Dr. Cable Green discusses how open policy and open educational resources can help break the "Iron Triangle" of increasing costs, maintaining quality, and expanding access that currently constrains higher education institutions. By making resources like textbooks and course materials openly available at low or no cost, the barriers of cost and access can be reduced while still maintaining high quality education. Open policy approaches have the potential to transform higher education by addressing the challenges of the "Iron Triangle" in a sustainable way.
This document discusses creativity and design. It begins by providing background on design processes and methods, citing sources from various design firms and thinkers. It then discusses the importance of failure in design and innovation, noting that many successful products, businesses and inventors experienced numerous failures during development. The document encourages learning from failures of others, failing gracefully oneself, and using trial and error in the design process. It emphasizes reframing one's attitude towards failure as a learning opportunity. Overall, the document promotes an experimental and iterative approach to creativity and problem-solving.
Lisa Harris is a researcher interested in innovative applications of technology in education, business, and society. She has a PhD from Brunel University investigating technological change in banking and teaches at Brunel and Southampton universities. Her current projects include digital literacy, social activism, social customer relationship management, and social learning. She aspires to open scholarship by openly archiving and sharing her work. She discusses her use of blogs, social media, and collaborative projects like her work with Student Digital Champions and massive open online courses (MOOCs).
Revised and updated slides for the first day of the Creativity and Design module at the Institute on Asian Consumer Insight, Nanyang Technological University 2016
Middle School Career Education NBEA 2009 Convention in ChicagoDCPS
The document announces that the Middle School BE Courses Career Education is Moving on Down and will be presented at the 2009 National Business Education Association Annual Convention in Chicago, IL. It was authored by Melanie B. Wiscount, an instructor and university student teacher supervisor in the Business Education and Business Information Systems Department at Bloomsburg University of PA.
Leadership in 21st Century Learning: A Call to LibrariesLori Reed
Opening keynote for the 78th Annual Quebec Library Association Conference: Libraries as Learning Places.
This presentation covers how libraries must pave the way as leaders in learning and information literacy. Why libraries play a crucial role in education. How to become a champion of 21st century learning and information literacy.
Third day of the Design & Creativity module at Nanyang Technological University. Institute on Asian Consumer Insights. This is the "How?" day, includes the sketching activity and the challenge to do something new. Cultivate ambiguity, rethink the role of failure, and think about "innovative diversity" in your organisation.
Dr. Cable Green discusses how open policy and open educational resources can help break the "Iron Triangle" of increasing costs, maintaining quality, and expanding access that currently constrains higher education institutions. By making resources like textbooks and course materials openly available at low or no cost, the barriers of cost and access can be reduced while still maintaining high quality education. Open policy approaches have the potential to transform higher education by addressing the challenges of the "Iron Triangle" in a sustainable way.
This document discusses creativity and design. It begins by providing background on design processes and methods, citing sources from various design firms and thinkers. It then discusses the importance of failure in design and innovation, noting that many successful products, businesses and inventors experienced numerous failures during development. The document encourages learning from failures of others, failing gracefully oneself, and using trial and error in the design process. It emphasizes reframing one's attitude towards failure as a learning opportunity. Overall, the document promotes an experimental and iterative approach to creativity and problem-solving.
Lisa Harris is a researcher interested in innovative applications of technology in education, business, and society. She has a PhD from Brunel University investigating technological change in banking and teaches at Brunel and Southampton universities. Her current projects include digital literacy, social activism, social customer relationship management, and social learning. She aspires to open scholarship by openly archiving and sharing her work. She discusses her use of blogs, social media, and collaborative projects like her work with Student Digital Champions and massive open online courses (MOOCs).
Revised and updated slides for the first day of the Creativity and Design module at the Institute on Asian Consumer Insight, Nanyang Technological University 2016
Middle School Career Education NBEA 2009 Convention in ChicagoDCPS
The document announces that the Middle School BE Courses Career Education is Moving on Down and will be presented at the 2009 National Business Education Association Annual Convention in Chicago, IL. It was authored by Melanie B. Wiscount, an instructor and university student teacher supervisor in the Business Education and Business Information Systems Department at Bloomsburg University of PA.
