The document discusses innovative learning and community learning. It proposes a model of constructive learning that involves giving learners opportunities to construct knowledge through problem-based and area-based learning. This model emphasizes learning networks between children, homes, and teachers, shared learning methodologies, learning how to learn, and innovative thinking. It blends local wisdom with global knowledge through a circle of learning from tacit to explicit knowledge and vice versa. The proposed learning model utilizes appropriate technologies like GPS, digital cameras, and one laptop per child to support new learning tools, social networks, and a community 2.0 initiative.
This document describes an organization called Generational Solutions and its education division ABC's of Life that provides education, training, and life skills programs to equip the next generation. It outlines statistics showing youth are at risk and discusses the organization's vision, mission, and solutions which include in-school and outreach programs covering topics like career guidance, ethics, leadership, and behavior. It also lists current and planned partnerships, programs, and ways for communities to get involved through sponsorship.
Upload Tag Share Discuss: Content Management in the Age of User ParticipationJohn Eckman
The document discusses how users are increasingly participating in content management through activities like blogging, microblogging, wikis, contributing user-generated content like photos and videos, social networking, collaborative filtering, and tagging. It argues that while user participation is important, content management professionals still have a role to play in areas like ensuring appropriate behavior, privacy, ownership, and moderating content. The rest of the document provides examples of how to encourage participation while still maintaining some guidelines and control through means like terms of service, community moderation, real-name identity systems, and limiting inappropriate behaviors.
The document discusses using digital technology like mobile apps and kiosks to enhance museum and cultural site experiences. It provides examples of projects using different technologies, including a mobile trails project in Wales to expand access to heritage sites. The document emphasizes understanding audience needs and motivations to design appropriate technology experiences. It also outlines the services offered by Frankly Green + Webb, including experience design, digital interpretation strategy, and content design.
Workshop presentation given at the BALEAP biennial conference (The Janus Moment in EAP: Revisiting the Past and Building the Future) in Nottingham on April 20, 2013 by Martin Barge, Alannah Fitzgerald and William Tweddle. http://baleap.org.uk/events/event-6/
Aceds 2011 E Discovery Conference Brochure Seth Row VoucherSeth Row
This document advertises an e-Discovery conference hosted by ACEDS to be held from March 23-25, 2011 in Hollywood, Florida. The conference will provide training from 24 experts on best practices in e-Discovery, opportunities for networking, and hands-on demonstrations. Attendees will learn about topics like social media, cloud computing, budgeting strategies, and computer forensics. The conference is aimed at legal professionals, corporations, government agencies, and technology professionals working in e-Discovery.
Knowing by developing through living labs - happy transformation and smart region by ENoLL VP Tuija Hirvikoski from Laurea University of Applied Sciences at the University of Western Cape in Cape Town, South Africa on May 16th, 2012.
Workshop organised by University of the Western Cape, SMIT-IBBT-Vrije Universiteit Brussel, European Network on Living Labs, Living Labs in Southern Africa, Western Cape e-Skills Knowledge Production Hub
The Constructive Alignment Theory proposes that teaching and learning will be more effective for Robert if the module outcomes are better aligned. This means clearly stating learning outcomes, ensuring exams assess those outcomes, and choosing teaching activities that help students develop the skills outlined in the outcomes. With constructive alignment, students will be encouraged to follow the teacher's intentions and learning outcomes because they will know what to expect for the exam.
This document describes an organization called Generational Solutions and its education division ABC's of Life that provides education, training, and life skills programs to equip the next generation. It outlines statistics showing youth are at risk and discusses the organization's vision, mission, and solutions which include in-school and outreach programs covering topics like career guidance, ethics, leadership, and behavior. It also lists current and planned partnerships, programs, and ways for communities to get involved through sponsorship.
Upload Tag Share Discuss: Content Management in the Age of User ParticipationJohn Eckman
The document discusses how users are increasingly participating in content management through activities like blogging, microblogging, wikis, contributing user-generated content like photos and videos, social networking, collaborative filtering, and tagging. It argues that while user participation is important, content management professionals still have a role to play in areas like ensuring appropriate behavior, privacy, ownership, and moderating content. The rest of the document provides examples of how to encourage participation while still maintaining some guidelines and control through means like terms of service, community moderation, real-name identity systems, and limiting inappropriate behaviors.
