E-learning Week : Changing Our World

1. Changing our World
do we plant trees or create online courses?
Done by: Sem 2 Group 3
Ang Guo Xiang
Toh Yilin Janice
Chong Zhihui, Ray
Tan Ying Jie, Olivia
Lim Wei Loong, Bryan
Tan Xingtai, Nicholas

2. Carbon Footprint of NTU
•In order to determine statistically if classroom learning should be taken
over by E-learning, we must first calculate the carbon footprint of NTU as
of now.
•The method used to calculate the carbon footprint of NTU is similar to
that of in Sprangers (2012)
•The carbon emissions from each activity is calculated by:
(Sum of All Activity Data Factors x Emission Factors)

3. Scope
Emission Category
Total CO2
Emission (kg
CO2)
Total CO2
Emission (%)
1
Direct Transportation Sources
•Shuttle buses
2,654.95
0.0031%
2
Purchased Electricity
81,918,000
96.71%

4. Scope
Emission Category
Total CO2
Emission (kg
CO2)
Total CO2
Emission (%)
3
Faculty and Staff Commuting
227,452.80
0.27%
3
Students Commuting
548,210.36
0.65%
3
Employee Travel
691,415.62
0.82%
3
Water Usage
306,064
0.36%
3
Paper Consumption
19,582.64
0.023%
3
Waste
990,631.09
1.17%
For more information, please refer to the Appendix.

5. Carbon Footprint of NTU
The total carbon emissions from NTU is estimated to be:
84,704,011.46 kgCO2

6. Should we change to E-Learning?

7. Pros of E-learning
• Reduced overall cost for NTU due to the elimination of costs
associated with instructor's salaries, meeting room rentals,
and student travel, lodging, and meals.
• Learning times reduced, an average of 40 to 60 percent, as
found by Brandon Hall
• Learners and instructor do not need to be online at the same
time; Facilitate asynchronous learning.
• Allows for self-paced training
• Eliminate barriers of time, distance, and socio-economic
status
• More focus on the needs of the individual learner
• Take advantage of the Internet: real time, anywhere, anytime
• Cuts paperwork and administrative overhead.

8. Limitations of
E-learning
•
With e-learning, the biggest
trade-off is the student’s learning
process and experience that can
only be derived from a traditional
classroom setting.

9. Stakeholder Analysis: Students
Traditional class setting
E-learning
They are able to approach
their instructor for more
information
Fails to prepare students for
participation in learning
experiences such as working
in groups and simulation of
real-life working environment.
They are able to obtain
clarifications for concepts
A lack of rigor and execution
opportunities given in an elearning course.
They can engage in discussion
with the instructor and other
classmates
Under such conditions,
students may find themselves
feeling handicapped or
overwhelmed when faced
with the demands at work
Allows for exchange opinions
and ideas

10. Stakeholder Analysis: Students
Traditional class setting
E-learning
The existence of such social
interactions creates a positive
climate that is unique to a
classroom setting and is
instrumental to facilitate the
instructor’s job and capture
the attention of students to
engage them in learning.
The lack of social interaction
or vigilance in an e-learning
setting has been known to
result in shorter attention
span and poor overall
satisfaction and learning
outcomes.

11. Stakeholder Analysis: Students
Traditional class setting
E-learning
Students tend to learn more
when guided by a teacher as
they stand to benefit more
from the teacher’s knowledge
than from the text alone.
There is no safe conclusion
about the effectiveness of elearning as the existing
evaluations are usually
informal and conducted by
users rather than independent
sources.
Large-scale evaluations have
tended to focus on issues such
as usability, learner
preferences, and equipment
quality rather than learner
outcome.

12. General attitudes of NTU students towards e-learning
• Cultural acceptance: Local students used to the traditionalclassroom method of delivering learning materials that they
were exposed to since primary school, hence they may be less
receptive to the shift to e-learning
• Negative attitudes due to the technology issues like lack of
user-friendliness, unsophisticated e-learning platform,
possible problems with accessing the e-learning portal.
• The amount of uploaded information electronically for each
course far exceeded the pace and information workload of
conventional teaching and thus resulted in disorientation and
exhaustion of students.

