This document discusses developing civic leadership for cities in transition through international collaboration. It proposes creating a learning community across post-conflict cities to internationalize curriculums, foster collaboration on teaching and learning, and build capacity for civic leaders. Specific activities include bringing together academics and practitioners to jointly produce knowledge on place-based leadership, transforming societies through place-based leaders, and developing inclusive, creative and collaborative partnerships between Belfast and cities such as Haifa, Mitrovica, and Nicosia to build international communities of practice in civic leadership. The goal is to enable capacity building for sustainable development and find socio-economic solutions to complex problems through social innovation and engagement across frontiers.
unpacking the geopolitics of open for the strategic development of HESheila MacNeill
This document discusses conceptualizing what a digital university is for through an open and dialogic process grounded in critical pedagogy. A small group discussion was held between various participants both in-person and online to challenge neo-liberal views of higher education and refocus on people and pedagogy rather than technology and managerialism. The organizers believe academic development and open education should be at the heart of organizational development and proposed a revised conceptual matrix to frame these issues.
The document discusses access to knowledge in impoverished rural areas. It talks about the missions of Google and Wikimedia Foundation to organize and make the world's information universally accessible. It then discusses the problem of illiteracy and lack of access to knowledge in rural areas. It outlines research and development as well as program implementation by Literacy Bridge to address this issue using technologies like talking books to provide affordable access to literacy tools and knowledge through audio devices in infrastructure-poor regions.
This document discusses considerations for developing an online learning environment for WAGGGS, an international organization with over 10 million members across 145 countries. It aims to create a "glocal" learning environment that brings people together globally but feels local. A consideration analysis identified key issues like navigating different cultures, languages, creating e-learning materials, technological availability, and adapting face-to-face approaches for an online format. The analysis informs the development of an e-learning approach to facilitate broader, more inclusive learning across WAGGGS' global membership.
This document discusses strategies for effective professional development (PD) for teachers using the TPACK model. It recommends identifying relevant content and 21st century skills, and using technologies like LiveBinder, WebTools4U2Use and Digital Storytelling to enhance teaching pedagogies like Understanding by Design (UbD) and differentiation. It also advocates for communities of practice where teachers collaboratively design lessons using technology to address problems, and engage in a variety of PD opportunities including classes, conferences, book clubs and online webinars to continually expand their skills and knowledge.
SAIL at Work: Creating a SAIL-Informed Environment at Northeastern - May 1, 2...NortheasternSAIL
With SAIL, Northeastern is taking significant steps towards becoming a global, networked university system. SAIL’s vision of being a truly integrated learning ecosystem where everyone is a learner and everyone is an educator is challenging the university to think differently about acquiring and sharing knowledge. The question, of course, is “how?” – how do we embed the concept of SAIL in our day-to-day lives? How does SAIL inform how we work, how we learn, how we interact? How do we measure success? During this session, we will partner together to design different models that might provide ways to create a SAIL-informed environment in which everyone is a lifelong learner and educator.
SAIL at Work: Creating a SAIL-Informed Environment at Northeastern - May 1, 2...NortheasternSAIL
With SAIL, Northeastern is taking significant steps towards becoming a global, networked university system. SAIL’s vision of being a truly integrated learning ecosystem where everyone is a learner and everyone is an educator is challenging the university to think differently about acquiring and sharing knowledge. The question, of course, is “how?” – how do we embed the concept of SAIL in our day-to-day lives? How does SAIL inform how we work, how we learn, how we interact? How do we measure success? During this session, we will partner together to design different models that might provide ways to create a SAIL-informed environment in which everyone is a lifelong learner and educator.
Digital Identities and Personal Learning EnvironmentsGrahamAttwell
Digital identities and personal learning environments (PLEs) allow learners to manage their own learning goals and process. PLEs support learning through social connections, creation of content, and play. Learners can shape their own learning spaces by designing resources, exploring ideas, and collaborating with others. PLEs move away from standardized education toward more collaborative knowledge construction.
Categories femení infantil, junior i masterCec Antella
Este documento presenta los resultados de la III Travesía Larga Antella, una competición de natación que incluye categorías femeninas infantiles, juniores, máster 1 y senior. Se inscribieron 194 nadadoras, de las cuales 151 finalizaron, 10 se retiraron, 15 no se presentaron y 18 fueron descalificadas. En cada categoría se lista el dorsal, nombre, club, tiempo por 100 metros, tiempo oficial y diferencia respecto a la ganadora de cada categoría.
unpacking the geopolitics of open for the strategic development of HESheila MacNeill
This document discusses conceptualizing what a digital university is for through an open and dialogic process grounded in critical pedagogy. A small group discussion was held between various participants both in-person and online to challenge neo-liberal views of higher education and refocus on people and pedagogy rather than technology and managerialism. The organizers believe academic development and open education should be at the heart of organizational development and proposed a revised conceptual matrix to frame these issues.
