Values, not money
Sharing instead of competing
Learning takes place in practice
The society is the place where we live:
Participating
Cooperating
Students work in the outside world
Lisbeth Kodal's slides from eTwinning presentation "INTERNATIONALISATION - WHY eTwinning?" at at the Multilateral workshop in Esbjerg, Denmark. 11-13 April 2012.
Dokk1 and the preparation for the design process going into design thinking and co-creation.
A presentation for Japanese visitors from Tokyo starting up a new design and creativity center in Japan.
Lisbeth Kodal's slides from eTwinning presentation "INTERNATIONALISATION - WHY eTwinning?" at at the Multilateral workshop in Esbjerg, Denmark. 11-13 April 2012.
Dokk1 and the preparation for the design process going into design thinking and co-creation.
A presentation for Japanese visitors from Tokyo starting up a new design and creativity center in Japan.
Mieke Luyts en Elien Martens - KEI-JONG vzw
In deze sessie krijg je een bondige uiteenzetting over de publicatie 'Internetjes'. Mieke Luyts en Elien Martens staan bovendien stil bij hoe we jongeren met een licht verstandelijke beperking kunnen versterken op mediawijs vlak.
Teens and learners have changed a lot recently. They're using powerful gadgets of great potential but schools are still glued to pen and paper activities. Why don't we get closer to teens with web 2.0 activities that can engage and motivate them? Discover interesting and motivating tools in this presentation.
http://www.abelsteachertrainingpage.blogspot.com
The #svegliamuseo project and the concept of a network of digital communicati...#svegliamuseo
On the occasion of the International Conference of Information Technologies for Epigraphy and Digital Cultural Heritage in the Ancient World (EAGLE 2014 , September, 29 – October 1st ), #svegliamuseo took part to the session ‘Who cares? Users, epigraphy and the social web’ and presented the work done for the creation of a strong community rotating around the topic of digital communication and involving as many museum professionals as possible.
MW2010: H. Wechsler: Museums, Libraries, and 21st Century Skills, an IMLS Reportmuseums and the web
A presentation from Museums and the Web 2010.
This session will introduce and discuss a recent IMLS report, "Museums, Libraries, and 21st Century Skills,". This report includes a self-assessment tool that enables museums and libraries to position themselves on a 21st century skills/community engagement continuum. Of course, the use of digital technologies and media play a big role in the report and the recommendations. IMLS took this on because the current 21st century skills national/international conversations tend to focus on the workforce, higher education, or K-12. The potential of museums and libraries to contribute to proficiency in many of these skills - in the out-of-school environment and in partnership with formal education or business-has been absent from these conversations.
We had a distinguished task force of museum and library leaders who helped guide our work, and we vetted various drafts with different museum and library groups. We see the project as a beginning - and will be offering grants in all of our programs that enable museums and libraries to explore their roles as 21st century learning institutions.
Report available from: http://www.imls.gov/pdf/21stCenturySkills.pdf
Briefing: 21st Century Skills: An IMLS Report [organizations]
see http://www.archimuse.com/mw2010/abstracts/prg_335002358.html
Presentation by Katarzyna Dumanska, Salesian Missionary Voluntary Service Youth for the World at TRIALOGs central training in Brno (Czech Republic) on February 19 and 20, 2008.
City Treasure: Mobile Games for Learning Cultural Heritagmuseums and the web
A Presentation from Museums and the Web 2009.
Alessandro Inversini, University of Lugano, Switzerland
Alessandra di Maria, Switzerland
Luca Botturi, Università della Svizzera italiana (USI), Switzerland
http://www.etreasure.ch
This paper presents the design, development and evaluation of eTreasure, an application which exploits mobile technologies for the development of engaging outdoor learning experiences in the cultural heritage domain for primary and secondary school classes.
eTreasure has been developed and tested in Lugano, a small city in the South of Switzerland. The city blends Italian culture and Swiss hospitality, and enjoys a rich cultural heritage, from Renaissance frescoes to modern architecture by Mario Botta. Lugano is a common destination of primary and secondary school trips from all over the region; we asked ourselves how such school trip could be made engaging and memorable for children, rather than simply some hours out of the classroom?
