ES3.1

Distance learning is assuming a greater value in professional training both because of its lower cost compared to face-to-face learning and for the opportunities it provides in periods when trainee displacement is hindered by socio-political or health emergencies (e.g. the recent covid-19 pandemic). Moreover, distance learning allows us to create lasting learning resources that otherwise would not be continuously available for trainees. During recent years, the World Meteorological Organization invested human and financial resources in the development of the Global Campus initiative, which has  virtual spaces where learning materials and opportunities are gathered and made available to users. As part of the Global Campus initiative, the Regional Training Center in Italy, with the support of the Italian Ministries of Foreign Affairs, developed several distance learning packages among which the TOPaCS (Training Operational Package For Climate Services) addresses the training needs of Climate Services Professionals in sub-Saharan Africa. TOPaCS builds on the competency-based training approach and on the application of up-to-date training solutions such as the integrated use of different multimedia supports and the use of Open Badges to certify learning. Synchronous distance learning was also tested for teaching soft skills related to climate services communication. This contribution analyzes pros and cons of distance learning approaches, comparing synchronous and asynchronous solutions and their suitability for hard and soft skills teaching. It highlights opportunities and constraints, critical points and key strategic choices in the development of distance learning. The results of the study highlight that flexible solutions and versatile approaches allow personalized training paths according to end-user needs. Asynchronous microlearning (very small units of study) can be helpful in this perspective but it may result in the atomization of the training modules and the fragmentation of education pathways. Synchronous distance learning is often more appropriate for soft skills but requires larger development  efforts and more efficient technical solutions (e.g. higher bandwidth), which can be an issue in some developing countries. 

How to cite: Tarchiani, V., Bacci, M., Rapisardi, E., Parrish, P., Veek, L., Pasqui, M., Di Giuseppe, E., Righini, G., Simonetti, M., and Baldi, M.: Benefits and Challenges of distance Learning approaches for the Training of Climate Services Professionals in sub-Saharan Africa, EMS Annual Meeting 2021, online, 6–10 Sep 2021, EMS2021-32, https://doi.org/10.5194/ems2021-32, 2021.

The provision of climate services to users is a fast developing field. In support of this development, the IS-ENES3 project, funded within the EC Horizon2020 program, organized three schools on “Climate data for impact assessments” in 2020 and 2021. In an Autumn school, a Spring school and a Summer school, climate scientists and impact scientists were brought together. An important aim of the schools was to enhance interaction between Vulnerability-Impact-Adaptation (VIA) researchers, climate services providers and climate researchers. Another aim was to provide an overview of information on climate modeling, climate data, impact modelling and climate services based on the work of the IS-ENE3 project.

In the first three weeks a series of lectures was given, covering topics such as climate data and modelling, impact models, portals for accessing and processing climate data, setting-up impact assessments, and communication of results to stakeholders. In the last three weeks the participants worked in small groups of one climate scientist with one impact scientist on a case study under the guidance of the course lecturers. Impact and climate researchers were combined on purpose to let them experience how they could help each other.

Originally the schools were planned to take place on-site (e.g. in Prague) during one week; however, due to COVID-19 the schools had to be transformed to virtual schools with two weekly sessions during six weeks. Although the virtual set-up had some disadvantages (e.g. less possibilities for networking), there were also some advantages (e.g. the possibility to record the lectures and make them available to a broader audience; more time to explore and work with climate data in between the sessions, no CO₂ emissions for travelling). During this presentation we will present the set-up of the schools and the conversion to a virtual school. We will focus on the lessons learnt and the evaluation of the virtual schools by the participants and give some recommendations for similar schools and how to link the climate and VIA research communities .

How to cite: Bessembinder, J., Klostermann, J., Dankers, R., Djurdjevic, V., and Halenka, T.: Experiences with virtual schools on “Climate data for impact assessments”, EMS Annual Meeting 2021, online, 6–10 Sep 2021, EMS2021-353, https://doi.org/10.5194/ems2021-353, 2021.

