Introduction to the Life Cycle Initiative’s e-learning ...

Introduction to the Life Cycle Initiative’s e-learning resourcesWEBINAR

3 NOVEMBER 2020

Economy division, UNEP1 rue Miollis, Building VII75015 Paris, France

www.unep.orgwww.lifecycleinitiative.org

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POLL

Who are we?

Choose the option that best describes the organisation you work for?


Agenda

Time Presentation Speaker

10:00 Welcome and Onboarding Claudia Giacovelli, UNEP

10:05 Introduction Llorenç Mila I Canals, UNEP

10:10 Overview of Life Cycle Thinking Dr Philippa Notten, director at TGH Think Space, South Africa

10:15 Presenting the e-learning coursesDr Brett Cohen, director at TGH Think Space, South Africa

10:25 Q&A/Discussion All

10:30Experiences in applying the courses in university curricula

Prof. Dr. Diogo Aparecido Lopes Silva, Universidade Federal de São Carlos, Brazil

10:40Case studies on application of Life Cycle Thinking

Dr Philippa Notten, director at TGH Think Space, South Africa

10:50 Q&A/Discussion All

11:00 Close Claudia Giacovelli, UNEP

Introduction

Llorenç Milà i Canals Life Cycle Assessment Team Leader, [email protected]


Life Cycle Initiative: VISIONFrom the 2017-2022 Strategy

1. Technical and Policy Advice and Stewardship

Relevant SDGs are reached faster and more efficiently

2. Capacity development

3. Science-based life cycle knowledge

Life cycle based decisions are made for public policies

and businessesFo

cus

Are

asIm

pac

t

We would not have made it without our funding partners!

Overview of Life Cycle Thinking

Philippa NottenDirector: TGH Think Space, South [email protected]

www.tgh.co.za

Why we need Life Cycle Thinking

The life cycle perspective


The product life cycle or value chain

Why we need a life cycle perspective


The product life cycle or value chain

Why we need a life cycle perspective

Presenting the e-learning courses

Brett CohenDirector: TGH Think Space, South [email protected]

www.tgh.co.za

E-learning courses

• Three courses • 10-12 short video lessons

• Quizzes

• Links to additional reading resources

• Scripts and videos available for download

• Free to use

• Completion certificates issued

• Available at www.learnlifecycle.com

19

JOE BLOGGS

INTRODUCTION TO LIFE CYCLE THINKING

http://www.learnlifecycle.com/

3 available courses

20

Introduction to Life Cycle Thinking

English, Spanish, French, Portuguese, Arabic

1

Life Cycle Thinking in Policy Making

English, Spanish

2

Life Cycle Thinking in Business Decision Making

English, Spanish

3

Course 1: Introduction to Life Cycle Thinking

• Lesson 1: Introduction to Life Cycle Thinking

• Lesson 2: Driving change in public policies

• Lesson 3: Driving change in business

• Lesson 4: Driving sustainable lifestyles

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Course 2 : Life Cycle Thinking in Policy Making

• Lesson 1: Introduction: Life Cycle Thinking and Policy Makers

• Lesson 2: Life Cycle Thinking in Transport Policy

• Lesson 3: Life Cycle Thinking and Waste Policy

• Lesson 4: Life Cycle Thinking in Agriculture and Food Policy

• Lesson 5: Looking to the Future

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Course 3 : Life Cycle Thinking in Business Decision Making

• Lesson 1: Concepts in Life Cycle Thinking

• Lesson 2: Life Cycle Thinking in Product Design

• Lesson 3: Life Cycle Thinking in Value Chain Assessment

• Lesson 4: Use of Life Cycle Thinking by Industry Associations

• Lesson 5: Product Environmental Footprint and Ecolabels

• Lesson 6: LCT in the Future

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Incorporation into teaching curricula

29

Courses focusing on Life Cycle Thinking/Analysis:

provides an introduction to build on in the course

Broader sustainability courses:

used as a module covering LCT to completement other courses

Courses on business and policy making:

provides a framework for informing decisions based on LCT

Downloads:

Videos, scripts and reading lists can be downloaded and used standalone, or placed onto intranets (particularly where bandwidth an issue)

Other uses of the material

Public procurement:

Introduction and LCT in policy making courses provide basis for those in public procurement seeking to incorporate life cycle thinking

Private sector:

LCT in business decision making provides real life case studies, backed up by theory, on how LCT can inform more sustainable products and servicesFurther education and training for employees

Training centres:

Include as part of training curricula in broader sustainability/environmental management

Government departments:

Understanding of how LCT can be used to inform public policy design and implementation

Further education and training for employees

Certification:

Participants have to complete all modules to receive a certificateCan be submitted as proof of skills development Removes need for marking/grading

Q&A

31

Please type your questions in the Q&A box on the right hand side of your screen

Philippa Notten Brett Cohen

Experiences in applying the courses in university curricula

Diogo Aparecido Lopes Silva, Universidade Federal de São Carlos, Brazil [email protected]

GOALHow to integrate the LCT online

course into the universitycurriculum?

How to integrate the LCT online course in the university curriculum?

1. Wouldyou like toteach LCT

topics?

