOCIAL INNOVATION. IT IS AN
INTRODUCTION TO STIMULATE INVOLVEMENT IN THE PROJECT AMONG TEACHERS, TEACHERS
TRAINERS AND EDUCATION POLICY MAKERS AND FOSTER ACCESS TO MORE DETAILED
PRESENTATIONS AND MATERIAL DOWNLOAD WHICH ARE AVAILABLE ON THE LOLA WEB
PLATFORM (WWW.SUSTAINABLE-EVERYDAY.NET).
LOLA IS ONE OF THE PROJECTS PROMOTED BY THE CONSUMER CITIZENSHIP NETWORK
(CCN) AN INTERDISCIPLINARY NETWORK OF EDUCATORS, RESEARCHERS AND CIVIL SOCIETY
ORGANIZATIONS CONSISTING OF 133 INSTITUTIONS ACROSS 37 COUNTRIES WHO RECOGNIZE
THE PRESSING NEED FOR CONSTRUCTIVE ACTION BY INDIVIDUALS IN ORDER TO ACHIEVE
SUSTAINABLE CONSUMPTION AND GLOBAL SOLIDARITY.
THE LOLA TOOLKIT HAS BEEN DEVELOPED WITHIN THE SUSTAINABLE EVERYDAY PROJECT (SEP)
BY STRATEGIC DESIGN SCENARIOS, BRUSSELS AND DIS INDACO, POLITECNICO DI MILANO.
LOLAA didactic process for approaching sustainability by investigating
social innovation...
LOOKING FOR LIKELYALTERNATIVES
Sustainable
Everyday
Project