Leadership in 21st Century Learning: A Call to LibrariesLori Reed
Opening keynote for the 78th Annual Quebec Library Association Conference: Libraries as Learning Places.
This presentation covers how libraries must pave the way as leaders in learning and information literacy. Why libraries play a crucial role in education. How to become a champion of 21st century learning and information literacy.
Third day of the Design & Creativity module at Nanyang Technological University. Institute on Asian Consumer Insights. This is the "How?" day, includes the sketching activity and the challenge to do something new. Cultivate ambiguity, rethink the role of failure, and think about "innovative diversity" in your organisation.
Navigating the World of Technology WITH Our YouthChris Wejr
Presentation given to parents at Kent Elementary as parent of a parent forum. Topics included social media, balance (self-regulation), digital citizenship, privacy, digital footprint, parent support.
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
Presentation given to ASTD Charlotte Chapter April 16, 2009 and libraries, Learning 2.0/23 Things, and what trainers can do to help themselves and their learners using Web 2.0 tools.
Cultivating a Culture of Learning in LibrariesLori Reed
The document discusses cultivating a culture of learning in libraries. It defines the difference between training, which is instructor-led, and learning, which is self-directed. The benefits of creating a learning culture include increased staff morale, retention, customer service and innovation. Key elements of a learning organization include trust, empowerment, sharing knowledge and allowing mistakes. Tips are provided for libraries both large and small to promote informal and lifelong learning among staff.
Michael Edson @ Forum One: Strategy and Audience (long version)Michael Edson
Long version of presentation about the Smithsonian's Web and New Media Strategy and how it relates to the goal of creating more audience-centric Web sites. For Forum One, National Press Club, Washington, D.C. November 5, 2009.
This document discusses building a personal learning environment (PLE) and personal learning network (PLN). It explains that informal learning accounts for most learning in organizations. A PLE allows individuals to manage their own learning goals and processes through various tools. A PLN consists of people one interacts with and learns from, including those never met in person. The document provides steps to create a PLE/PLN, including choosing learning styles, using feed readers, participating in discussions, and creating an online presence. Privacy is also addressed, noting information shared online cannot be fully removed.
Teaching & Reaching the Millennial Learner: New Possibilities for the Informa...Jeremy Brueck
This document discusses teaching millennial learners and integrating new literacies into the classroom. It suggests that today's students are digital natives who are accustomed to visuals, multitasking, and social learning. The document advocates shifting teaching practices to incorporate more web 2.0 tools, collaborative work, and asking students to find, evaluate, synthesize and communicate information online.
Teaching and Reaching the Millennial LearnerJeremy Brueck
This document discusses teaching millennial learners and integrating new literacies and technologies into instruction. It suggests that educators should understand how digital technologies have shaped millennial students' thinking and skills. The document provides tips for teaching millennial students, such as using technologies they are familiar with, communicating in multiple modes, and assessing students in varied formats. It emphasizes the importance of educators developing personal learning networks and engaging in ongoing professional development to stay current with new technologies and pedagogies.
This document discusses using digital badges and challenges to make eLearning more meaningful. It notes low completion rates for MOOCs and online courses currently. Digital badges can transform assignments into learning missions that are more engaging for students. Badges mark achievements and encourage learning. Educators and learners can both create and award badges through various platforms and apps to recognize skills and contributions. Badges can help humanize digital learning.
This document summarizes key points about the sharing of home videos featuring children online. It notes that historically such videos were shared privately within families and friends but technology now allows widespread sharing on sites like YouTube. Some concerns raised include children's online presence and privacy as viral videos can attract inappropriate comments. The document also profiles some famous viral videos featuring children.