The document discusses access to knowledge in impoverished rural areas. It talks about the missions of Google and Wikimedia Foundation to organize and make the world's information universally accessible. It then discusses the problem of illiteracy and lack of access to knowledge in rural areas. It outlines research and development as well as program implementation by Literacy Bridge to address this issue using technologies like talking books to provide affordable access to literacy tools and knowledge through audio devices in infrastructure-poor regions.
This document discusses considerations for developing an online learning environment for WAGGGS, an international organization with over 10 million members across 145 countries. It aims to create a "glocal" learning environment that brings people together globally but feels local. A consideration analysis identified key issues like navigating different cultures, languages, creating e-learning materials, technological availability, and adapting face-to-face approaches for an online format. The analysis informs the development of an e-learning approach to facilitate broader, more inclusive learning across WAGGGS' global membership.
This document discusses strategies for effective professional development (PD) for teachers using the TPACK model. It recommends identifying relevant content and 21st century skills, and using technologies like LiveBinder, WebTools4U2Use and Digital Storytelling to enhance teaching pedagogies like Understanding by Design (UbD) and differentiation. It also advocates for communities of practice where teachers collaboratively design lessons using technology to address problems, and engage in a variety of PD opportunities including classes, conferences, book clubs and online webinars to continually expand their skills and knowledge.
SAIL at Work: Creating a SAIL-Informed Environment at Northeastern - May 1, 2...NortheasternSAIL
With SAIL, Northeastern is taking significant steps towards becoming a global, networked university system. SAIL’s vision of being a truly integrated learning ecosystem where everyone is a learner and everyone is an educator is challenging the university to think differently about acquiring and sharing knowledge. The question, of course, is “how?” – how do we embed the concept of SAIL in our day-to-day lives? How does SAIL inform how we work, how we learn, how we interact? How do we measure success? During this session, we will partner together to design different models that might provide ways to create a SAIL-informed environment in which everyone is a lifelong learner and educator.
SAIL at Work: Creating a SAIL-Informed Environment at Northeastern - May 1, 2...NortheasternSAIL
With SAIL, Northeastern is taking significant steps towards becoming a global, networked university system. SAIL’s vision of being a truly integrated learning ecosystem where everyone is a learner and everyone is an educator is challenging the university to think differently about acquiring and sharing knowledge. The question, of course, is “how?” – how do we embed the concept of SAIL in our day-to-day lives? How does SAIL inform how we work, how we learn, how we interact? How do we measure success? During this session, we will partner together to design different models that might provide ways to create a SAIL-informed environment in which everyone is a lifelong learner and educator.
Digital Identities and Personal Learning EnvironmentsGrahamAttwell
Digital identities and personal learning environments (PLEs) allow learners to manage their own learning goals and process. PLEs support learning through social connections, creation of content, and play. Learners can shape their own learning spaces by designing resources, exploring ideas, and collaborating with others. PLEs move away from standardized education toward more collaborative knowledge construction.
Categories femení infantil, junior i masterCec Antella
Este documento presenta los resultados de la III Travesía Larga Antella, una competición de natación que incluye categorías femeninas infantiles, juniores, máster 1 y senior. Se inscribieron 194 nadadoras, de las cuales 151 finalizaron, 10 se retiraron, 15 no se presentaron y 18 fueron descalificadas. En cada categoría se lista el dorsal, nombre, club, tiempo por 100 metros, tiempo oficial y diferencia respecto a la ganadora de cada categoría.
This document discusses open educational communities and the "middle space" of collaboration and knowledge sharing that exists between individual faculty members and the larger community. It provides examples of projects like the Visible Knowledge Project and Peer Review of Teaching Project that brought together groups of faculty members from various institutions to collaboratively develop teaching resources, provide feedback on student work, and analyze the impact of technologies on learning. The roles of actors within these middle spaces include innovating, developing new tools, participating in reforms, and building knowledge through sharing resources and reviewing peer work.
The Multi-Faceted Focus of International Collaborationslamericaana
This was a talk I gave at the COIL Conference at Purchase College SUNY, NY on Nov 14, 2008. It discusses the importance of considering culture and collaboration when designing international collaborations and details what needs to be considered in the process.
The document discusses the MOSEP project which aims to develop self-esteem in youth through e-portfolio development. It notes that half the EU workforce requires upskilling and classroom instruction alone is not enough. The project involves 10 partners from 7 EU countries and aims to familiarize 14-16 year olds with e-portfolios for self-directed lifelong learning. It outcomes include freely available online courses for teachers on using e-portfolios to help students develop skills and awareness of their potential to improve self-esteem and continue their education.
Learning Cities- John Worthington of DEGW, April 2010Design South East
The document discusses the concept of "learning cities" and how cities can be designed to facilitate lifelong learning. It argues that cities should be viewed as continuous learning landscapes where the boundaries between living, learning, working and leisure are blurred. New models of educational facilities focus on more collaborative and hands-on learning experiences that take place both inside and outside of traditional classrooms.