The document discusses using digital technology like mobile apps and kiosks to enhance museum and cultural site experiences. It provides examples of projects using different technologies, including a mobile trails project in Wales to expand access to heritage sites. The document emphasizes understanding audience needs and motivations to design appropriate technology experiences. It also outlines the services offered by Frankly Green + Webb, including experience design, digital interpretation strategy, and content design.
Workshop presentation given at the BALEAP biennial conference (The Janus Moment in EAP: Revisiting the Past and Building the Future) in Nottingham on April 20, 2013 by Martin Barge, Alannah Fitzgerald and William Tweddle. http://baleap.org.uk/events/event-6/
Aceds 2011 E Discovery Conference Brochure Seth Row VoucherSeth Row
This document advertises an e-Discovery conference hosted by ACEDS to be held from March 23-25, 2011 in Hollywood, Florida. The conference will provide training from 24 experts on best practices in e-Discovery, opportunities for networking, and hands-on demonstrations. Attendees will learn about topics like social media, cloud computing, budgeting strategies, and computer forensics. The conference is aimed at legal professionals, corporations, government agencies, and technology professionals working in e-Discovery.
Knowing by developing through living labs - happy transformation and smart region by ENoLL VP Tuija Hirvikoski from Laurea University of Applied Sciences at the University of Western Cape in Cape Town, South Africa on May 16th, 2012.
Workshop organised by University of the Western Cape, SMIT-IBBT-Vrije Universiteit Brussel, European Network on Living Labs, Living Labs in Southern Africa, Western Cape e-Skills Knowledge Production Hub
The Constructive Alignment Theory proposes that teaching and learning will be more effective for Robert if the module outcomes are better aligned. This means clearly stating learning outcomes, ensuring exams assess those outcomes, and choosing teaching activities that help students develop the skills outlined in the outcomes. With constructive alignment, students will be encouraged to follow the teacher's intentions and learning outcomes because they will know what to expect for the exam.
Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
This document provides an overview of a presentation on delivering effective feedback. It discusses the importance of feedback in contributing to student learning. It outlines different types of feedback, such as formative versus summative and feedback versus feedforward. The presentation covers best practices for giving feedback, including timing, amount, mode, and content. Examples of effective feedback are presented. Strategies for engaging students with feedback from the Higher Education Academy are also discussed.
Constructive learning focuses on building knowledge through experience and active engagement rather than just receiving information passively. It emphasizes learning by doing through hands-on activities, group work, and reflection to internalize new ideas and help students better retain and apply what they learn. The goal is for students to take ownership of their education by participating in their own knowledge construction.
The document discusses using rubrics for grading in Canvas. It notes that rubrics can speed up grading, provide specific and consistent feedback, and reduce grade challenges. The author uses rubrics to grade cases, discussion boards, review questions, and presentations in various courses. Rubrics are created based on syllabus guidelines and include criteria and point distributions. When grading, points are totaled in Canvas and comments can be added. Students then see their scores and feedback in Canvas. The author hopes for further rubric functionality like downloading rubrics and results for assessment.
The document outlines the learning outcomes and assessment strategies for a Business Maths module, including 6 learning outcomes focused on problem solving, computational theories, mathematical applications, statistics, and business calculations. Formative assessment includes worksheets, mock budgets, and group work, while summative assessment is a written in-class test, with all assessment criterion referenced and aimed to provide feedback within 12 hours. The document also provides a critique of the module noting key issues like student readiness, feedback processes, mixed abilities, and using feedback to improve the module.
The document discusses innovative assessment in higher education. It defines innovative assessment as encompassing a wide range of techniques and methods, not just new inventions, with the common goal of improving student learning. Innovative assessment aims to produce deep learning, motivate and commit students, and develop transferable skills through assessment done with and by learners. Critics argue innovative assessment may be less rigorous or demanding for students, while proponents believe it can provide fairer assessment of a broader range of skills and more reliable evaluation of learning when using multiple methods.
The document discusses the concept of constructive alignment in curriculum and assessment design. Constructive alignment is an outcomes-based approach that aligns learning outcomes, teaching methods, and assessments. It is based on the idea that students construct their own learning through engaging activities. When implementing constructive alignment, learning outcomes should be expressed as verbs that describe the skills and activities students will perform. Teaching methods and assessments should then be designed to draw out these verbs and evaluate how well students can perform the desired activities. The document provides examples of how to implement constructive alignment in curriculum design.