This document discusses how to develop creative ideas into successful products or solutions. It suggests that after generating many creative ideas, teams must focus on evaluating and selecting the best few to develop further. Prototyping and gathering feedback are important parts of this process to manage uncertainty, learn about ideas, and gain support for changes. While creativity is important, successfully executing ideas into real solutions requires focusing resources on the most promising concepts and iterating them over time through prototyping and testing.
Professional Learning Through Social Media: Connected Educators, Connected IdeasChris Wejr
Presentation/workshop given to the staff of Rosedale Traditional Community School on how social media can help the staff connect within the school as well as throughout the world.
Shifting to a Strength-Based Culture in SchoolsChris Wejr
If the keynote session focused on WHY we need to shift our lens to a strength-based approach in schools, this breakout session will focus on the HOW and WHAT of this shift. The following topics will be discussed:
- how to determine the strengths of our students and staff
ideas to move to a strength-based model in schools
- ways to honour and recognize the strengths of our students
moving from MY students to OUR students
- school-wide activities that build on the strengths of students and staff
- providing opportunities for collaboration and leadership in areas of strength
The session is designed for educators that want to create change beyond their classroom walls; participants will walk away with practical ideas that can start an immediate shift to a strength-based culture in their school.
Educational Leadership: Creating the Conditions for Passion and InnovationChris Wejr
Presentation for the 2013 Reform Symposium #RSCON4. Focusing on discussions about creating the time and conditions within the school day to help teachers/staff to learn and explore hunches, curiosities. Session info http://bit.ly/1fcvUAQ
Slides from my keynote presentation at the Plymouth Enhanced Learning Conference 2013 (#pelc13).
As it was a closing keynote, I attempted to weave topics, themes, images and other resources from the conference into my narrative.
Thanks for the invitation, Steve Wheeler!
This document discusses the use of interactive podcasting and VOIP projects in global education. It provides examples of podcasting platforms that can be used for student collaboration such as Yack Pack, Gabcast, and SpringDoo. Resources are also listed for connecting schools globally through organizations like ePals and iEARN to work on shared projects using digital tools. The document advocates for collaboration in education as a way to engage students and help them explain their thinking verbally.
The document outlines an agenda for a technology institute focusing on project-based learning and the effective use of Web 2.0 tools. It discusses key concepts like how learning is an active process, the importance of creating and demonstrating knowledge, and challenges that can arise with student research projects. Tips are provided for structuring successful projects through elements like accessible resources, teaching evaluation skills, using scripts and storyboards, and incorporating multimedia like photos under Creative Commons licensing.
21st Century Skills Meet Social Networking in Schoolsmrchase
This document discusses using social networking applications in schools and finding validity and rigor for educational purposes. It provides an example of a project using social networking and how it turned out. It also discusses potential frustrations and concerns with social networking in schools and asks participants to discuss applying social networking to their own classrooms.
The document discusses how e-learning has changed the ways people learn. It provides numerous examples of how learning can now take place using technology like online courses, social media, mobile devices, and virtual learning platforms. Specific apps, websites, and tools are mentioned that allow learning through smartphones, tablets, podcasts, videos, and more. The overall message is that e-learning has expanded options for learning anywhere and anytime through technology.
What’s New? The Promise and Peril of Digital LearningEdTechTeacher.org
The document discusses how digital media is changing the context, forms, and nature of learning. Regarding context, computers have automated routine tasks, shifting labor demands toward non-routine problem solving and communication. MOOCs and personalized learning like Khan Academy are new forms enabled by technology. Digitally-native students need literacies like attention, participation, and "crap detection" to navigate online environments, where issues like identity, privacy and credibility arise. The document calls for putting technology in the service of learning and involving students' perspectives.
Field of Study - how to create Passion Projects in Primary ClassesClare Greenup
Google previously allowed engineers to spend 20% of their time working on personal projects, which led to innovations like Gmail, AdSense, and Google News. However, the article states this policy is now "as good as dead" as it is no longer actively used at Google. The document then discusses strategies for implementing a similar program called "FOS" (Focus on Success) in a school, where students spend one hour per week working on self-directed projects. It outlines scaffolding the projects with proposal systems, non-Googleable questions, marking rubrics, and culminating with a speech and exhibition to share their work.
