The brave new world of Education 4.0

•

0 recomendaciones•27 vistas

D

The brave new world of Education 4.0 Debbie Holley, Professor of Learning Innovation, Bournemouth University Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. This mini-keynote explores the brave new world proposed by Education 4.0 through the journeys of two students, Shahida and Kevin. We will co-create a pathway for them, as we map the possibilities of their journeys through the affordances of technologies which are here already. Participants are invited to co-create the student trail of twists and turns as we consider together what their ultimate destinations will be. Brave New World is a dystopian novel written by Aldous Huxley (1932) and set in a futuristic world state; it anticipates huge scientific advancements, and the citizens are environmentally engineered into an intelligence based social hierarchy, Our collaboration aims for a happier outcome for the students as we help them with their journey!

An ALDinHE
mini keynote:
The brave new
world of
Education 4.0
Debbie Holley, Professor of
Learning Innovation, Bournemouth
University
@debbieholley1 @aldinhe_LH
Image credit:
https://en.wikipedia.org/wiki/Brave_New_World

Más contenido relacionado

Más de debbieholley1

There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.

Valuing the invisible: metrics and meaning

Valuing the invisible: metrics and meaning

Valuing the invisible: metrics and meaning

Background: Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services. Method By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace. Findings Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines. Conclusion This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives. References: [1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12. [2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10. [3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.

Towards a taxonomy of scale: a sustainable approach

Towards a taxonomy of scale: a sustainable approach

Towards a taxonomy of scale: a sustainable approach

Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience. Link to BOT: https://youtu.be/eqFzfa11_aU Please contact Debbie for full slide deck.

The Brave New World of the University of Bedfordshire (v4.0)

The Brave New World of the University of Bedfordshire (v4.0)

The Brave New World of the University of Bedfordshire (v4.0)

OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park. Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis. 50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.

Creating authentic learning environments: An evaluation of Godzilla (II) the...

Creating authentic learning environments: An evaluation of Godzilla (II) the...

Creating authentic learning environments: An evaluation of Godzilla (II) the...

Tech Chat: technology mediated learning In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence. Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning. This presentation will showcase some best practice examples of the new contexts for learning. References: Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101. Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745. Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77. Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.

Tech Chat: technology mediated learning

Tech Chat: technology mediated learning

Tech Chat: technology mediated learning

Abstract for FLIE Learning Conference 2023 A hotly contested debate in Higher Education remains: where does the responsibility lie for the development of student learning and writing? Wherever our students are learning, they are writing, be it formatively, creatively, or summatively, often with pain and pressure, but seldom for pleasure. The process of academic writing can free up thinking and ideas - and be an initiation into and participation in wider professional and academic discourses, and creativity, drawing, observations and alternative ways of creating visual data (Ridley 2010) as well as more tactile approaches such as Lego Serious Play (James and Nerantzi 2019) can form part of this process. This presentation will share the work of the Department of Nursing Sciences staff, as they took an active participant approach to engaging students with their learning as part of their reflection of teaching practice (PREP) during the past academic year; and the student responses to these different ways of learning. References Sandra Abegglen, Tom Burns and Sandra Sinfield (2021) Supporting Student Writing And Other Modes of Learning and Assessment. A Staff Guide. Calgary: PRISM Open Access. James, A. and Nerantzi, C., 2019. Sketch: our learning journey with LEGO®. The Power of Play in Higher Education: Creativity in Tertiary Learning, pp.239-242. Ridley, P. and Rogers, A., 2010. Clinical Education, Health & Social Care. University of Brighton.

Creating a culture for learning

Creating a culture for learning

Creating a culture for learning

“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021). Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology. Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer. Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

ALDinHe workshop Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse. Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion? We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates No technology needed for the session, and no previous knowledge of the metaverse ===our manifesto=== What does Learning Development do? It contextualises, embeds and maps knowledge, and contributes to learning gain It teaches how to learn and scaffolds learning It widens opportunity, not participation; it can trouble what we mean by participation It infiltrates throughout the university and operates in a 3rd space, connecting and collaborating with the wider community It works with the hidden curriculum It legitimises the different forms of knowledge our students have It levels the playing field and widens the academy

A manifesto for the metaverse: opportunities and challenges for learning deve...