The document outlines an educational innovation project between schools in Duiven, Netherlands and Calafat, Romania. The project aims to promote European awareness, cultural awareness, communication skills, use of information technology, social skills, study skills, European literature, and teacher professional development. It establishes teams to organize sports, culture, technology, and nature activities. Progress will be monitored and results disseminated. The process emphasizes involvement of teachers, flexibility, and mobilizing stakeholders over control.
“A future way of learning, working and living.” A team of international conscious leaders explore together the innovative parts of the Israeli education in October/November 2014 and collaborate with the players of this movement. The is: A Moving Innovation Lab for Education. A Conscious Leadership program for Change Makers. An Interactive Game for Individuals, Organizations and Communities.
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
This document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.
This document discusses trends in eLearning and education for the 21st century. It outlines how eLearning can transform learning by connecting schools and communities and supporting evidence-based practices. It also discusses ongoing work in New Zealand to improve connectivity, share online resources, and increase digital skills. Emerging trends include portable apps, browser-based tools, web 2.0 technologies, and a shift towards more personalized, lifelong learning without boundaries.
Keynote presentation at the Technology and Innovation in Learning, Teaching and Education Conference (TECH-EDU 2018), 20-22 June 2018, Thessaloniki, Greece.
Facilitation and management of knowledge networks in international developmentSarah Cummings
This document discusses knowledge networks and their role in facilitating knowledge sharing in international development. It defines knowledge networks as communities that bring together people from different backgrounds, professions, languages and technologies to exchange information and ideas. The document outlines some best practices of knowledge networks including Dgroups and KM4Dev. It also discusses challenges of knowledge networks like linguistic and cultural barriers. It provides examples of how knowledge networks have helped bridge divides and facilitated collaboration and knowledge exchange to support international development goals.
This is a journey with regenerative cultures; FROM local to global and into virtual environments for affective ecosystems design thinking.
See the progressions of a leading NGO in sustainable and regenerative developments evolved towards Social Emotional Learning and Ecosystem Design Thinking via Industry 4.0. Look at the diverse outcomes in past regeneration to visualize the future of our "horizon in focus" for Post-Covid, the "new normal" and how to ensure localized developments for globalized dynamics.
Introducing Openness through the national professional development initiative...Chrissi Nerantzi
This document summarizes a UNESCO project in Uzbekistan that aims to improve professional development for foreign language teachers through open education. The project involves reviewing an existing online course, planning collaboration with other institutions, and creating an open textbook. It proposes adopting open pedagogies like collaborative learning, reflection, and virtual exchange. The project team faces challenges like different time zones but builds on diversity. Overall, the project aims to certify teachers through open, collaborative learning opportunities that develop global competence.
The document summarizes the development of a new curriculum for information literacy by researchers at the University of Sheffield. Over three years, 20 fellows explored how academic libraries can support information literacy in the digital age. Through literature reviews and expert consultations, they identified core attributes of the new curriculum, including being holistic, modular, embedded within disciplines, and active/assessed. The curriculum outlines several strands to guide students from secondary school through university, covering both functional skills and higher-level intellectual operations. Next steps involve providing tools to help other institutions implement the new curriculum framework.
This document discusses open textbooks as a sustainable model for South African universities. It defines open textbooks as digital, openly licensed teaching materials that can be accessed on various devices. The document outlines Fraser's social justice framework of addressing economic, cultural, and political injustices through affirmative and transformative responses. It then provides examples of open textbook projects at the University of Cape Town that aim to promote social justice by making materials more accessible, relevant, collaborative, and by shifting power dynamics. The document discusses challenges like disciplinary differences, technical skills, time requirements, and the need for institutional support like funding, expertise, and partnerships to support open textbook creation and address sustainability.
This document discusses the need for global collaboration projects at a school to foster critical thinking, collaboration, creativity, and develop 21st century learners in line with the school's mission. It discusses how constructivist learning theories support global collaborative projects. While recent studies have found positive learning outcomes from online collaboration, the document notes a need for more recent studies within the past five years specifically showing global collaborative projects raise student achievement. The document also discusses how incorporating global education can be accomplished using existing digital equipment and online lesson plans.
Explorations into collaborative online learning participants and facilitators...Sue Beckingham
This document summarizes the Bring Your Own Devices for Learning (#BYOD4L) open online course from January and July 2014. It was facilitated by a team of 12 volunteers from 9 institutions and was designed to help educators develop skills using smart devices for teaching and learning. Participants could learn autonomously or collaboratively around topics of connecting, communicating, curating, collaborating and creating. The course encouraged experimentation, discovery, and connection through a global community using social media within a open learning ecology.
Professor Mike Keppell gave a presentation on blended learning opportunities in a digital age. He discussed trends in online and blended education, including more flexible learning models and new student characteristics. He outlined different approaches to blended learning design, emphasizing interactions, digital literacies, learning spaces, and learning-oriented assessment. He also stressed the importance of leadership and developing new mindsets to take advantage of opportunities in blended and flexible learning.
