One Page Summary

In these times, teachers don’t teach the pupils about environment protection. This problem emerged only recently and it’s considered to be a relatively new problem. New in a sense that the need for environment protection emerged only recently, due to the visible signs – dramatic changes in temperature, floods, wildfire and earthquakes, and the growth of media coverage of such events. Putting these issues in school textbooks is often a long procedure, especially in Croatia due to the political debates about curriculum. There are several reasons for not implementing essential knowledge about the environment. First of all, scientists have to conduct the research, then the analysis of the research, find the publisher and, if it’s relevant enough for evaluators, that study could be taken in consideration for adaptation and presentation for pupils. These take years. There is no need for this, not anymore. There is plenty of media content uploaded on the Internet each day. As an NGO we recognized a problem with information, not only in quality of information available online, but in the dispersity of information which are timelined, accurate, relevant, adequate, complete, explicit and exception based, and, which can actually be useful for an individual and his role in society. Not in a philosophical sense but of pragmatical value to society. It’s obvious that you should not throw plastic bags in the environment because they could end up in a whale’s stomach which will die of starvation later on. The best way to present this is via video content. Since we receive the majority of information via the sense of vision, and our brain is hardwired to learn best by storytelling it seems that this is a good way to provide information to pupils. Taking all this into consideration we see that creating a short infographic material within a few months and playing them to pupils can be a good approach to present information. In the last five minutes of a class, a professor can turn up a portable projector, connect it to a smartphone and play the video to kids. This kind of approach has not been tested yet and we see this project as an opportunity to try this model. We found that the strength of this solutions is a stable platform on which administrator (school) can identify a specific problem and call pupils, professors, and the local community to suggest a solution. They have the freedom to create their own program of action (activities) and not depend on centralized and standardized project manager’s recommendations and proposed activities which knows little of real community issues. On the other hand, the greatest weakness is to choose an administrator which is motivated enough to volunteer and organize a culture within a community which provides meaningful solutions as well as organizing a government server provider and centralized online website.