A manifesto for the metaverse: opportunities and challenges for learning deve...

A manifesto for the metaverse: opportunities and challenges for learning deve...

Recognition for learning developers

Recognition for learning developers

Recognition for learning developers

ALDinHE workshop “The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021). Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology. Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer. Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

Simulation theory briefing paper (ALDinHE Conference 2023)

Simulation theory briefing paper (ALDinHE Conference 2023)

Simulation theory briefing paper (ALDinHE Conference 2023)

Internal webinar to support new academic writers Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice. Original citation Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938

Technostress and the student experience

Technostress and the student experience

Technostress and the student experience

Keynote IGPP Online Conference Assessing the benefits of Blended Learning in Higher Education. Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students. However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students. Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.

Harnessing the Blend: Creating authentic learning experiences

Harnessing the Blend: Creating authentic learning experiences

Harnessing the Blend: Creating authentic learning experiences

A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor. Key References: Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing. McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work Metaverse https://mvs.org/ State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning Stephenson, N., 2003. Snow crash: A novel. Spectra.

Metaphor (money) and Metaverse

Metaphor (money) and Metaverse

Metaphor (money) and Metaverse

“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021) What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse. Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs? References: Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network. Metaverse: http://mvs.org [accessed 16.03.2023] Stephenson, N., 2003. Snow crash: A novel. Spectra.

"The future is human, and the future of learning is immersive": discuss

"The future is human, and the future of learning is immersive": discuss

"The future is human, and the future of learning is immersive": discuss

Hololens_a starting point

Hololens_a starting point

Hololens_a starting point

Keynote: 24.01.2023 The promise of technology Presbyterian Mackenzie University, Brazil. See the youtube link for the green screen promotion to the session here: Link to video clip (skip adverts) https://youtu.be/gEeoTTGpo3s Presbyterian Mackenzie University in Brazil. It has existed for 70 years and has approximately 30,000 students in 48 undergraduate and 14 graduate courses. The team there have been implementing a framework for competencies that higher education students must develop to achieve Transformative Learning. They hold a training event aimed at approximately a thousand professors who work there known as Transformative Learning Forums. I have been invited to speak at their Forum about innovation and the use of technology in higher education. To publicise the event, speakers are invited to submit a two-three minute video about their talk, and created a short Green Screen film, hosted it on our Faculty YouTube site, for ease of download at the other end. The feedback has been overwhelmingly positive, the host institution were very pleased with the final version. Debbie Holley is the Professor of Learning Innovation in the Department of Nursing Sciences, Bournemouth University. You can find out more about her work by following her on twitter @debbieholley1 Mackenzie University

The promise of technology

The promise of technology

The promise of technology

Glossary_Tech_ January 23.docx

Glossary_Tech_ January 23.docx

Glossary_Tech_ January 23.docx

TechChat_Making_Assessment_Happen2_Turnitin.pdf

TechChat_Making_Assessment_Happen2_Turnitin.pdf

TechChat_Making_Assessment_Happen2_Turnitin.pdf

Faculty Writing Week Resources

Faculty Writing Week Resources

Faculty Writing Week Resources

Más de debbieholley1 (20)

Valuing the invisible: metrics and meaning

Valuing the invisible: metrics and meaning

Valuing the invisible: metrics and meaning

Towards a taxonomy of scale: a sustainable approach

Towards a taxonomy of scale: a sustainable approach

Towards a taxonomy of scale: a sustainable approach

The Brave New World of the University of Bedfordshire (v4.0)

The Brave New World of the University of Bedfordshire (v4.0)

The Brave New World of the University of Bedfordshire (v4.0)

Creating authentic learning environments: An evaluation of Godzilla (II) the...

Creating authentic learning environments: An evaluation of Godzilla (II) the...

Creating authentic learning environments: An evaluation of Godzilla (II) the...