Navigating the World of Technology WITH Our YouthChris Wejr
Presentation given to parents at Kent Elementary as parent of a parent forum. Topics included social media, balance (self-regulation), digital citizenship, privacy, digital footprint, parent support.
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
Presentation given to ASTD Charlotte Chapter April 16, 2009 and libraries, Learning 2.0/23 Things, and what trainers can do to help themselves and their learners using Web 2.0 tools.
Cultivating a Culture of Learning in LibrariesLori Reed
The document discusses cultivating a culture of learning in libraries. It defines the difference between training, which is instructor-led, and learning, which is self-directed. The benefits of creating a learning culture include increased staff morale, retention, customer service and innovation. Key elements of a learning organization include trust, empowerment, sharing knowledge and allowing mistakes. Tips are provided for libraries both large and small to promote informal and lifelong learning among staff.
Michael Edson @ Forum One: Strategy and Audience (long version)Michael Edson
Long version of presentation about the Smithsonian's Web and New Media Strategy and how it relates to the goal of creating more audience-centric Web sites. For Forum One, National Press Club, Washington, D.C. November 5, 2009.
This document discusses building a personal learning environment (PLE) and personal learning network (PLN). It explains that informal learning accounts for most learning in organizations. A PLE allows individuals to manage their own learning goals and processes through various tools. A PLN consists of people one interacts with and learns from, including those never met in person. The document provides steps to create a PLE/PLN, including choosing learning styles, using feed readers, participating in discussions, and creating an online presence. Privacy is also addressed, noting information shared online cannot be fully removed.
Teaching & Reaching the Millennial Learner: New Possibilities for the Informa...Jeremy Brueck
This document discusses teaching millennial learners and integrating new literacies into the classroom. It suggests that today's students are digital natives who are accustomed to visuals, multitasking, and social learning. The document advocates shifting teaching practices to incorporate more web 2.0 tools, collaborative work, and asking students to find, evaluate, synthesize and communicate information online.
Teaching and Reaching the Millennial LearnerJeremy Brueck
This document discusses teaching millennial learners and integrating new literacies and technologies into instruction. It suggests that educators should understand how digital technologies have shaped millennial students' thinking and skills. The document provides tips for teaching millennial students, such as using technologies they are familiar with, communicating in multiple modes, and assessing students in varied formats. It emphasizes the importance of educators developing personal learning networks and engaging in ongoing professional development to stay current with new technologies and pedagogies.
This document discusses using digital badges and challenges to make eLearning more meaningful. It notes low completion rates for MOOCs and online courses currently. Digital badges can transform assignments into learning missions that are more engaging for students. Badges mark achievements and encourage learning. Educators and learners can both create and award badges through various platforms and apps to recognize skills and contributions. Badges can help humanize digital learning.
This document summarizes key points about the sharing of home videos featuring children online. It notes that historically such videos were shared privately within families and friends but technology now allows widespread sharing on sites like YouTube. Some concerns raised include children's online presence and privacy as viral videos can attract inappropriate comments. The document also profiles some famous viral videos featuring children.
This document discusses how to develop creative ideas into successful products or solutions. It suggests that after generating many creative ideas, teams must focus on evaluating and selecting the best few to develop further. Prototyping and gathering feedback are important parts of this process to manage uncertainty, learn about ideas, and gain support for changes. While creativity is important, successfully executing ideas into real solutions requires focusing resources on the most promising concepts and iterating them over time through prototyping and testing.
Professional Learning Through Social Media: Connected Educators, Connected IdeasChris Wejr
Presentation/workshop given to the staff of Rosedale Traditional Community School on how social media can help the staff connect within the school as well as throughout the world.