The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
Assessment and Feedback - a summary lecture covering the 4 CELT Assessment seminars for the PGCE HE course at USW
All icons are from http://iconfinder.com
The document discusses different pedagogical approaches to teaching including case-based learning, inquiry-based learning, project-based learning, resource-based learning, and game-based learning. It instructs teachers to research one approach individually then discuss their findings with others studying the same approach. They are to compile their research into a concise reference document on the assigned wiki page describing each approach in one page or less. Teachers will then share their expertise with their original research groups to create a combined resource on all the approaches and provide feedback on each other's work.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
A technology trend presentation for activities professionals. Includes a brief introduction to Red Rover, a new piece of web software embodying the ideas presented in the session.
This document discusses the relationship between Enterprise 2.0 technologies and Knowledge Management (KM). It defines Enterprise 2.0 as systems that enable rapid collaboration, information sharing, and integration capabilities. KM 2.0 leverages these technologies to overcome issues with early KM efforts by lowering barriers to knowledge sharing and creating a culture of participation. By adopting new worker models and tools that facilitate tacit and explicit knowledge processes, Enterprise 2.0 serves as the solution to longstanding KM problems by engaging employees to share their knowledge.
This document discusses resources for creating innovative learning environments like the Philadelphia School of the Future. It emphasizes developing a culture of continuous learning and professional development for educators. Key aspects include establishing a shared vision, understanding customer needs, using processes like the 6i Development Process to guide efforts, and focusing on developing people through career planning tools and hiring the right talent. The School of the Future website and resources are highlighted as ways to learn from their approach to sustaining creativity in education.
Presented by Anil Rathi at USC Marshall Grief Center for Entrepreneurial Leadership on November 1, 2012 in Los Angeles, CA for Corporate Entrepreneurship & Innovation class
Digital Literacy & ICT in Education discusses the changing landscape of education with the rise of digital technologies. It covers topics like digital literacy, e-learning, key enabling technologies, and open source software for schools. The document emphasizes that effective technology integration requires digital literacy skills for both teachers and students. It also highlights the need for educators to adapt to changing student needs and the move towards more student-centric and collaborative learning models in the digital age.
Empowering The Educators India R & D 2009 Jan 2009subramanian K
The document discusses the need for a national educational grid and portal to deliver educational resources through channels like IGNOU. It emphasizes using technology to make learning a lifelong social and economic activity by addressing the diverse needs of learners through flexible infrastructure. A multi-pronged approach is proposed using connectivity, content generation and a virtual university hub to provide quality education for all. Challenges around the digital divide and teacher training are also addressed.
Tsp fab fuse-promoting sustainable developmentevoltas
Twinning Sustainable Production is a research projekt which wants to find partners which are interested to share their knowledge about renewable energy infrastructure and open production infrastructure like fablabs or sustainable village
The document discusses higher education, innovation, and industry perspectives. It notes that the ways of doing business and achieving success are changing. Universities can play roles in alternative growth pathways through education, adding to knowledge, problem solving capacity, and open conversations. Effective university-industry partnerships and capacity building are important for innovation but remain fragmented. Collaboration between government, universities, and industry is essential for innovation in the modern globalized economy.
1) The document describes SunSpace, a concept and architecture for building vibrant communities within organizations by focusing on people and promoting participation.
2) Key aspects of SunSpace include calculating "community equity" to promote participation, integrating with existing knowledge bases, and satisfying individual needs to promote sharing.
3) The SunSpace architecture includes services for communities, content sharing, search, and user profiles to bring people and information together.
Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
This document provides an overview of a presentation on delivering effective feedback. It discusses the importance of feedback in contributing to student learning. It outlines different types of feedback, such as formative versus summative and feedback versus feedforward. The presentation covers best practices for giving feedback, including timing, amount, mode, and content. Examples of effective feedback are presented. Strategies for engaging students with feedback from the Higher Education Academy are also discussed.
Constructive learning focuses on building knowledge through experience and active engagement rather than just receiving information passively. It emphasizes learning by doing through hands-on activities, group work, and reflection to internalize new ideas and help students better retain and apply what they learn. The goal is for students to take ownership of their education by participating in their own knowledge construction.