The document discusses open educational resources (OER) and the OLnet initiative for supporting OER design. It provides an overview of OER and principles of open design. The OLnet tools aim to make the design of OERs more explicit, shareable, and collaborative. Workshop participants used CompendiumLD software to visually represent and redesign the pedagogical design of a Spanish OER to make it more collaborative. The goal is to build capacity for OER reuse through representation, discussion, and refinement of design issues.
This document discusses cultural intelligence and awareness. It notes that people are shaped from birth to behave in certain ways according to their own culture. However, common language does not mean common culture, and cultures can differ in their rules of behavior. Developing cultural awareness means being aware of differences between cultures and adapting one's behavior, while cultural intelligence is using the rules of one's own culture to interpret behaviors from other cultures with different rules. The document recommends analyzing cultural differences using frameworks from researchers like Hofstede, Trompenaars, and Hall to bridge cultural divides and avoid misunderstandings in business.
This document provides an introduction to British Sign Language, including information about deaf awareness and culture, communication tips for interacting with deaf people, and an overview of the fingerspelling alphabet and basic signs. It notes that BSL is the first preferred language of over 125,000 deaf adults and children in the UK and that deaf culture values space, body language, facial expressions, and head movements in addition to hand signs.
This document discusses open educational communities and the "middle space" of collaboration and knowledge sharing that exists between individual faculty members and the larger community. It provides examples of projects like the Visible Knowledge Project and Peer Review of Teaching Project that brought together groups of faculty members from various institutions to collaboratively develop teaching resources, provide feedback on student work, and analyze the impact of technologies on learning. The roles of actors within these middle spaces include innovating, developing new tools, participating in reforms, and building knowledge through sharing resources and reviewing peer work.
The Multi-Faceted Focus of International Collaborationslamericaana
This was a talk I gave at the COIL Conference at Purchase College SUNY, NY on Nov 14, 2008. It discusses the importance of considering culture and collaboration when designing international collaborations and details what needs to be considered in the process.
The document discusses the MOSEP project which aims to develop self-esteem in youth through e-portfolio development. It notes that half the EU workforce requires upskilling and classroom instruction alone is not enough. The project involves 10 partners from 7 EU countries and aims to familiarize 14-16 year olds with e-portfolios for self-directed lifelong learning. It outcomes include freely available online courses for teachers on using e-portfolios to help students develop skills and awareness of their potential to improve self-esteem and continue their education.
Learning Cities- John Worthington of DEGW, April 2010Design South East
The document discusses the concept of "learning cities" and how cities can be designed to facilitate lifelong learning. It argues that cities should be viewed as continuous learning landscapes where the boundaries between living, learning, working and leisure are blurred. New models of educational facilities focus on more collaborative and hands-on learning experiences that take place both inside and outside of traditional classrooms.
The document outlines an educational innovation project between schools in Duiven, Netherlands and Calafat, Romania. The project aims to promote European awareness, cultural awareness, communication skills, use of information technology, social skills, study skills, European literature, and teacher professional development. It establishes teams to organize sports, culture, technology, and nature activities. Progress will be monitored and results disseminated. The process emphasizes involvement of teachers, flexibility, and mobilizing stakeholders over control.
“A future way of learning, working and living.” A team of international conscious leaders explore together the innovative parts of the Israeli education in October/November 2014 and collaborate with the players of this movement. The is: A Moving Innovation Lab for Education. A Conscious Leadership program for Change Makers. An Interactive Game for Individuals, Organizations and Communities.
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
This document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.
This document discusses trends in eLearning and education for the 21st century. It outlines how eLearning can transform learning by connecting schools and communities and supporting evidence-based practices. It also discusses ongoing work in New Zealand to improve connectivity, share online resources, and increase digital skills. Emerging trends include portable apps, browser-based tools, web 2.0 technologies, and a shift towards more personalized, lifelong learning without boundaries.
Keynote presentation at the Technology and Innovation in Learning, Teaching and Education Conference (TECH-EDU 2018), 20-22 June 2018, Thessaloniki, Greece.
Facilitation and management of knowledge networks in international developmentSarah Cummings
This document discusses knowledge networks and their role in facilitating knowledge sharing in international development. It defines knowledge networks as communities that bring together people from different backgrounds, professions, languages and technologies to exchange information and ideas. The document outlines some best practices of knowledge networks including Dgroups and KM4Dev. It also discusses challenges of knowledge networks like linguistic and cultural barriers. It provides examples of how knowledge networks have helped bridge divides and facilitated collaboration and knowledge exchange to support international development goals.
This is a journey with regenerative cultures; FROM local to global and into virtual environments for affective ecosystems design thinking.
