Canvascon EMEA
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The document discusses the need to prepare students for an exponentially changing future by developing their self-learning capabilities and talent through a structured but flexible educational approach. It proposes that education should provide inspiring content in a meaningful context while using analytics and assessments to track student progress longitudinally. The role of teachers is to facilitate learning by structuring content as customizable courses and providing tools to leverage student talent through competence profiling and a mentor dashboard.
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Canvascon EMEA
- 3. Proposition Education should happen in context! What does it mean?
- 4. Proposition We’re living in exponential times. So the context will change exponentially!
- 7. What does it mean? So looking ahead 4 years feels like looking back 20 years or more
- 9. We should prepare students • for jobs that don’t exist yet, • to work with tools that haven’t been invented yet, • to solve problems that currently aren’t even recognized as problems. SO……….
- 10. Learning context
- 11. Self learning capabilities ? In the world of plenty
- 13. Teaching? Computers and connectivity, all we need?
- 14. Learning ?
- 15. Learning ?
- 16. Tacit knowledge
- 21. Result
- 22. Pushing talent
- 23. Result
- 25. How ?
- 27. Workload
- 28. Workload
- 29. View on workload
- 32. View on workflow - Inspire - Structure Inspire Meaningful
- 35. Structure The C (5.5) dilemma
- 39. Assessments control how and what students learn
- 40. Meaningful Part of the learning experience Precise Assessments should be
- 41. Longitudinal assessments - Inspire - Structure Inspire Meaningful Plan Student recorded feedback
- 42. Longitudinal assessments? • Meaningful • Part of the learning experience • Precision (measure often and differentiated)
- 43. How?
- 44. 1 create a rich environment Didactical content as a bill of materials constructed by teachers customized by students
- 45. Logistics of didactical content Content Assignments .… Building block 5-15 hours
- 46. • Course construction • Courses as a bill of materials • Personal differentiation Logistics of content Content Assignments Course 1 Course 2 Course n .… Student added Personal differentiation
- 47. Student created content (new building blocks) Remember personal differentiation? Logistics of content
- 48. Student created content (new building blocks) Logistics of content
- 49. 2 Use analytics Competence profiling
- 50. Competence profiling KPI’s Competences Curricula described in KPI’s
- 51. Competence profiling KPI’s Competences Key performance indicators in Assignments Assignments CPI’s
- 52. Competence based grading Outcome (KPI) Criterion (CPI)
- 53. Competence profiling Reports Personal Competence Report Competence Coverage Experiments with the API
- 54. 2 Use analytics Mentor dashboard
- 55. Mentor dashboard Information aggregation through the API
- 56. 3 Tools for teaching
- 57. Longitudinal assessments • Meaningful • Part of the learning experience • Precision (measure often and differentiated)
- 60. Wrap-up • Teachers role • Talent leverage
- 61. Wrap-up • Teachers role • Talent leverage • Knowledge Activated Learning
- 62. Wrap-up • Teachers role • Talent leverage • Knowledge Activated Learning • Longitudinal assessments
- 63. Wrap-up • Teachers role • Talent leverage • Knowledge Activated Learning • Longitudinal assessments • Logistics of didactical content
- 64. Wrap-up • Teachers role • Talent leverage • Knowledge Activated Learning • Longitudinal assessments • Logistics of didactical content • Competence profiling
- 65. Wrap-up