Shifting to a Strength-Based Culture in SchoolsChris Wejr
If the keynote session focused on WHY we need to shift our lens to a strength-based approach in schools, this breakout session will focus on the HOW and WHAT of this shift. The following topics will be discussed:
- how to determine the strengths of our students and staff
ideas to move to a strength-based model in schools
- ways to honour and recognize the strengths of our students
moving from MY students to OUR students
- school-wide activities that build on the strengths of students and staff
- providing opportunities for collaboration and leadership in areas of strength
The session is designed for educators that want to create change beyond their classroom walls; participants will walk away with practical ideas that can start an immediate shift to a strength-based culture in their school.
Educational Leadership: Creating the Conditions for Passion and InnovationChris Wejr
Presentation for the 2013 Reform Symposium #RSCON4. Focusing on discussions about creating the time and conditions within the school day to help teachers/staff to learn and explore hunches, curiosities. Session info http://bit.ly/1fcvUAQ
Slides from my keynote presentation at the Plymouth Enhanced Learning Conference 2013 (#pelc13).
As it was a closing keynote, I attempted to weave topics, themes, images and other resources from the conference into my narrative.
Thanks for the invitation, Steve Wheeler!
This document discusses the use of interactive podcasting and VOIP projects in global education. It provides examples of podcasting platforms that can be used for student collaboration such as Yack Pack, Gabcast, and SpringDoo. Resources are also listed for connecting schools globally through organizations like ePals and iEARN to work on shared projects using digital tools. The document advocates for collaboration in education as a way to engage students and help them explain their thinking verbally.
The document outlines an agenda for a technology institute focusing on project-based learning and the effective use of Web 2.0 tools. It discusses key concepts like how learning is an active process, the importance of creating and demonstrating knowledge, and challenges that can arise with student research projects. Tips are provided for structuring successful projects through elements like accessible resources, teaching evaluation skills, using scripts and storyboards, and incorporating multimedia like photos under Creative Commons licensing.
21st Century Skills Meet Social Networking in Schoolsmrchase
This document discusses using social networking applications in schools and finding validity and rigor for educational purposes. It provides an example of a project using social networking and how it turned out. It also discusses potential frustrations and concerns with social networking in schools and asks participants to discuss applying social networking to their own classrooms.
The document discusses how e-learning has changed the ways people learn. It provides numerous examples of how learning can now take place using technology like online courses, social media, mobile devices, and virtual learning platforms. Specific apps, websites, and tools are mentioned that allow learning through smartphones, tablets, podcasts, videos, and more. The overall message is that e-learning has expanded options for learning anywhere and anytime through technology.
What’s New? The Promise and Peril of Digital LearningEdTechTeacher.org
The document discusses how digital media is changing the context, forms, and nature of learning. Regarding context, computers have automated routine tasks, shifting labor demands toward non-routine problem solving and communication. MOOCs and personalized learning like Khan Academy are new forms enabled by technology. Digitally-native students need literacies like attention, participation, and "crap detection" to navigate online environments, where issues like identity, privacy and credibility arise. The document calls for putting technology in the service of learning and involving students' perspectives.
Field of Study - how to create Passion Projects in Primary ClassesClare Greenup
Google previously allowed engineers to spend 20% of their time working on personal projects, which led to innovations like Gmail, AdSense, and Google News. However, the article states this policy is now "as good as dead" as it is no longer actively used at Google. The document then discusses strategies for implementing a similar program called "FOS" (Focus on Success) in a school, where students spend one hour per week working on self-directed projects. It outlines scaffolding the projects with proposal systems, non-Googleable questions, marking rubrics, and culminating with a speech and exhibition to share their work.
21st century student engagement and success through collaborative project-bas...Beata Jones
The document discusses using project-based learning (PjBL) to engage 21st century students and promote deeper learning outcomes. It outlines challenges in modern education and the need for skills like collaboration, problem-solving and digital literacy. The author shares their experience using PjBL approaches across different courses, which improved student grades and feedback. Scaffolding tools and structuring collaboration are presented as ways to enhance PjBL learning environments and outcomes.