The document discusses using rubrics for grading in Canvas. It notes that rubrics can speed up grading, provide specific and consistent feedback, and reduce grade challenges. The author uses rubrics to grade cases, discussion boards, review questions, and presentations in various courses. Rubrics are created based on syllabus guidelines and include criteria and point distributions. When grading, points are totaled in Canvas and comments can be added. Students then see their scores and feedback in Canvas. The author hopes for further rubric functionality like downloading rubrics and results for assessment.
The document outlines the learning outcomes and assessment strategies for a Business Maths module, including 6 learning outcomes focused on problem solving, computational theories, mathematical applications, statistics, and business calculations. Formative assessment includes worksheets, mock budgets, and group work, while summative assessment is a written in-class test, with all assessment criterion referenced and aimed to provide feedback within 12 hours. The document also provides a critique of the module noting key issues like student readiness, feedback processes, mixed abilities, and using feedback to improve the module.
The document discusses innovative assessment in higher education. It defines innovative assessment as encompassing a wide range of techniques and methods, not just new inventions, with the common goal of improving student learning. Innovative assessment aims to produce deep learning, motivate and commit students, and develop transferable skills through assessment done with and by learners. Critics argue innovative assessment may be less rigorous or demanding for students, while proponents believe it can provide fairer assessment of a broader range of skills and more reliable evaluation of learning when using multiple methods.
The document discusses the concept of constructive alignment in curriculum and assessment design. Constructive alignment is an outcomes-based approach that aligns learning outcomes, teaching methods, and assessments. It is based on the idea that students construct their own learning through engaging activities. When implementing constructive alignment, learning outcomes should be expressed as verbs that describe the skills and activities students will perform. Teaching methods and assessments should then be designed to draw out these verbs and evaluate how well students can perform the desired activities. The document provides examples of how to implement constructive alignment in curriculum design.
The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
Assessment and Feedback - a summary lecture covering the 4 CELT Assessment seminars for the PGCE HE course at USW
All icons are from http://iconfinder.com
The document discusses different pedagogical approaches to teaching including case-based learning, inquiry-based learning, project-based learning, resource-based learning, and game-based learning. It instructs teachers to research one approach individually then discuss their findings with others studying the same approach. They are to compile their research into a concise reference document on the assigned wiki page describing each approach in one page or less. Teachers will then share their expertise with their original research groups to create a combined resource on all the approaches and provide feedback on each other's work.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
A technology trend presentation for activities professionals. Includes a brief introduction to Red Rover, a new piece of web software embodying the ideas presented in the session.
This document discusses the relationship between Enterprise 2.0 technologies and Knowledge Management (KM). It defines Enterprise 2.0 as systems that enable rapid collaboration, information sharing, and integration capabilities. KM 2.0 leverages these technologies to overcome issues with early KM efforts by lowering barriers to knowledge sharing and creating a culture of participation. By adopting new worker models and tools that facilitate tacit and explicit knowledge processes, Enterprise 2.0 serves as the solution to longstanding KM problems by engaging employees to share their knowledge.
This document discusses resources for creating innovative learning environments like the Philadelphia School of the Future. It emphasizes developing a culture of continuous learning and professional development for educators. Key aspects include establishing a shared vision, understanding customer needs, using processes like the 6i Development Process to guide efforts, and focusing on developing people through career planning tools and hiring the right talent. The School of the Future website and resources are highlighted as ways to learn from their approach to sustaining creativity in education.
Presented by Anil Rathi at USC Marshall Grief Center for Entrepreneurial Leadership on November 1, 2012 in Los Angeles, CA for Corporate Entrepreneurship & Innovation class
Digital Literacy & ICT in Education discusses the changing landscape of education with the rise of digital technologies. It covers topics like digital literacy, e-learning, key enabling technologies, and open source software for schools. The document emphasizes that effective technology integration requires digital literacy skills for both teachers and students. It also highlights the need for educators to adapt to changing student needs and the move towards more student-centric and collaborative learning models in the digital age.
Empowering The Educators India R & D 2009 Jan 2009subramanian K
The document discusses the need for a national educational grid and portal to deliver educational resources through channels like IGNOU. It emphasizes using technology to make learning a lifelong social and economic activity by addressing the diverse needs of learners through flexible infrastructure. A multi-pronged approach is proposed using connectivity, content generation and a virtual university hub to provide quality education for all. Challenges around the digital divide and teacher training are also addressed.