13. Conclusion
• E-learning may be a viable option in terms of sustainability, as
it will significantly reduce the amount of energy consumed
within the school. However, after considering the limitations
posed to the students, we conclude that a significant shift of
course delivery to E-learning may not be feasible.
• In view of sustainability, we propose that E-learning can be
gradually introduced into our curriculum, but not to the extent
that it will be at the expense of the students’ interests.
• We hope that through this gradual process, students may
subsequently become accustomed to E-learning, which will
reduce these current limitations, opening up more E-learning
opportunities in the future.

14. Carbon Offsets
“Carbon offsets are the modern day
indulgences, sold
to an increasingly carbon conscious
public to
absolve their climate sins”.
Kevin Smith 2007 The Carbon Neutral Myth

15. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

16. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

17. Management - NTU
• Easy and practical alternative to achieve carbon neutral target
• Able to focus on improving other aspects of NTU
• Understands that this idea would probably not achieve long
term sustainability

18. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

19. CO2 Australia
• For-profit organisation: Business model
provides a steady revenue stream
• Able to tap on many organisations
worldwide who prefers short-term
solutions

20. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

21. Students
• Perceive the school as putting effort in
being responsible for their actions and
accountable for their carbon footprints
• Sees NTU as a reputable school

22. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

23. Local Community
• General improvement to the
environment
• Positive outlook of the carbon
emission situation

24. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

25. Singapore Government
• Outflow of economic resources which does not improve the
Singapore economy
• Positive effects of buying carbon credit not directly affected by
Singapore but in host country instead
• Indeed cheaper to carry out such activities in Australia due to
the lack of land space in Singapore

26. Management
Australian
Government
CO2 Australia
Students
Singapore
Government
Local
Community

27. Australian Government
• Inflow of economic resources which
boosts the Australian economy
• Overall carbon footprint low due to
plants
• Improvement of the hole in the
ozone layer which has started to
spread to southern parts of
Australia

28. Justification for offsets
• Atmosphere uniformly mixed so
greenhouse gas reductions can occur
anywhere
• Some people, countries and sectors find
full domestic reductions too difficult
• Developing countries should gain some
benefits from Kyoto
• Emission reductions are cheaper/easier
in developing world
• Projects can have side benefits for
sustainable development, biodiversity
etc.

29. Justification for offsets
• In cases where emissions are
inevitable, offsets provide a way
to try to remediate the effects.
• Offsets are a source of investment
for renewable energy and other
projects to mitigate climate
change, therefore filling the void
that some governments have left
by not stepping in to regulate
and/or limit the production of
carbon dioxide emissions.

30. Justification for offsets
• Socio-economic and
environmental benefits such as
biodiversity conservation and
improvements in the quality of
life for a local population.
• 20-25 per cent of anthropogenic
emissions released into the
atmosphere are caused by land
use change and therefore climate
change mitigation must address
land use and deforestation.

31. Justification for offsets
• Carbon sequestration through re-vegetation could
provide the renewable biomass materials and fuels
needed for the future. In addition to carbon
sequestration, forests can also cool the planet by
evaporating water to the atmosphere and increasing
cloudiness.

32. Ethical concerns of carbon offsetting
Fundamental
Moral
Objection
Project
Level
Issues
Outcome
dependent

33. 1. Fundamental Moral Objection
• A price should not be put on the environment
• Only regards the instrumental value but disregards the
intrinsic value
• Moral values subsumed & disregarded

34. 2. Outcome dependent
•
•
•
1.
Offsets fine in principle as long as benefits outweigh costs
Achieving environmental goals
Has limitations such as:
Scientific Uncertainty due to the Global Carbon Cycle and
Measurement and monitoring issues.
2. Policy Failure due to difficulties in implementation and
design.

