EnergyVille

The growing interest in a global energy crisis and the drive to find alternative fuels and ways of conserving our existing energy sources is a hot topic at the moment, and one that provides an excellent context for theme-based, cross-curricular learning at all levels of the school.

I’ve blogged previously about resources that have been developed for use in schools, including Electrocity, a simulation focused on energy use in the city and PowerUp, a 3D virtual world with an environmental focus from IBM. The latest I’ve discovered is EnergyVille, (referred to me by Clarence Fisher via Twitter).

EnergyVille is an interactive game that puts you in charge of meeting the energy needs of a city or around 3.9 million people. It’s certainly engaging enough, with plenty of opportunity for exploring the choices to be made and pondering the consequences – I could certainly see how this could stimulate lots of activity in a classroom.

Of course, when considering energy futures we open ourselves to lots of speculation and differing points of view, depending on who is promoting the alternatives (energy companies, governments, ‘green’ groups etc – all have their own particular bias.) According to the game intro, the game has been created by the Economist Intelligence Unit, and the assumptions for the game, both present and future, are based on their assessment of global facts and trends from numerous credible sources. The intro goes on to emphasise that there are a great many points of view in this debate, and that there are no easily answers. The important thing that is emphasised is the need to engage with good information and understand what the variables are and the consequences of these in any decisions that are made. If indeed this is what the game embodies then it gets a tick from me as a useful addition to the resource bank for teachers!

By wenmothd

Derek is regarded as one of NZ education’s foremost Future Focused thinkers, and is regularly asked to consult with schools, policy makers and government agencies regarding the future directions of NZ educational policy and practice.

One reply on “EnergyVille”

I love the game! I used it as one day in my unit on Energy in my CTE course. The info about the sources is particularly helpful,One thing that I didn’t notice mentioned is that the game is hosted by Chevron. As you play the game there is also no way to achieve your energy goals without using oil. While this may be a reality especially in the near future, I do warn my students that there is a potential bias in the game. Also thanks for the link to Electrocity.

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Jan McDonald Principal, Birkdale North School

Engaged, passionate, well informed facilitators who seamlessly worked together to deliver and outstanding programme of thought provoking leadership learning.

Dyane Stokes Principal, Paparoa Street School

A useful and timely call to action. A great chance to slow down, reflect on what really drives you, and refocus on how to get there. Wonderful conversations, great connections, positive pathways forward.

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RRR is a standout for quality professional learning for Principals. Having been an education PLD junkie for 40 years I have never before attended a programme that has challenged me as much because of its rigor, has satisfied me as much because of its depth or excited me as much because of realising my capacity to lead change. Derek and Maurie are truly inspiring pedagogical, authentic leadership experts who generously and expertly share their passion, wisdom and skills to help Principal's to focus on what is important in schools and be the best leader they can be.

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Derek Wenmoth is brilliant. Derek connects powerful ideas forecasting the future of learning to re-imagine education and create resources for future-focused practices and policies to drive change. His work provides guidance and tools for shifting to new learning ecosystems through innovations with a focus on purpose, equity, learner agency, and lifelong learning. His work is comprehensive and brings together research and best practices to advance the future of teaching and learning.  His passion, commitment to innovation for equity and the range of practical, policy and strategic advice are exceptional.

Susan Patrick, CEO, Aurora Institute

I asked Derek to work with our teachers to reenergise our team back into our journey towards our vision after the two years of being in and out of 'Covid-ness'.  Teachers reported positively about the day with Derek, commenting on how affirmed they felt that our vision is future focused.  Teachers expressed excitement with their new learning towards the vision, and I've noticed a palpable energy since the day.  Derek also started preparing our thinking for hybrid learning, helping us all to feel a sense of creativity rather than uncertainty.  The leadership team is keen to see him return!

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Marion Lumley | Deputy Principal |Ōtaki College

What a task we set Derek -  to facilitate a shared vision and strategy with our Board and the professional and admin teams (14 of us), during a Covid lockdown, using online technology. Derek’s expertise, skilled questioning, strategic facilitation and humour enabled us to work with creative energy for 6 hours using a range of well-timed online activities. He kept us focussed on creating and achieving a shared understanding of our future strategic plan.  Derek’s future focussed skills combined with an understanding of strategy and the education sector made our follow up conversations invaluable.  Furthermore, we will definitely look to engage Derek for future strategic planning work.

Sue Vaealiki, Chair of Stonefields Collaborative Trust 

Our Principal PLG has worked with Derek several times now, and will continue to do so. Derek is essentially a master facilitator/mentor...bringing the right level of challenge, new ideas & research to deepen your thinking, but it comes with the level of support needed to feel engaged, enriched and empowered after working with him.

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Derek is a highly knowledgeable and inspirational professional learning provider that has been guiding our staff in the development of New Pedagogies’ for Deep Learning. His ability to gauge where staff are at and use this to guide next steps has been critical in seeing staff buy into this processes and have a strong desire to build in their professional practice.

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