Tech Chat: technology mediated learning

Tech Chat: technology mediated learning

Tech Chat: technology mediated learning

Creating a culture for learning

Creating a culture for learning

Creating a culture for learning

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

A manifesto for the metaverse: opportunities and challenges for learning deve...

A manifesto for the metaverse: opportunities and challenges for learning deve...

A manifesto for the metaverse: opportunities and challenges for learning deve...

Recognition for learning developers

Recognition for learning developers

Recognition for learning developers

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

Why students engage in simulation and how it prepares them for work

Simulation theory briefing paper (ALDinHE Conference 2023)

Simulation theory briefing paper (ALDinHE Conference 2023)

Simulation theory briefing paper (ALDinHE Conference 2023)

Technostress and the student experience

Technostress and the student experience

Technostress and the student experience

Harnessing the Blend: Creating authentic learning experiences

Harnessing the Blend: Creating authentic learning experiences

Harnessing the Blend: Creating authentic learning experiences

Metaphor (money) and Metaverse

Metaphor (money) and Metaverse

Metaphor (money) and Metaverse

"The future is human, and the future of learning is immersive": discuss

"The future is human, and the future of learning is immersive": discuss

"The future is human, and the future of learning is immersive": discuss

Hololens_a starting point

Hololens_a starting point

Hololens_a starting point

The promise of technology

The promise of technology

The promise of technology

Glossary_Tech_ January 23.docx

Glossary_Tech_ January 23.docx

Glossary_Tech_ January 23.docx

TechChat_Making_Assessment_Happen2_Turnitin.pdf

TechChat_Making_Assessment_Happen2_Turnitin.pdf

TechChat_Making_Assessment_Happen2_Turnitin.pdf

Faculty Writing Week Resources

Faculty Writing Week Resources

Faculty Writing Week Resources

Último

Dyslexia AI Workshop for Slideshare.pptx

Dyslexia AI Workshop for Slideshare.pptx

Dyslexia AI Workshop for Slideshare.pptx

callscotland1987

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Klinik_ Apotek Onlin 085657271886 Solusi Menggugurkan Masalah Kehamilan Anda Jual Obat Aborsi Asli KLINIK ABORSI TERPEECAYA _ Jual Obat Aborsi Cytotec Misoprostol Asli 100% Ampuh Hanya 3 Jam Langsung Gugur || OBAT PENGGUGUR KANDUNGAN AMPUH MANJUR OBAT ABORSI OLINE" APOTIK Jual Obat Cytotec, Gastrul, Gynecoside Asli Ampuh. JUAL ” Obat Aborsi Tuntas | Obat Aborsi Manjur | Obat Aborsi Ampuh | Obat Penggugur Janin | Obat Pencegah Kehamilan | Obat Pelancar Haid | Obat terlambat Bulan | Ciri Obat Aborsi Asli | Obat Telat Bulan | Pil Aborsi Asli | Cara Menggugurkan Konten | Cara Aborsi Tuntas | Harga Obat Aborsi Asli | Pil Aborsi | Jual Obat Aborsi Cytotec | Cara Aborsi Sendiri | Cara Aborsi Usia 1 Bulan | Cara Aborsi Usia 2 Tahun | Cara Aborsi Usia 3 Bulan | Obat Aborsi Usia 4 Bulan | Cara Abrasi Usia 5 Bulan | Cara Menggugurkan Konten | Kandungan Obat Penggugur | Cara Menghitung Usia Konten | Cara Mengatasi Terlambat Bulan | Penjual Obat Aborsi Asli | Obat Aborsi Garansi | Kandungan Obat Peluntur | Obat Telat Datang Bulan | Obat Telat Haid | Obat Aborsi Paling Murah | Klinik Jual Obat Aborsi | Jual Pil Cytotec | Apotik Jual Obat Aborsi | Kandungan Dokter Abrasi | Cara Aborsi Cepat | Jual Obat Aborsi Bergaransi | Jual Obat Cytotec Asli | Obat Aborsi Aman Manjur | Obat Misoprostol Cytotec Asli. "APA ITU ABORSI" “Aborsi Adalah dengan membendung hormon yang di perlukan untuk mempertahankan kehamilan yaitu hormon progesteron, karena hormon ini dibendung, maka jalur kehamilan mulai membuka dan leher rahim menjadi melunak,sehingga mengeluarkan darah yang merupakan tanda bahwa obat telah bekerja || maksimal 1 jam obat diminum || PENJELASAN OBAT ABORSI USIA 1 _7 BULAN Pada usia kandungan ini, pasien akan merasakan sakit yang sedikit tidak berlebihan || sekitar 1 jam ||. namun hanya akan terjadi pada saatdarah keluar merupakan pertanda menstruasi. Hal ini dikarenakan pada usiakandungan 3 bulan,janin sudah terbentuk sebesar kepalan tangan orang dewasa. Cara kerja obat aborsi : JUAL OBAT ABORSI AMPUH dosis 3 bulan secara umum sama dengan cara kerja || DOSIS OBAT ABORSI 2 bulan”, hanya berbedanya selain mengisolasijanin juga menghancurkan janin dengan formula methotrexate dikandungdidalamnya. Formula methotrexate ini sangat ampuh untuk menghancurkan janinmenjadi serpihan-serpihan kecil akan sangat berguna pada saat dikeluarkan nanti. APA ALASAN WANITA MELAKUKAN ABORSI? Aborsi di lakukan wanita hamil baik yang sudah menikah maupun belum menikah dengan berbagai alasan , akan tetapi alasan yang utama adalah alasan-alasan non medis (termasuk aborsi sendiri / di sengaja/ buatan] MELAYANI PEMESANAN OBAT ABORSI SETIAP HARI, SIAP KIRIM KESELURUH KOTA BESAR DI INDONESIA DAN LUAR NEGERI. HUBUNGI PEMESANAN LEBIH NYAMAN VIA WA/: 085657271886