The document discusses open educational resources (OER) and open access assessment (OAA). It notes that from an independent learner's perspective, almost anything could be considered an OER. Quality and licensing are mentioned as important considerations for OER. The document raises questions about controlling quality in open environments, the purpose of licensing, and alternative approaches to accreditation beyond traditional institutions. Digital badges and reputation are presented as possible methods for open assessment and recognizing accomplishments.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
This document summarizes an online workshop about building future-focused schools. The workshop aims to help participants identify principles for building future-focused schools, realize a future-focused approach through aligning school strategies and practices, and lead their school community to provide relevant, future-focused learning. During the workshop, participants discuss topics like the skills students will need for their future lives and careers, challenges facing education, and how to make schools more focused on preparing students for an uncertain future.
Students gain several benefits from participating in research experiences according to this document:
1. Students gain practical skills like critical thinking, problem solving, oral and written communication, and learning to work independently.
2. Both students and faculty report that students learn topics in depth and gain an appreciation for science from research experiences.
3. Assessments show students who participate in research have higher retention rates, are more likely to pursue further education, and self-report greater increases in cognitive and personal skills.
Thoughts about Computing in the 21st Century Elementary ClassroomLO*OP Center, Inc.
This document discusses the importance of computing skills and 21st century skills in education. It suggests that teachers should understand how students currently use technology and ensure they are teaching skills that will help students adapt to a changing world. Some specific suggestions are made for classroom activities involving games like tic-tac-toe to demonstrate logic and how media can change interactions. The document emphasizes teaching students to think critically about information and how to learn continuously.
The document discusses the history and future of online education. It begins with a brief overview of the speaker's background and experience in online learning. It then provides a high-level history of online education, noting that online learning started in the 1990s with asynchronous learning networks and grew through research and organizations like the Sloan Consortium. The document outlines concerns about a "quiet crisis" in online education and discusses changing dimensions in online learning like new technologies, widespread acceptance, and increased competition. It advocates for a focus on affordable, high-quality online education and learning through simulations, videos, mobile access, and competency-based models.
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
The Role of Learning Technology in Adult Learning and Organization DevelopmentCandace Chou
This document discusses the role of technology in adult learning and development in organizations. It begins by outlining formal vs informal learning and provides definitions of each. It then explores examples of how various technologies like social media, mobile devices, and virtual worlds can support both formal and informal learning. Trends in learning and emerging technologies that may impact learning like open educational resources, electronic books, and augmented reality are also examined. The document concludes by discussing potential programs and qualifications related to e-learning, technology, and learning development.
The Role of Learning Technology in Adult Learning and Organization DevelopmentCandace Chou
This document provides an overview of formal and informal learning in organizations and how technology impacts adult learning and development. It defines formal learning as planned learning in a structured setting, such as courses, while informal learning occurs through unplanned experiences like networking or mentoring. Research shows informal learning accounts for 80% of learning in organizations. The document then discusses how various technologies like social media, mobile devices, and online collaboration tools can facilitate informal workplace learning. It concludes by presenting learning trends, such as the abundance of online resources and expectation of anytime, anywhere learning, as well as emerging technologies that may influence the future of adult education.
Using Disruption to Stay on Course (for Liberal Education)Rebecca Davis
Today’s news headlines are filled with startling reports about U. S. higher education. Calls for dramatically reduced cost are paired with critiques of higher education outcomes, demands for jobs for graduates, and images of online learning (especially the massive open online course or MOOC) as the new magic bullet that will remake our system of higher education by bringing learning to the masses for free. But what do these developments have to do with institutions that focus on liberal education? How are liberal arts colleges and universities preserving a focus on their key missions and goals during a time of dramatic change in higher education?
This workshop will focus on technology-enabled disruptions challenging the traditional high touch liberal arts model—e.g., the massive open online course or MOOC, blended learning, big data, the globally networked world, etc.—and investigate creative responses that adapt these disruptions in service to the essential learning outcomes and high impact practices of liberal education. Participants will discuss disruptive innovations, examine cases of adaption to the liberal education context, and consider how they might implement such adaptions at their own institutions.