2. Do yougive

classes?

3. Talk withyour

students todo thecourse

4. Use the courseCERTIFICATE as

part of thestudent

evaluations

5. Propose seminarsand projects basedon course content

~ 4h coursecontent

Academicprojects(~20 h)

Some practical examples of the application at UFSCar/Brazil

A business model focused on low budget clothesusing eco-innovation and LCT principles

MFA of a fitness center and circularity analysis

Some tips for better use of the LCT course in your classes

For courses with a 24h workload:

Step 1: suggest to your student they do the complete LCT course (4h) and

get the certificates. Each certificate could represent a percentage of the

final grade for each student. The remaining part of the evaluations could

be based on academic projects proposals.

Step 2: approximately 10h to study in more detail a specific course

content of your interest (ex: ecodesign, eco-innovation, LCA, etc.).

Step 3: more 10h to practice the theoretical content that you have

selected. You can propose seminars, case studies, PBL, workshops, etc.

Here the most important is you put into practice LCT principles and

tools!

STUDENTS’ FEEDBACK

We did a survey with 02 groups of students during 2019/20.

Respondents profile

Survey performed in

2019 with 21 students.

Undergraduate students in

Production Engineering

VENUS

JUPITER

MARS

MBA students in Environmental

Management and Sustainability

courseSurvey performed in 2020

with 22 MBA students

Students from 21 to 26

years old

Students 30 years old

(average)

Data collected via GoogleForms

•23 semi-structured questions

•Feedback with focus on Service Quality

Management issues (SERVQUAL model)

Gender identity

FemaleMale

43 responses

SERVQUAL analysis

Quality perception >> ExpectationsAFTER the course BEFORE the course

Tangibles Reability Responsiveness Assurance Empathy

Tangibles Reability Responsiveness Assurance Empathy

Undergraduate students in Production Engineering – UFSCAR / BRASIL (2019)

MBA students in Environmental Management and Sustainability course – UFSCAR / BRASIL (2020)

Overall average

Overall average

Students feedbacks

Acredito que com a pandemia os estudos online se tornaram essenciais [...] novas oportunidades como congressos online, participação em diferentes palestras e

eventos, surgimento de novos cursos a distância, etc. Passei a ficar mais tempo

conectada porém com um leque maior de atividades ao alcance

“I believe that with the pandemic COVID-19, online studies have become essential and we have new opportunities to join

online conferences, participate in different lectures and events. Through the LCT course I became more connected,

and that helped me to reach more personal and professional goals in short-term.”

Expanded my network!

“The LCT online course contributed a lot to my educational formation on the topic.”

Furthered my knowledge!

“In addition to the LCT course, I was able to dedicate myself to other relevant materials provided by UNEP such as UN SDGs and in Environmental Education.”

Exposed me to new, relevant topics!

OBRIGADO (Thank You)

Call to action


www.tgh.co.za

Call to actionLife Cycle Initiative is seeking academic institutions willing to incorporate courses into their teaching

Please put your email address on the Q&A box if you are willing to discuss this further, and we will be in contact

Alternatively email [email protected]

44

mailto:[email protected]

Further Applications and Case Studies


www.tgh.co.za

Further applications of the courses

• Courses not only for use in teaching environments

• Applicable also to product designers, industry decision-makers and policy makers

• Industry:• improve product and process design

• understand value chain impacts, opportunities and risks

• Policy makers:• maximise co-benefits on policies

• avoid unintended consequences of policy choices

46

Product and process design

How Apple used LCT in the design of the Mac Mini computer


How Apple used LCT in the design of the Mac Mini computer: material selection


How Apple used LCT in the design of the Mac Mini computer: hotspot analysis

Value chain opportunities

How Levi uses LCT to improve the sustainability of jeans

Value chain opportunities

How Levi uses LCT to improve the sustainability of jeans

Water use across the life cycle

Greenhouse gas emissions across the life cycle

Use of LCT in policy making

Insights from life cycle thinking on single-use plastic products and their alternatives

Crude oil extraction and refining

Production of virgin material

Polymeris-ation

Cup production

Filling, retail and use

Collection and sorting

Secondary pellet production


Insights from life cycle thinking: recycle or reuse?

Production of recycled material

• Recycling avoids production of virgin materials

• Environmental “load” of collecting, sorting, transporting and producing secondary material must be less than producing virgin material for overall benefits

Crude oil extraction and refining

Production of material and product

Polymeris-ation

Cup production

Filling, retail and use


Insights from life cycle thinking: recycle or reuse?

• Reuse avoids raw material production and cup production

• Environmental “load” of collecting, transporting and washing cups must be less than that of producing the cups

Washing and reuse

Q&A

55

Please type questions in the Q&A box on the right-hand side of your screen

Philippa Notten Diogo Aparecido Lopes Silva

Closure

Claudia GiacovelliLife Cycle Initiative, UNEP

[email protected]


Feedback forms

Introduction to the Life Cycle Thinking e-learning courses

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6 Economy division, UNEP1 rue Miollis, Building VII75015 Paris, FranceOCTOBER 2020


Introduction to the Life Cycle Initiative’s e-learning ...

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