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

Accessible Digital Futures project (20/03/2024)

Accessible Digital Futures project (20/03/2024)

Accessible Digital Futures project (20/03/2024)

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.

ComPTIA Overview | Comptia Security+ Book SY0-701

ComPTIA Overview | Comptia Security+ Book SY0-701

ComPTIA Overview | Comptia Security+ Book SY0-701

ICT Role in 21st Century Education & its Challenges.pptx

ICT Role in 21st Century Education & its Challenges.pptx

ICT Role in 21st Century Education & its Challenges.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

christianmathematics

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Dr. Sarita Anand

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

RamjanShidvankar

General Principles of Intellectual Property: Concepts of Intellectual Proper...

General Principles of Intellectual Property: Concepts of Intellectual Proper...

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

Último (20)

Dyslexia AI Workshop for Slideshare.pptx

Dyslexia AI Workshop for Slideshare.pptx

Dyslexia AI Workshop for Slideshare.pptx

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

Accessible Digital Futures project (20/03/2024)

Accessible Digital Futures project (20/03/2024)

Accessible Digital Futures project (20/03/2024)

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

ComPTIA Overview | Comptia Security+ Book SY0-701

ComPTIA Overview | Comptia Security+ Book SY0-701

ComPTIA Overview | Comptia Security+ Book SY0-701

ICT Role in 21st Century Education & its Challenges.pptx

ICT Role in 21st Century Education & its Challenges.pptx

ICT Role in 21st Century Education & its Challenges.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

Unit-IV- Pharma. Marketing Channels.pptx

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

On National Teacher Day, meet the 2024-25 Kenan Fellows

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

How to Give a Domain for a Field in Odoo 17

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

General Principles of Intellectual Property: Concepts of Intellectual Proper...

General Principles of Intellectual Property: Concepts of Intellectual Proper...

General Principles of Intellectual Property: Concepts of Intellectual Proper...

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

The brave new world of Education 4.0

1. An ALDinHE mini keynote: The brave new world of Education 4.0 Debbie Holley, Professor of Learning Innovation, Bournemouth University @debbieholley1 @aldinhe_LH Image credit: https://en.wikipedia.org/wiki/Brave_New_World