See the progressions of a leading NGO in sustainable and regenerative developments evolved towards Social Emotional Learning and Ecosystem Design Thinking via Industry 4.0. Look at the diverse outcomes in past regeneration to visualize the future of our "horizon in focus" for Post-Covid, the "new normal" and how to ensure localized developments for globalized dynamics.
Introducing Openness through the national professional development initiative...Chrissi Nerantzi
This document summarizes a UNESCO project in Uzbekistan that aims to improve professional development for foreign language teachers through open education. The project involves reviewing an existing online course, planning collaboration with other institutions, and creating an open textbook. It proposes adopting open pedagogies like collaborative learning, reflection, and virtual exchange. The project team faces challenges like different time zones but builds on diversity. Overall, the project aims to certify teachers through open, collaborative learning opportunities that develop global competence.
The document summarizes the development of a new curriculum for information literacy by researchers at the University of Sheffield. Over three years, 20 fellows explored how academic libraries can support information literacy in the digital age. Through literature reviews and expert consultations, they identified core attributes of the new curriculum, including being holistic, modular, embedded within disciplines, and active/assessed. The curriculum outlines several strands to guide students from secondary school through university, covering both functional skills and higher-level intellectual operations. Next steps involve providing tools to help other institutions implement the new curriculum framework.
This document discusses open textbooks as a sustainable model for South African universities. It defines open textbooks as digital, openly licensed teaching materials that can be accessed on various devices. The document outlines Fraser's social justice framework of addressing economic, cultural, and political injustices through affirmative and transformative responses. It then provides examples of open textbook projects at the University of Cape Town that aim to promote social justice by making materials more accessible, relevant, collaborative, and by shifting power dynamics. The document discusses challenges like disciplinary differences, technical skills, time requirements, and the need for institutional support like funding, expertise, and partnerships to support open textbook creation and address sustainability.
This document discusses the need for global collaboration projects at a school to foster critical thinking, collaboration, creativity, and develop 21st century learners in line with the school's mission. It discusses how constructivist learning theories support global collaborative projects. While recent studies have found positive learning outcomes from online collaboration, the document notes a need for more recent studies within the past five years specifically showing global collaborative projects raise student achievement. The document also discusses how incorporating global education can be accomplished using existing digital equipment and online lesson plans.
Explorations into collaborative online learning participants and facilitators...Sue Beckingham
This document summarizes the Bring Your Own Devices for Learning (#BYOD4L) open online course from January and July 2014. It was facilitated by a team of 12 volunteers from 9 institutions and was designed to help educators develop skills using smart devices for teaching and learning. Participants could learn autonomously or collaboratively around topics of connecting, communicating, curating, collaborating and creating. The course encouraged experimentation, discovery, and connection through a global community using social media within a open learning ecology.
Professor Mike Keppell gave a presentation on blended learning opportunities in a digital age. He discussed trends in online and blended education, including more flexible learning models and new student characteristics. He outlined different approaches to blended learning design, emphasizing interactions, digital literacies, learning spaces, and learning-oriented assessment. He also stressed the importance of leadership and developing new mindsets to take advantage of opportunities in blended and flexible learning.
The document discusses open educational resources (OER) and the OLnet initiative for supporting OER design. It provides an overview of OER and principles of open design. The OLnet tools aim to make the design of OERs more explicit, shareable, and collaborative. Workshop participants used CompendiumLD software to visually represent and redesign the pedagogical design of a Spanish OER to make it more collaborative. The goal is to build capacity for OER reuse through representation, discussion, and refinement of design issues.
This document discusses cultural intelligence and awareness. It notes that people are shaped from birth to behave in certain ways according to their own culture. However, common language does not mean common culture, and cultures can differ in their rules of behavior. Developing cultural awareness means being aware of differences between cultures and adapting one's behavior, while cultural intelligence is using the rules of one's own culture to interpret behaviors from other cultures with different rules. The document recommends analyzing cultural differences using frameworks from researchers like Hofstede, Trompenaars, and Hall to bridge cultural divides and avoid misunderstandings in business.
This document provides an introduction to British Sign Language, including information about deaf awareness and culture, communication tips for interacting with deaf people, and an overview of the fingerspelling alphabet and basic signs. It notes that BSL is the first preferred language of over 125,000 deaf adults and children in the UK and that deaf culture values space, body language, facial expressions, and head movements in addition to hand signs.
This document provides an overview of learning Mandarin Chinese, including key information about:
- Locations in China mentioned like Shanghai and features of the city.
- Basic greetings, pronunciation rules, and numbers in Mandarin.
- Tones and how they distinguish meaning.
- Videos that teach pronunciations of greetings, numbers, and other basics.
- Business etiquette tips for interacting with Chinese partners and quotes from Confucius about patience and learning.
This document summarizes the success of an Innovation Voucher received by a social enterprise software developer. Key points:
- The voucher helped the developer adopt a new technical framework, allowing them to rapidly develop and offer their Social Impact Tracker product to more organizations internationally.
