INTRODUCING THE NEW PARADIGM AND THE LEAPFROG PRINCIPLE

Tecnología Educación

INTRODUCING THE NEW PARADIGM AND THE LEAPFROG PRINCIPLE IS/LS 5200 University of Minnesota

New Paradigm model Globalization Knowledge Society Accelerating Change New Paradigm

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Rise of the knowledge society and the knowledge economy ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Accelerating Change, Accelerating Returns Time Level of Advancement J

A New Paradigm Note. Old paradigm and emergent paradigm domains, from fundamental relationships to reality , adapted from Schwartz, P., & Ogilvy, J. A. (1979). The emergent paradigm: Changing patterns of thought and belief . SRI International. Globalized Globalizing Local Place Contextual Perspectival Objective Reality Creative destruction Morphogenic Assembly Change process Anticausal Mutual Linear Causality Design Indeterminate Deterministic Worldview Synergetic Holographic Mechanical Relationships of parts Intentional, self-organizing Heterarchic Hierarchic Conceptualization of order Complex creative (teleological) Complex Simple Fundamental relationships New Emergent Old Domain Paradigm

Attending to the New Paradigm: The power of ‘Leapfrogging’

Leapfrog! Level of Advancement J Time J’

What does Leapfrog mean? ,[object Object],[object Object]

How does Leapfrog support Sustainable Innovation? (an example from education) ,[object Object],[object Object]

How does Leapfrog apply to education? ,[object Object],[object Object]

How does Leapfrog education work? ,[object Object],[object Object],[object Object]

How does Leapfrog support Sustainable Innovation in the New Paradigm? ,[object Object],[object Object]

Leaders must reorient their policies and practices to attend to rapid advances in technology and the rapid virtualization of learning, living, and working. They must Leapfrog toward Sustainable Innovation.

Looking Ahead ,[object Object],[object Object],[object Object],[object Object]

Looking Ahead (from our education example) ,[object Object],[object Object],[object Object],[object Object]

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This presentation summarizes some of the key trends in the changing ecosystem of higher education. Rather than a particular adoption of certain technology, a novel certificate or a new business model, what we explore is how the disintermediation of education is changing the boundaries, strategies and infrastructure of universities. The complex phenomena of 'uberization' of education offer new opportunities as well a number of deep redefinitions. What is clear is learners are in charge and education institutions are invited to re-think some of their traditional strategies. This presentation was prepared for the 8th ENQA General Assembly (European Association for Quality Assurance in Higher Education) in Sèvres, France, on 26-27 October 2017, hosted by the Centre International d’Etudes Pédagogiques (CIEP). http://www.enqa.eu/ More information: @cristobalcobo

Changing landscapes of higher education -

La presentación expone una visión de algunos de los desafíos que se observan en la educación superior a nivel global. Los ejes de análisis son: desintermediación * masividad * Nuevas formas de producción del conocimiento * Nuevos formas de reconocer el conocimiento * Mercantilización del conocimiento * Inteligencia Artificial. Más información: www.fundacionceibal.edu.uy @cristobalcobo

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Computational Participation: Towards a National EducationPolicy in Uruguay ...

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El Plan Ceibal se ha convertido en una poderosa plataforma para extender y ampliar las oportunidades de enseñanza y aprendizaje de los estudiantes de educación pública en Uruguay. El uso tanto de los dispositivos (tablets y laptops) como de la infraestructura (red y softwares) registra volúmenes de demanda sin precedentes. Por otra parte, los datos que Plan Ceibal administra integran fuentes de información relacionadas con la gestión escolar, la administración de las plataformas tecnológicas así como la utilización de numerosas herramientas y aplicaciones educativas. Este tsunami de datos es una cantera de valiosísima información para apoyar la educación. Pensando en el grado de uso de las plataformas educativas que ofrece Plan Ceibal, es posible crear un indicador de “participación en línea” (engagement) como resultado del nivel de actividad e interacción de los propios estudiantes en dos plataformas: PAM (plataforma adaptativa de matemáticas) y CREA2 (learning management system). ¿Cuáles son los perfiles de “participación” de los sujetos? ¿Estos perfiles responden algún patrón de clasificación socio-económica o geográfica? ¿Cuál es el perfil de participación de los docentes en cada una de estas plataformas? ¿Se identifica consistencia en el tipo de uso de estas plataformas? ¿En qué medida es posible encontrar correlaciones entre el grado de “participación en línea” de los estudiantes y su participación (asistencia) en clases presenciales? Estas y otras interrogantes serán analizadas durante la presentación. Más información: http://fundacionceibal.edu.uy/ @cristobalcobo

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Apidays Singapore 2024 - Scalable LLM APIs for AI and Generative AI Applicati...

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Apidays New York 2024 - The value of a flexible API Management solution for O...