Capitalizing on the results of an eTourism project, and in collaboration with the city school district, we developed a SMS-based treasure hunt for school classes from grades 8-12. The challenge was using mobile technologies for blending curriculum-relevant content into an engaging activity fostering observation, learning and retention in a powerful informal learning experience. The learning goals were: (a) fostering the observation of details in cultural heritage and stimulating meaningful learning; (b) enhancing team-work attitudes and skills; and (c) making the learning of history, geography and fine arts fun and worth remembering in connection with cultural heritage locations.
The development of the game was the result of a team activity with primary and secondary school teachers, content experts, game designers and technologists. The playing and learning experience blends technology-supported and non-technological activities in preparation, on-site and follow-up activities. From a technological point of view, the system exploits both mobile and web technologies for a seamless experience. Small groups of children follow the hints they receive via SMS, identify hotspots on their map, and run for it. It can be a church, a monument, a square, which they will have to explore in detail in order to answer questions and earn points.
During May and June 2008, four primary school classes for a total of over 100 children, played the treasure hunt with great success. The evaluation followed a method based on direct observation, data collection through surveys involving students, teacher and families, and interviews with teachers. While the learning results met the expectations, the engagement of children was more than expected, making the school trip a memorable adventure and a topic for discussion at home. The fun of the experience came from the competition that develops among the groups of 4-6 students and, of course, form the use of mobile technologies, which have deep penetration in that age group and are usually forbidden at school. Fun turned into motivation to play the game and observe and learn in order to win – the energy was managed through the design of the experience, and fostered learning.
The paper presents the idea and design of the game, its technological development process, the results of the evaluation, and the future challenges for the game, including the ability for teachers to develop their own treasure hunt paths through the city.
Session: Learning From Games [design]
Mieke Luyts en Elien Martens - KEI-JONG vzw
In deze sessie krijg je een bondige uiteenzetting over de publicatie 'Internetjes'. Mieke Luyts en Elien Martens staan bovendien stil bij hoe we jongeren met een licht verstandelijke beperking kunnen versterken op mediawijs vlak.
Teens and learners have changed a lot recently. They're using powerful gadgets of great potential but schools are still glued to pen and paper activities. Why don't we get closer to teens with web 2.0 activities that can engage and motivate them? Discover interesting and motivating tools in this presentation.
http://www.abelsteachertrainingpage.blogspot.com
The #svegliamuseo project and the concept of a network of digital communicati...#svegliamuseo
On the occasion of the International Conference of Information Technologies for Epigraphy and Digital Cultural Heritage in the Ancient World (EAGLE 2014 , September, 29 – October 1st ), #svegliamuseo took part to the session ‘Who cares? Users, epigraphy and the social web’ and presented the work done for the creation of a strong community rotating around the topic of digital communication and involving as many museum professionals as possible.
MW2010: H. Wechsler: Museums, Libraries, and 21st Century Skills, an IMLS Reportmuseums and the web
A presentation from Museums and the Web 2010.
This session will introduce and discuss a recent IMLS report, "Museums, Libraries, and 21st Century Skills,". This report includes a self-assessment tool that enables museums and libraries to position themselves on a 21st century skills/community engagement continuum. Of course, the use of digital technologies and media play a big role in the report and the recommendations. IMLS took this on because the current 21st century skills national/international conversations tend to focus on the workforce, higher education, or K-12. The potential of museums and libraries to contribute to proficiency in many of these skills - in the out-of-school environment and in partnership with formal education or business-has been absent from these conversations.
We had a distinguished task force of museum and library leaders who helped guide our work, and we vetted various drafts with different museum and library groups. We see the project as a beginning - and will be offering grants in all of our programs that enable museums and libraries to explore their roles as 21st century learning institutions.