- Technically, the new framework improved development speed and deliverables. It also reduced hosting and licensing costs.
- Socially, the voucher provided new skills and a relationship with a university knowledge partner.
- Economically, the voucher helped increase their user base by 500%, double sales, and attract new investment - opening doors to other opportunities.
The document summarizes the Pavestone Centre project which offers work and leisure activities. It describes the social enterprise that produces traditional Irish crafts using local materials for the tourist market. The center aims to develop work skills and help clients enter employment or volunteering through a sheltered business. It discusses the rationale of viewing clients as people and reflecting the local area. The center has been successful in helping clients find jobs and training. It also notes the potential to replicate this model with other social enterprises catering to the tourism industry.
Innovative thermal energy storage technologies (Vincent O'Brien)campone
Vincent O'Brien of Copper Industries (Ireland) Ltd presented on innovative thermal energy storage technologies developed through collaborations with the University of Ulster. This included the MaxiPod thermal store, which can provide up to 38 kW of domestic hot water while maintaining temperature, and the HotHead stratifying cylinder, which exhibits increased stratification and solar collector efficiency. Copper Industries is commissioning an in-house test facility through a KTP project to characterize the performance of various thermal energy storage systems and integrate renewables with combi-systems more effectively.
- The document discusses retrofitting existing homes to reduce CO2 emissions by 80% through improved insulation, airtightness, ventilation, heating and more.
- UK policy aims to retrofit 12,600 homes per week to meet an 80% reduction in emissions by 2050 to address climate change.
- The document presents a case study of a retrofitted home in Belfast that achieved an 80% reduction in emissions through innovations like roof cassettes, mixed-mode ventilation, insulation and monitoring systems.
This document summarizes an integrated sustainable design project for a shared education complex in North Belfast. The project was developed by Masters students at the University of Ulster as part of their Integrated Sustainable Design course. They proposed locating the shared education complex within the existing Crumlin Road Gaol/Girdwood Barracks site. The complex would include four schools located in new core buildings, and shared facilities like a sports center, technology center, and learning resource center. The gaol would be refurbished as a shared arts and drama zone. The project aims to improve education, employment, and social outcomes for the local community.
A Partnership Approach to Tackling Strategic Construction Initiatives (George...campone
George Heaney is a professor at the University of Ulster who seeks to contribute to the construction industry through partnerships. The University of Ulster is committed to building industry partnerships to support economic and social development in Northern Ireland. Heaney discusses strategic construction initiatives and how the university partners with the construction sector, such as through Constructing Excellence in Northern Ireland (CEni), to engage in professional development programs, conferences, political engagement, demonstration projects, and reports to improve industry performance, culture, and image. Current CEni projects include engaging politicians on project bank accounts and delivering BIM training.
Building Sustainable Stations: Technology and Collaboration (Clive Bradberry)campone
The document discusses sustainable transportation stations and partnerships. It describes several stations in different locations, like Boulogne sur mer in France and Utrecht in the Netherlands, that were developed through collaboration between transit authorities and other partners. It also highlights the Antrim Integrated Bus and Rail Station project in Northern Ireland that aims to create a more sustainable transit hub through partnerships between Translink and other local organizations. The document stresses that working together through collaboration is key to achieving successful sustainable transportation projects.
Creating a Sustainable Built Environment through Education and Collaboration ...campone
This document discusses the importance of collaboration in achieving sustainable development. It defines sustainable development according to the Brundtland Commission as meeting present needs without compromising future generations' ability to meet their own needs. A place-based approach is emphasized, considering environmental, social, economic factors and intra- and inter-generational equity. The Sustainable Communities model provides eight components for collaboration across sectors and places. Case studies illustrate collaboration principles through regeneration partnerships in North Liverpool, Stewartstown Road in Belfast, and the Resurgam Trust in Lisburn. Guiding principles stress shared vision, action, and resources through inclusive, long-lasting area-wide collaboration and capacity building.
This document discusses the employment law pitfalls related to social media use by both employees and employers. It provides an overview of popular social media platforms and notes that while social media is useful for developing business, inappropriate use can damage reputations and break laws. For employees, inappropriate social media use risks reputational damage for their employer, breaching confidentiality, harassment, and defamation. Employers risk discrimination claims and breaching data protection laws if they misuse social media in their practices. The document outlines several court cases to illustrate these risks and emphasizes the need for employers to have clear social media policies.
GROWING YOUR BUSINESS IN THE DIGITAL ECONOMY - MASTERCLASScampone
This document provides an agenda for a masterclass on growing your business in the digital economy. The masterclass will include presentations from experts on topics such as the future of the digital economy, digital design and analytics, digital advertising, understanding adwords, social media and employment law. It will also include a panel discussion and networking lunch. The masterclass aims to provide business owners with knowledge and insights on leveraging digital technologies and platforms to grow their business.