Tsp fab fuse-promoting sustainable developmentevoltas
Twinning Sustainable Production is a research projekt which wants to find partners which are interested to share their knowledge about renewable energy infrastructure and open production infrastructure like fablabs or sustainable village
The document discusses higher education, innovation, and industry perspectives. It notes that the ways of doing business and achieving success are changing. Universities can play roles in alternative growth pathways through education, adding to knowledge, problem solving capacity, and open conversations. Effective university-industry partnerships and capacity building are important for innovation but remain fragmented. Collaboration between government, universities, and industry is essential for innovation in the modern globalized economy.
1) The document describes SunSpace, a concept and architecture for building vibrant communities within organizations by focusing on people and promoting participation.
2) Key aspects of SunSpace include calculating "community equity" to promote participation, integrating with existing knowledge bases, and satisfying individual needs to promote sharing.
3) The SunSpace architecture includes services for communities, content sharing, search, and user profiles to bring people and information together.
Shiksha rude-prenuered is a rural development organization that collaborates with village panchayats to develop "Sanskriti". The organization aims to promote technology and computer skills among rural folk to prevent their replacement by machines. It provides multi-faceted skills and vocational training to all ages regardless of background through educated unemployed youth, graduates, and ex-officials as faculty. The organization plans to educate rural youth, increase employability within villages, equip villages with power and technology, and adopt one village at a time through this process.
A presentation from Dr Moira Helm and Su Westerman of Canterbury Christchurch University on the challenges of managing a library newbuild project and the new challenges this presents for staff in meeting the needs of the net generation
Seduction Of The Swarm: Understanding patterns of online participationKevin Lim
I was invited to give an online guest lecture on emerging web technology. I chose to build on the collective intelligence series I've been working on, so I'll be presenting this LIVE via Google Docs and Skype. This invitation came from an Information Systems instructor at the Robert H. Smith School of Business, University of Maryland College Park.
See full blog post about this presentation at http://theory.isthereason.com/?p=1982
This document discusses promoting a knowledge-sharing culture at Vodafone Group. It describes Vodafone as a global telecommunications company with operations in over 60 countries. The document states that Vodafone has a unique opportunity to leverage its global footprint to make knowledge a key competitive advantage. It discusses challenges to knowledge sharing from both the supply and demand side of an internal knowledge market. It also provides examples of levers that can be used to promote knowledge sharing, such as incentives, collaboration, relationship building, and user-friendly tools. Finally, it outlines benefits of using web 2.0 tools to increase knowledge codification, searchability, and connections between employees to drive collaboration.
CompCamp is a technology education program for youth ages 8-15 that provides hands-on learning in areas like game development, social media, hardware, and web design. It was started in 2012 through a weekend startup event and uses volunteer mentors and affordable resources. The founders developed curriculum with local colleges and universities and ensure counselors are well-trained. CompCamp aims to fill a gap in tech education for youth and teach entrepreneurship skills while providing a fun learning environment. It relies on community partnerships, student funding, and revenue from programs, sponsorships, and grants.
Microsoft Power Point Lg Pro Presentation (Slideshare)Ann_Quach
Ann Quach from SAI Global gave a presentation on eLearning trends and next generation learning. She discussed how Web 2.0 has driven participation, openness and collaboration through tools like blogs, wikis and social networking. True blended learning integrates eLearning, online training, mentoring and experts. Emerging trends include small learning objects delivered on different devices, virtual worlds, social networking communities, and targeted content portals. Government eLearning is seeing increases in online mentoring, classroom instruction and simulations. SAI Global provides custom eLearning solutions covering topics like compliance, ethics, and security.
Goncol CoEs Service Presentation Short ENTabea Hirzel
The Göncöl Foundation is a non-profit environmental foundation in Hungary established in 1985 that works to preserve nature, human, and social values. It has over 15 years of experience in education, communication, and conservation projects. The foundation provides services such as competency development training, field research, and organizing conferences to support sustainable development. It partners with other organizations and the private sector to address environmental issues and support biodiversity conservation.
Thunderbird is a global business school that provides executive education programs to 80,000 professionals from emerging markets annually. It ranks #1 for international programs, #2 for open enrollment programs, and #9 overall for executive education. Thunderbird offers customized and certificate programs both in-classroom and online across 16 degree programs. It aims to educate global leaders who create sustainable prosperity worldwide through its global network, diverse learning methods, and customer-centric engagement model.
