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Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
Agents of Change - FOTiE 2011
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Agents of Change - FOTiE 2011

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James Clay's presentation from the Future of Technology in Education 2011. …

James Clay's presentation from the Future of Technology in Education 2011.

In many institutions the structures, processes and procedures we have in place are there for many reasons; these may be for security, safety, financial, prevention, health and safety. Often change is blocked by these same reasons; reasons that exist because of politics, inertia and because we have always done it that way. It is easier not to change.

The result is that learners can often find that their learning experience is one of challenges, difficulties and frustration. Institutions that listen and act on the voice of their learners can find that students can be agents of change.

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