Living and Working on the Web #UOSM2033Lisa Harris
This document summarizes a session plan for a module on digital literacy. The session will include an introduction to digital literacy, how the module works, an exercise on evaluating online information, and a student video on living and working on the web. It will also discuss technologies referenced, digital literacies at the University of Southampton including conferences and student digital champions, and tips for developing an online presence through blogging and using social media.
This document provides an overview of a module on learning in the digital age. It discusses key questions about learners' digital competencies and how educational institutions engage with digital contexts. It outlines assignments for students to critically evaluate the use of digital tools for learning and propose an educational intervention. Various topics are covered, including agency, freedom versus control, and transforming versus reforming education. Readings are recommended on topics like digital natives, social networking, games-based learning, and next generation skills. The module aims to help students understand current digital landscapes and critically analyze digital learning approaches.
This document provides an agenda and discussion prompts for a meeting about digital citizenship. It includes activities like sharing thoughts on readings, discussing student examples using a rubric, and considering how to address digital citizenship concepts in school policies. Reflection questions encourage thinking about how to apply ideas to improve teaching practices and drive changes around educational technology.
This document discusses the rapidly changing educational landscape and need for transformation. It suggests that the world and education system are changing quickly, but education is not adapting fast enough. It advocates reimagining the relationship between students, teachers, and knowledge. The document highlights perspectives on innovation and emphasizes the importance of aligning resources and vision, developing people, and focusing on customer value over ideas. It encourages asking how schools can shift barriers and connect in new ways within and beyond the traditional system.
Bonner Fall Directors 2016 - Idea Lab - Envisioning FutureBonner Foundation
The document describes an agenda for an idea lab on envisioning the future of community engagement at colleges and universities. Part 1 discusses ingredients of an ideal engaged campus, including policies, structures, curriculum, funding, and partnerships. Participants discuss which ingredients already exist, are being developed, or need to be invented. Part 2 asks participants to imagine what the engaged campus might look like in 2040, including its mission statement, curriculum organization, and community partnerships. Several provocations and exercises are presented to spark ideas about reimagining higher education.
Similar a Personal learning environments, the course and higher education – an unkeynote (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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2. PROVOCATEUR
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my employer.
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6. DISRUPTIVE INNOVATIONS
It’s been interesting watching this unfold
in music, books, newspapers, TV, but
nothing has ever been as interesting to
me as watching it happen in my own
backyard. Higher education is now being
disrupted; our MP3 is the massive open
online course (or MOOC), and our
Napster is Udacity, the education startup.
7. FORECASTING THE DEMISE OF THE
UNIVERSITY
"Universities won't survive. The future is outside the traditional
campus, outside the traditional classroom. Distance learning
is coming on fast.“
- Peter Drucker, Forbes magazine 1997
8.
9. DEFINING DI
Christensen describes disruptive innovation as:
“Generally, disruptive innovations were
technologically straightforward, consisting of off-
the-shelf components put together in a product
architecture that was often simpler than prior
approaches. They offered less of what customers in
established markets wanted and so could rarely be
initially employed there. They offered a different
package of attributes valued only in emerging
markets remote from, and unimportant to, the
mainstream”
10. “Disruptive technologies bring to market a very
different value proposition than had been available
previously. Generally, disruptive technologies
underperform established products in mainstream
markets. But they have features that a few fringe
(and generally new) customers value. Products
based on disruptive technologies are typically
cheaper, simpler, smaller and, frequently, more
convenient to use”
DEFINING DI
15. I HAVE NO QUALIFICATIONS
CC Some rights reserved by valart2008
16. QUESTION – BE HONEST NOW
• Are you employed in a role in which you have no formal qualifications?
What is it?
• What do you think you are really good at or know a lot about but for which
you have no formal qualifications? Could you be employed in a role using
your unqualified skills and/or knowledge?
• Are these things you learnt by doing a course? Or are they things that you
learnt by yourself in an informal, ad-hoc way? Or something else?
• Let’s spend 5 minutes discussing and then see what capabilities we have in
the room.
