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Beginning a dialogue to generate a vision (2)

August 7, 2007

Where are local businesses on Willard’s continuum? Remembering how Bob Willard identifies five stages of an organisations adoption of sustainability. I think these are very useful – it helps give context to problems and decisions. I liked this distinction(full post) Stage 4 companies “do the right things” so that they are successful businesses. Stage 5 […]

Beginning a dialogue to generate a vision

August 6, 2007

The “every graduate” approach means that sustainable practice is recognised as a core capability which must be developed within the context of each discipline. A premise of the CfS Agenda is that we work with disciplines to articulate appropriate responses, coming at problems from both incremental and transformative directions. The first four items on the […]

Sustainability as first step in Agile Development Methodology

July 25, 2007

Sustainability in first iteration of software development gives basis for design. (trying out a template adapted from Creative Communities for CfS Agenda, item 7: resources). Solution Sustainability is considered as a major part of ethical design early in our software development process. We follow a methodology that is an integration of structured methodology under an […]

Presenting exemplar learning for sustainability resources?

July 25, 2007

Almost universally, people agree with the concept of integrating education for sustainability but then ask how they go about it? and, do we have any examples? The seventh item on the CfS Agenda is: 7. Identify and promote exemplar resources and teaching strategies, initially identifying sustainability related areas missing from current curriculum. This includes the […]

Agenda encourages and empowers computing education for sustainability

July 16, 2007

Following up on the NACCQ policy statement on computing education for sustainability, here is the agenda for achieving this vision. We hope that it is empowering and engaging. It is deliberately both top down and bottom up. It is deliberately both incremental and transformative. It is deliberately aimed at the champions and the “ordinary lecturer”. […]