In this communication, FLOODUP, a strategy that combines a participatory methodology (citizen science) with educational activities, will be presented as a measure of adaptation to floods and their possible increase due to climate change. The adaptation strategies to climate change range from structural measures (building a dam, for example) to non-structural measures (legislation and improvement of risk assessment, for example). In recent years it has become clear that it is necessary to increase the risk awareness of the population in the face of extreme events such as floods, not only when they occur but also before and after (Hyogo Framework). The population's lack of awareness in front of natural hazards makes it difficult to take responsible decisions at the individual and community level. This is especially relevant considering the context of climate change, which also contributes with a perception of uncertainty. In this context, the development of innovative adaptation strategies based on the knowledge are needed. These strategies are also an opportunity to face the challenges associated with SDGs (Sustainable Development Goals).

The objective of FLOODUP project is double: (a) to improve the knowledge, capacitation and empowerment of the population in front of natural hazards and climatic change and (b) to collect information about their impact and management through citizen science. The tools developed in the project as a mobile application, questionnaires or educational materials will be presented. The main campaigns carried out will also be shown. Their aim is to generate spaces for reflection, especially after flood events. On the other hand, the itinerary of citizen science that is developed in secondary schools and its strengths and weaknesses will be presented. Finally, it will analyze how to respond to current challenges, such as those associated with the SDGs, from projects such as FLOODUP.

This work has been done in the framework of the M-CostAdapt (CTM2017-83655-C2-1&2-R) research project, funded by the Spanish Ministry of Science and Innovation (MICINN-AEI/FEDER, UE) and the PIRAGUA project EFA210/16 Interreg V Spain-France-Andorre Programme (POCTEFA 2014-2020, EU).

How to cite: Llasat-Botija, M. and Llasat, M. C.: A climate change adaptation measure through education and citizen science. The project FLOODUP, EMS Annual Meeting 2021, online, 6–10 Sep 2021, EMS2021-256, https://doi.org/10.5194/ems2021-256, 2021.

Voluntary weather measurements have a long tradition and the opportunities have recently expanded with that the advent of the Internet of Things. Atmospheric measurements are prototypical examples for the maker community and popular means to strengthen interest in STEM subjects. In two projects in Germany  (in Brandenburg, within the FESSTVaL (Field Experiment on submesoscale spatio-temporal variability in Lindenberg) measurement campaign initiated by the Hans-Ertel-Center for Weather Research, and in Bavaria, in the KARE-Citizen Science  project), we use a weather station to be assembled by pupils as a participatory vehicle to increase interest in and understanding of weather and climate, as well as of weather forecasting, and to generate high resolution data for research.

The devices measure e.g. temperature, humidity, radiation, pressure and precipitation in the students' immediate environment. They can be placed in almost any location, since they operate independent of W-LAN and external power supply. The data is visualized directly via a web app. Students report weather impacts, such as observed damage or their own exposure to weather. Due to the pandemic, only a few dozens pupils were able to participate and building their devices had to be done with digital guidance and video support. Further online materials on understanding weather forecasting and its uncertainty were provided.

Understanding of weather risks was surveyed before and after participation to detect any changes. Students were asked questions about thunderstorm, rain and heat events and climatic changes since 1880. The results show a good understanding of weather risks compared to a population of all ages representative study. In online workshops pupils together with the scientists scetched and discussed the influence of the placement of their stations on their measurements. Interesting meteorological phenomena were discovered in the dataset, e.g. a cold pool that can form during a thunderstorm and trigger new ones. Thus, our network of higher spatial and temporal resolution data collected by the pupils has the potential to study these small-scale phenomena in more detail than with professional networks of about 25 km spacing.

How to cite: Göber, M., Rust, H., Kox, T., Wentzel, B., Böttcher, C., Lehmke, J., Trojand, A., and Fleischhut, N.: Build, measure, understand: Pupils contributing to meteorological measurement campaigns., EMS Annual Meeting 2021, online, 6–10 Sep 2021, EMS2021-398, https://doi.org/10.5194/ems2021-398, 2021.