Integral Institute Community Presentationevansridge
This document discusses the goals and strategy of Integral Institute. It aims to take complex integral theory and turn it into practical tools for a worldwide community. It seeks to build an organization with excellent content and a strong community. The document outlines Integral Institute's vision of an integral world and discusses strategies around focusing efforts, executing well, and creating member value through various programs, tools, and community building.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Constructive Learning
1. Innovative Learning
and Community that Learn
Pisuth Paiboonrat
Office of Human Resource Development (OHRD))
National Science and Technology Development Agency(NSTDA)
Pathumthani, Thailand
2. Innovative Learning and Community that Learn
About Us
Office of Human Resource Development
National Science and Technology Development
Ministry of Science and Technology
Science Park, Thailand
3. Innovative Learning and Community that Learn
Education sector
Private sector
OHRD Customers
Society
Government sector
4. Innovative Learning and Community that Learn
Well livelihood &
Sustainability
Wisdom & network of learning
•
Morality • network of local wisdom
• network of facilitators
Constructive
young
Learning •
Data researchers
Information & • learning village
youth environmental friendly rice
Technology • •
• adult for local consumption & niche
• community’s markets
local contents • model of
Factors •
partners community’s water • preservation and utilization of
water resources
management
• transform of local medicine to
Community micro water • model of local rice
•
global products
management production
• bio-technology • digital pubsa
water shortage
•
• agriculture
• low income
critical mass of utilizing
• livelihood
• low ag.
•
technology packages
• culture
Problem & Production
Area Based • loss culture
technology
• debts
•
packages
• inappropriate
education appropriated
•
technology
selected
•
technology
OHRD Milestone
• global
Knowledge &
knowledge
Technology
6. Innovative Learning and Community that Learn
(Constructionism)
“Better learning will not come from finding
better ways for the teacher to instruct, but
from
giving the learner better opportunities to
construct.”
(Prof. Seymour Papert, 1996)
12. Innovative Learning and Community that Learn
Shared Vision
The Fifth Disciplines-Peter Senke
13. Team Learning Innovative Learning and Community that Learn
The Fifth Disciplines-Peter Senke
14. System Thinking Innovative Learning and Community that Learn
Information and Learning Knowledge and Morality
Circle of Life Long Learning
Sustainability Wisdom and Innovation
Village that Learn
Endogenous growth
Show & sharing
Reflection
Ownership
Management and facilitate
The Fifth Disciplines-Peter Senke
20. Innovative Learning and Community that Learn
Community Library
Natural Resources Agriculture
(Local contents)
Community
Micro finance New Entrepreneurs
school-home-monastery
Micro Water Traditional Biodiversity
Management and Culture
22. Innovative Learning and Community that Learn
ICT/ICM
Global
Knowledge
Problem
Oriented
Sustainability
Selected
Build on
ICT
Existing
Network &
Partnership Constructive
Learning
Reflection
Capacity
Empowerment Building
Appropriated
Technology
32. Innovative Learning and Community that Learn
? ?
Community Library
Natural Resources Agriculture
(Local contents)
Community
Micro finance New Entrepreneurs
school-home-monastery
Micro Water Traditional Biodiversity
Management and Culture
41. Innovative Learning and Community that Learn
“Better learning will not come from finding
better ways for the teacher to instruct, but from
giving the learner better opportunities to construct.”
(Prof. Seymour Papert, 1996)
50. Innovative Learning and Community that Learn
Step-7: Constructive Learning
Learning network between children-home-teachers
-community
Problem based on area based
Shared learning methodology
Learning how to learn
Innovative thinking
53. Innovative Learning and Community that Learn
ICT/ICM
Global
Knowledge
Problem
Oriented
Sustainability
Selected
Build on
ICT
Existing
Network &
Partnership Constructive
Learning
Reflection
Capacity
Empowerment Building
Appropriated
Technology
63. Innovative Learning and Community that Learn
Blending between local wisdom
and global knowledge
Circle of learning: tacit to
explicit/explicit to tacit
68. Innovative Learning and Community that Learn
Innovative Technology in Village
One Lap Top per Child (OLPC)
New learning tool
Social network on-line in local community
Community 2.0 initiative
69. Innovative Learning and Community that Learn
Step-10:
New mindset
Innovative thinking
Constructive learning
Synergy manpower and resources
Open network
Learning society