Report available from: http://www.imls.gov/pdf/21stCenturySkills.pdf
Briefing: 21st Century Skills: An IMLS Report [organizations]
see http://www.archimuse.com/mw2010/abstracts/prg_335002358.html
Presentation by Katarzyna Dumanska, Salesian Missionary Voluntary Service Youth for the World at TRIALOGs central training in Brno (Czech Republic) on February 19 and 20, 2008.
City Treasure: Mobile Games for Learning Cultural Heritagmuseums and the web
A Presentation from Museums and the Web 2009.
Alessandro Inversini, University of Lugano, Switzerland
Alessandra di Maria, Switzerland
Luca Botturi, Università della Svizzera italiana (USI), Switzerland
http://www.etreasure.ch
This paper presents the design, development and evaluation of eTreasure, an application which exploits mobile technologies for the development of engaging outdoor learning experiences in the cultural heritage domain for primary and secondary school classes.
eTreasure has been developed and tested in Lugano, a small city in the South of Switzerland. The city blends Italian culture and Swiss hospitality, and enjoys a rich cultural heritage, from Renaissance frescoes to modern architecture by Mario Botta. Lugano is a common destination of primary and secondary school trips from all over the region; we asked ourselves how such school trip could be made engaging and memorable for children, rather than simply some hours out of the classroom?
Capitalizing on the results of an eTourism project, and in collaboration with the city school district, we developed a SMS-based treasure hunt for school classes from grades 8-12. The challenge was using mobile technologies for blending curriculum-relevant content into an engaging activity fostering observation, learning and retention in a powerful informal learning experience. The learning goals were: (a) fostering the observation of details in cultural heritage and stimulating meaningful learning; (b) enhancing team-work attitudes and skills; and (c) making the learning of history, geography and fine arts fun and worth remembering in connection with cultural heritage locations.
The development of the game was the result of a team activity with primary and secondary school teachers, content experts, game designers and technologists. The playing and learning experience blends technology-supported and non-technological activities in preparation, on-site and follow-up activities. From a technological point of view, the system exploits both mobile and web technologies for a seamless experience. Small groups of children follow the hints they receive via SMS, identify hotspots on their map, and run for it. It can be a church, a monument, a square, which they will have to explore in detail in order to answer questions and earn points.
During May and June 2008, four primary school classes for a total of over 100 children, played the treasure hunt with great success. The evaluation followed a method based on direct observation, data collection through surveys involving students, teacher and families, and interviews with teachers. While the learning results met the expectations, the engagement of children was more than expected, making the school trip a memorable adventure and a topic for discussion at home. The fun of the experience came from the competition that develops among the groups of 4-6 students and, of course, form the use of mobile technologies, which have deep penetration in that age group and are usually forbidden at school. Fun turned into motivation to play the game and observe and learn in order to win – the energy was managed through the design of the experience, and fostered learning.
The paper presents the idea and design of the game, its technological development process, the results of the evaluation, and the future challenges for the game, including the ability for teachers to develop their own treasure hunt paths through the city.
Session: Learning From Games [design]
3. Erasmus+ week Final Ceremony _ Rome_6.10.2017 mariella
This is the presentation related to the final ceremony of the Erasmus+ week - from Oct. 1 to Oct. 7 2017 - organized by Liceo N. Machiavelli, Rome for the project "Making school a home for each student: unity in diversity". 51 delegates (10 teachers + 41 students) from Belgium, Germany,Luxembourg, Spain, Sweden.