22. QUESTION – ON THE
QUALIFICATION
• Should it be possible for people to achieve a qualification evidencing their
learning and/or skills without completing a course?
• If it is possible then will it be important that people are able to do this?
• What will the effect be on the role of the course as it exists today if people
can evidence their own learning without completing a course?
• Let’s spend 5 minutes thinking and sharing.
25. QUESTION – ON THE MAKER
CULTURE
• What happens when the barriers to the production of engaging content fall
so low that anyone can create content?
• What does it mean when the students can produce learning content?
• What about when other people can create open content? What does it
mean for the role of the academic as subject matter expert?
26.
27. QUESTION – ON THE SHARING
CULTURE
• What happens when content is shared openly and is built communally?
• What happens when learners engage with each other on their own in ways
not mediated by the subject matter expert?
34. QUESTION – ON CREDENTIALING
• Do we need credentialing?
• What are we measuring?
• What is the role of the wider community in credentialing?
• How will we credential?
• Do degrees still have a place?
• What will be the role of professional organisations?
36. QUESTION – WHAT WILL COURSES
LOOK LIKE?
• Will they look the same?
• Will they be time and place dependent?
• Will there be instances of courses that occur between fixed intervals?
• When will we enrol in courses?
• Will courses resemble communities of practice?
• How will personal learning environments interact with course learning environments?
• Who will build courses?
• Who will run courses?
• Spend 5 to 10 minutes talking about how courses may look in 20 years time.
37. Traditional Higher Degree SPOC xMOOC cMOOC Professional
Development
Training
Community
Course
Informal, ad-
hoc open
Online No Partly Yes Yes Yes Yes Yes Mostly
Open No No No Yes Yes No Yes Yes
Directed Yes Yes Yes Yes Partly Yes No No
Structured Yes Yes Yes Yes Yes Yes No No
Time based Yes Yes Yes Yes Yes No No No
Fixed
outcome
Yes Yes Yes Yes Yes Yes No No
Topic
focussed
Yes Yes Yes Yes Yes Yes Yes No
Personal Very low Low Low Low High High Very High Very High
Social Very low Low Low Low High Low High High
School/ early
tertiary
education
Small, Private
Online Courses COURSES
38. QUESTION – WHAT WILL TERTIARY
INSTITUTIONS LOOK LIKE?
• How will universities, colleges and further education providers look in the
future?
• Smaller? Larger? More specialised? More general?
• Virtual? Bricks and mortar?
• Spend 5 minutes thinking about what your institution might be like in 20 years
time.
39. WHAT DOES A UNIVERSITY
DO NOW?
The three purposes of the University? – To
provide sex for the students, sports for the
alumni, and parking for the faculty.
I have sometimes thought of it [the
university] as a series of individual faculty
entrepreneurs held together by a common
grievance over parking.
- Clark Kerr
45. QUESTION - WHAT ABOUT THE ROLE OF
THE ACADEMIC?
• Do you think that the role of the academic will change?
• Will we still have the notion of academic and non academic?
• How do personal learning environments change the nature of the
academy?
• Spend 5 minutes at your table?
46. DISRUPTIVE INNOVATIONS
In the academy, we lecture other people
every day about learning from history. Now its
our turn, and the risk is that we’ll be the last to
know that the world has changed, because
we can’t imagine - really cannot imagine -
that story we tell ourselves about ourselves
could start to fail. Even when it’s true.
Especially when it’s true.
- Clay Shirky, 2012
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49. Licensed CC BY-NC-ND 2.0 by AZRainman
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50. SUMMARY – WHY I’M AN
OUTRAGEOUS OPTIMIST
Future is more social, more flexible, more personal but…
… we’ll still have courses, there will just be a wider range of types of courses.
And they will be better than they are now.
YesProbablyPeople will seek alternative methods of learning. Some people will still want highly structured courses. There will be less de-motivated students in those courses. The experience will be better for all concerned. There will be a greater expectation of service from teaching staff.
Smaller, more focussed? Larger more general.Spend 5 minutes in your group.