Understanding Adwords - An Ecommerce Perspectivecampone
This document provides an overview of pay per click (PPC) advertising from an ecommerce perspective. It discusses what PPC is and why it is useful, particularly for driving sales. Advanced PPC strategies like dynamic search ads, enhanced campaigns, location extensions, and sitelinks are explained as ways to improve campaign performance. The conclusion emphasizes that while experimentation with PPC can be risky without experience, thinking like a retailer and focusing on ROI can help optimize results.
Digital Advertising – Maximising YOUR online return!campone
This document provides an overview of digital advertising strategies and tactics. It discusses pay-per-click (PPC) advertising, social media platforms like Facebook, Twitter, YouTube and LinkedIn, display advertising metrics like CPM, CPC, and CPA, affiliate networks, and tools for ad serving and reporting like Google Analytics. The document aims to help businesses maximize their online return on investment through various digital advertising channels and techniques.
The document discusses future trends in digital technologies including persuasive and pervasive technologies used for increased personalization, monetization and lifetime customer value. Some key trends mentioned are the internet of things, open data, big data, nudging behaviors, and highly personalized on-demand interactions across computer-mediated platforms. References are provided for further reading on topics like norms, persuasion, disruption and more.
Case Studies in Web Design, Usability and SEOcampone
This document provides two case studies on web design and SEO:
1) A redesign of JNWine.com focused on usability, with the new design emphasizing the company's expertise and simplifying navigation. It resulted in increased revenue.
2) Advanced on-site SEO work for Bedeckhome.com, an e-commerce site, involving keyword targeting, technical SEO like sitemaps, and addressing duplicate content from faceted navigation.
The Role of Innovation in Growing NI Connected Healthcampone
1) The document discusses innovation in connected health in Northern Ireland through collaboration, value creation, focus, and delivery. It outlines how the Connected Health Innovation Centre (CHIC) supports these areas of innovation.
2) CHIC is an industry-led competence center focused on collaborative research to support the connected health industry. It aims to develop integrated community care, point-of-care diagnostics, vital signs monitors, and cloud-based health solutions.
3) CHIC brings together experts, researchers, industry staff, health staff, graduates, and companies to work on projects, develop IP, address market gaps, and challenge models of operation to grow businesses in Northern Ireland.
Smart Environments and Ambient Assisted Livingcampone
The Smart Environments Research Group at Ulster University studies smart home technologies and ambient assisted living. They research areas like activity recognition, assistive technologies, and mobile applications. Clinically, they focus on supporting people with conditions like dementia, chronic pain, and autism through home-based monitoring and self-management tools. Their research aims to develop technologies that allow independent living for older adults and those with disabilities. They have experience collaborating with hospitals and healthcare organizations to evaluate these technologies and transfer the results to improve clinical care and commercial products.
Connected Health & Wellbeing – Collaborating with Healthcare for Innovative ...campone
This document discusses connected health and wellbeing, with a focus on collaborating with healthcare on innovative service development. It provides an outline and background on Professor Jonathan Wallace, including his track record in connected health over 20 years. It defines connected health, discusses shifting from healthcare to connected wellbeing, and presents case studies of connected health service solutions including the u-tell and SaSSI platforms. It also covers effective evaluation methods and a connected health architecture schematic.
3. A New Civic Infrastructure?
People and Place (civic/civil formation in context) Leadership
Partnership working – consensus building Communication Skills
Community Engagement Change Management
4. Pg.Chep - development of cross faculty working
research, new approaches to learning
5. New forms of engaged scholarship
“Bringing together academics and practitioners to co-produce new
knowledge on place based leadership internationally Hambleton 2011
9. Research Agenda
Civic Leadership
- Internationalize curriculum
- Develop a learning community in post-conflict
cities in transition
- Develop collaboration on teaching & Learning
- Foster an international community of practice
- Develop a capacity building for civic leaders
18. Research Activities to date
Proceedings of the 8th European
Conference on Management, Leadership
and Governance Pafos Cyprus 8-9
November 2012 Edited by Professor John
Politis Neapolis University Pafos ISBN:
978-1-908272-75-1
Slide 2 Introduction and Context The internationalisation of the curriculum for the ADCLCP provides an example of what Miller (2008) cites as revitalising education and research – not just so it is relevant to industry and potential employers but so it serves society as a whole. Given the events of recent times in Northern Ireland and internationally it is clear that there is now great need for civic leaders across all sections of society.
Slide 4. PgChep and Partnership between Faculties The PGCHEP provided the opportunity for peer connectivity across faculties, which is so important in terms of embedding innovation and creativity into HE practice The programme helped us as a team to become reflective professionals and to place ourselves in or own practice and in an environment of significant uncertainty and change. We intend to integrate on an on-going basis the learning we take from our research to our teaching and learning.
Slide 5 Links have been established with Professor Hambleton of the University of Bristol who has commented on the innovative nature of the programme and expressed an interest to collaborate on further research in Northern Ireland and internationally.