35. 3. Project Level Issues
• Neo-Colonialist: A policy whereby a major power uses economic and political
means to perpetuate or extend its influence over underdeveloped nations or areas
Cumulative CO2 emissions 1950-2000: with and without land use change and forestry
source: http://pdf.wri.org/navigating_numbers_chapter6.pdf

36. 3. Project Level Issues
•
•
•
•
•
•
unequal revenue distribution from projects
corporate profiteering
lack of local participation
bias towards large industrial projects
questionable sustainable development benefits
Over emphasizing on carbon and neglects sustainability

37. Analysis
• CO2 Australia effective in reducing worldwide carbon
emissions but does not solve the core problem
• The carbon emissions by NTU
• Carbon trading is aimed at the wrong goal
• Should instead target the cause of carbon emissions in NTU
instead

38. Analysis
• Buying the opportunity to increase more carbon emissions
• Organizations are merely using purchase of carbon credits as a
chance to increase carbon emissions
• “Think money can buy everything”
• Tree planting lacks permanence and does not solve our
reliance on fossil fuels
• Leaving it to the market is ineffective and undemocratic

39. Analysis
• Long term: In the long run, NTU should not undertake the
purchase of carbon credits as it is not sustainable and does
not effectively solve the root of the problem. Such purchases
only temporary. Instead, other alternatives should be
considered.
• Short Term: Carbon trading is a viable option for NTU in the
short run as it is a practical and effective for NTU to fulfil
immediate carbon credit needs.

40. Assumptions
• Biasness of the sources / writers
Some of our sources may be bias. For example, writers who are
for carbon trading may be businessman looking at the practical
benefits of carbon trading while writers who are against carbon
trading maybe non-profit environmental organizations that
emphasizes on the importance of sustainability.

41. Conclusion
• Important Ethical Issues have to be dealt with before NTU
proceeds with Carbon Offsetting even though carbon trading
is viable in the short run.
• While we acknowledge that in the short term it is beneficial
for NTU to purchase carbon credits, the ethical concerns and
long term sustainability are of greater importance.

42. Conclusion
• Based on the findings on the NTU’s carbon emissions earlier,
NTU does not require immediate carbon offsets. Hence, NTU
should lean towards long term sustainability instead of the
convenience carbon offsetting provides.

43. Other Alternatives

44. Preview of Alternatives
• Based on the article given (The Greening of Industry),
• The Singapore government has been very successful in her
green campaigns
• Our challenge is to translate this success from a national level
to a university level
• We will now analyze the approaches taken by the government

45. Approaches by the Government
Approaches
Example
Approach 1 : Top down, Command and Control
Approach
 Greater industrial regulation and
collaborative initiatives
Letting the companies decide
what green measures to
implement instead of the
government implementing
measures for them to adhere
to. Led to increased
participation.
Approach 2 : 2-Prongled Approach
 (1) Resource conservation through a
more intensive and coordinated effort at
developing the recycling industry
 (2) Waste reduction and elimination at
source through product and process
innovations as well as developing green
technologies for industry through privatepublic collaborations
Provide practical guidelines
via a guidebook and e.g. of
org generating cost savings
(show the benefits of doing
so)

46. Approaches by the Government
Approaches
Example
Approach 3 : Collaborating closely with
Major Stakeholders
Government developed innovative
technologies through collaborations
with companies. These
collaborations can allow fresh new
ideas to emerge which are likely to
be more efficient and feasible for the
companies. It also instills in them a
sense of ownership in this project.
Approach 4 : Funding Projects which
consider environmental factors
Entice companies to consider the
environment in their projects and
giving them extra funding. Also, allow
easier access to resource to
companies with environmental
projects.

47. However, a School is different from
a Government!
• These approaches cannot be applied directly from a school to
students as per a government to a business
• Due to : • Unlike a government, the university itself is a business
• It is profit-driven ; cost efficiency and effectiveness is still
important
• Additionally, a school’s main priority is to provide education, not
to provide for the environment

48. Our Initiative:
School-based Green Movement

49. Rationale
• Outcome more probable
• Easier to implement and monitor results
• If everybody plays their part to regulate or
reduce carbon emission, a carbon neutral
future is probable.
• More tangible
CHANGE STARTS WITH YOU AND I

50. Features of the initiative
Features
1. Funds reallocation to entice environmental conservation in planning events
2. Greater involvement of the student body in environmental conservation
efforts
3. Provide practical guidelines to reduce wastage

51. 1. Funds reallocation to entice environmental
conservation in planning events
What is currently done
The school reserves funds for
school-based activities such as
Freshmen Orientation Camps
and Campaigns.
In line
with
approach
What can be done
School can reserve a portion of the fund
and granted to the students only if their
proposals includes environmental
considerations
e.g. plans to recycle the lunchboxes,
waste reduction measures)
Give priority for approval to projects that
incorporates environmental sustainability
Potential impact:
 Incentive to fulfill their pledge to conserve the environment
 Can be implemented at no extra cost
1
✔
2
3
✔
4
✔

52. 2. Greater involvement of the student body in
environmental conservation efforts
In line
with
approach
What can be done
Create an online platform for exchange of excess resources by the various
committees. For example, extra plates or cups leftover from the event can
be passed over to another event committee facilitated by the online
platform
1
✔
2
✔
Hold sessions for various student bodies to gather and discuss measures
they can implement to improve on electricity /waste reduction, utilization
of resources and recycling efforts
3
✔
4
Potential impact:
 Reduce wastage (buy less throw less)
 Reduce cost of event, benefiting both the student body and the school
 Ideas raised by student themselves likely to garner more participation
 More feasible in the school context
Greater sense of ownership

53. 3. Provide practical guidelines to reduce wastage
Current
In line
with
approach
What can be done
Computers are not shut
down after use
Automate the computers in the school
compound to shut down after a certain time
1
Lights in most areas are
manually operated
(switching on/off)
Increase the number of lights with motion
sensor
2
Enforce that offices recycles waste paper and
reuse recycled paper if possible
3
Set up baskets for reusable waste paper.
Students can pick up these papers to do their
rough work on
4
Potential impact:
 Inculcate in students habit of energy saving/ recycling
 low cost of implementation
 School enjoys reduced cost of operation (electricity)
✔

54. How it affects Stakeholders
• Students
• Enjoy the experience and process of environmental conservation
• Be familiar with methods to which they can contribute to conserving
the environment
• School
• Increased cost savings
• May enable them to win Green Awards (i.e BCA Green Mark
Champion Award)  enhance reputation
• Government Incentives
• Non-Government Organizations
• An addition avenue for them to carry out their green initiatives
• Achieve their aims of environmental conservation since schools will
take huge steps in conservation

55. Comparison of the 3 Initiatives
Criteria
Analysis
E-learning
Feasibility in Schools
Carbon
Offset
SchoolBased
Initiatives
✔
✔
✔
✔
✔
Short-Term Effectiveness
Long-Term Effectiveness
✔
Ease of Implementation
✔
✔
✔
✔
E-learning : Due to the lack of social interaction and general low receptivity
towards E-learning
Carbon Offset : Inappropriate in the long run due to ethical and sustainability
constraints

56. Our Choice!
• As seen from the table before, School-based initiative can be
seen as more effective than Carbon Offset and E-learning
• On top of that, School-based initiatives can reap the following
benefits better than the other 2 options : •
•
•
•
Low cost of implementation
Highly effective and ethical
Easy to monitor and control
Benefits all stakeholders involved

57. Executive Summary
The total carbon emissions form NTU is estimated to be at an
alarming level of 84,704,011.46 KgCO2. It is important for NTU to
implement the initiative that best balances the interests of the
related stakeholders. School-based initiatives are the most
feasible, ethical and effective solution for NTU, relative to
Carbon Offset and E-learning. Diverse clubs and student bodies
within NTU provide us with a great opportunity to successfully
implement our initiative. Based on the research and
comparisons made by our team, we are certain that the option
we chose is the most viable option.