Slide 6 Professor Hambleton’s model of Place Based Leadership lends itself particularly well to the underlying pedagogy adopted in the ADCLCP due to his view of the need to bring academics and practitioners together to co-produce new knowledge about placed based leadership in an international comparative perspective.
Slide 7 Conference in Belfast where we brought together elected representatives, eminent academics and practitioners with interest in the area. Two participants from the programme spoke at this event.
Slide 8 Rational Conflict transformation & building the future – literally & metaphorically. In Northern Ireland the conversation on conflict transformation runs concurrently with building for the future – literally and metaphorically. Many, like Mike (McQueen, 2008). have recognised that these activities can embrace sustainable social cohesion and provide substantial incentive for active citizenship in building shared futures in urban contexts not only here but elsewhere too
9 Overview of Aims Cities in Transition Research Agenda The Research set out to: Internationalize the curriculum for Civic Leadership and Community Planning Develop a learning community of Civic Leaders engaged in the future development of three cities in transition from post-conflict societies Develop collaboration on learning, assessment and teaching Foster an international community of practice Develop a capacity building programme for civic leaders involved in building new communities
Slide 10 Details aims 1 Internationalization was based on the success of our existing the Level 5 Advanced Diploma in Civic Leadership and Community Planning. The 1st of its kind in the UK, this award brings together statutory agencies and representatives in the community and voluntary sector to build trust networks that enable transition
Slide 11 Details aims 2 It entailed partnership with Foundations and Non Departmental Public Bodies in Northern Ireland as well as collaborating with a network of cities emerging from conflict; including Haifa in Israel, Mitrovica inKosovo and Nicosia in Cyprus.
Slide12 Details aims 3 Collective learning, assessment and teaching were achieved by engaging participants and partners in active research and collaborative learning that shaped the design and delivery of the curriculum. In effect fostering a focused multidimensional international community of inquiry ,learning and practice
Slide 13 Details aims 4 Internationalising the curriculum in this way not only enables capacity building in societies in transition elsewhere but also enriches civic leadership behaviours and management competence needed here for sustainable development.
Slide14 Not only is it a question of adapting and changing for the better but radical new approaches are needed, in order to ensure our capacity to navigate unforeseen complex problem and create new socio economic solutions.
15 Co creation of Shared Futures In stimulating social innovation relevant to this emerging context for change, education has a key role in shaping all our future. As such innovative curriculum development that embraces strategic design thinking and an effectuating methodology point the way to sustainable futures
Engagement Across Frontiers Our new approach facilitates learning through a high level of student engagement in live issue problem solving across frontiers; Where participants iteratively make sense of the learning experience and creatively transfer key lessons back into their own context. Allowing students to shed the passive role of knowledge consumers and to assume the active role of meaning makers This experiential learning dimension has been critical to its success.
17 Teaching and Learning Pedagogy Approach based on the socio - constructivist perspective recommended by Hotho (2010) i.e. participants will make sense of the learning experience and then decide how it can be best transferred back into their own context. Delivered using a blended approach and will encompass on the job learning, mentoring, action learning and the use of personal work related issues in the assessment. The curriculum design will ensure that the principles recommended by Jackson (2007) in relation to constructing teaching and learning environments to promote students’ creativity are integrated in the internationalisation of the course content. A number of these principles are already present in the Programme currently delivered in the University of Ulster and we see the development of creativity as an important component in the development of successful civic leaders. The underlying pedagogy, is based on the pedagogy recommended for the development of citizenship allowing students to shed the passive role of knowledge consumers and to assume the active role of meaning makers Apple and Beane (1995).
17 Research to Date – link back to the aims of the research Aim 2 Develop collaboration on learning, assessment and teaching we have completed a number of activities: Presented a paper and poster at 8th European Conference on Management, Leadership and Governance Pafos Cyprus 8-9 November 2012 Belfast conference - Transforming Society – Through Place Based Leaders Belfast November 2012 Aim 3 Foster an international community of practice Key contacts established with a number of academics : Babson College, Boston, London Academy Business School, Henley Management College, University of Pafos, Nicosia Business School. Practitioners : Local Government in Gent, Belgium,
18. Research to Date Visit to Cyprus – feedback positive and encouraging and highlighted the importance of visiting the City in Transition. The importance of contextualisation and using speakers on the ground. Cautious about political sensitivities, getting all political leaders in the same room from north and south of Cyprus. Met key stakeholders to progress the research project in Cyprus: Marios Michaelides (Local Government in Nicosia) Lellos Demetriades (South Cyprus) ex major Mustafa Akinci (North Cyprus) ex major Maria Hadjipavlou ( Senior Official from European Office Tour of Conflict areas in both North and South of Nicosia
Slide 20 – Next steps Discussions are on going with the local partners who have contacts on the ground in Cyprus, Kosovo and Israel. Very interested in partnering with the University Of Ulster.