Institutional part 3
Esitys Hanasaaressa Kati Nurmen kanssa 31.10.2019 Living heritage in the nordic countries
International conference on the role of communities and the possibility for the sustainable societies
Education Connected with Art Photography - Prague City Gallery, House of Phot...LucieHakovcov
Education Connected with Art Photography - Prague City Gallery, House of Photography
...presentation for meeting of educators from museums and galleries from many European countries in Finnish Museum of Photography, Helsinki, Finland... (October+November 2023)
At this online web conference, the Europeana Aggregators’ Forum will open their virtual doors to cultural heritage professionals and anyone with an interest in high quality, open cultural heritage content.
Lighting the cauldron - Young people and cultural organisationsArts Council England
Presentation slides from our 'Lighting the cauldron - Young people and cultural organisations' conference at the Museum of London, Thursday 25 October 2012.
As part of the Cultural Olympiad, Arts Council England's Stories of the World programme transformed the opportunities open to young participants and challenged museums to make lasting change to how they operate by embedding young people at the heart of their decision-making.
The conference brought together project partners, key thinkers and influencers from across the cultural sector to explore what has changed and how to take forward youth engagement and co-production. The conference explored what museums can learn from Stories of the world and how this learning can be applied to the wider cultural sector.
Collaboration and co-creation - key issues for public library development. R...MaynoothUniversityLibrary1
Collaboration and co-creation - key issues for public library development. Reflections from a Swedish perspective
Inger Edebro Sikström, Director (Retired) of the public libraries in the city of Umeå, Sweden
presented at the Maynooth University Library and
IFLA Library Buildings and Equipment Section Seminar:
"Key issues for library space: international perspectives"
March 3, 2016
Maynooth University Library, Maynooth, Co Kildare, Ireland
https://www.maynoothuniversity.ie/library/events/key-issues-library-space-international-perspectives-maynooth-university-and-ifla-library-buildings
arts-ED is a non-profit organization (NPO) based in Penang, Malaysia which specializes in innovative community-based arts and culture education for young people and adult communities. Our work is focused on empowering communities to develop awareness of their cultural assets through mapping, documentation, promotion and celebration of culture.
Our vision is to help sustain local culture and diversity through creative hands-on approaches to education that emphasize the relationship between arts, culture and life.
arts-ED projects are run in community settings and are organized around the theme of ‘arts, culture and heritage’. The theme helps participants connect with their own environment, cultural assets and community and encourages learning around real issues, values and meaning.
We work in collaboration with institutions, arts educators, artists, and community activists to promote culture education at a local and regional level. Our innovative approach has been emulated by other non-profit organizations within Malaysia as well as in Vietnam, Thailand and Indonesia.
Similar to 201409 TAMK Art, Music and Media 7th International Week International Networking (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. Minerva Academy of Pop Culture
• Hanze University of Applied Sciences (situated
in Groningen)
• Minerva Art Academy (situated in Groningen)
• Academy of Pop Culture 250 students
(situated in Leeuwarden)
3. The Academy of Pop Culture
• Two bachelor degrees: Music & Design
• One program/no curriculum
• In 2014 one bachelor: bachelor of Popular Culture
• Based on personal, professional and artistic
development
• Practice based
• Everybody is different and has different things to learn
• Always in the context of your environment and society
• Share and play
4. Technology is Changing
• Fast technological development
• Internet
• Knowledge based development
• Innovation and complex matters
(environment, food problem, energy, …)
• More knowledge than we ever can learn
• The consumer as producer
5. Art is Changing
• How can arts contribute to society and
business in a social economic way?
• Artists are not supposed to act in de side line
• Intercultural thinking and acting
6. Education is Changing
• Interdisciplinarity as new standard for solving
problems
• Student centered education
• Prepared to solve problems of tomorrow
• Entrepreneurship
• Internationalisation
7. • We believe in the capacities and capabilities of
people
8.
9. Basics for our actions
• On the corners of the triangle you will find the charactaristics
of of our Academy. In the middle the underlying values
Sustainable
Innovation
Connection
Trust
Dialogue
Authenticity
Grass roots
Social
economic
Regional/International
(glocal)
10. Networking, Education &
Entrepreneurship
• Values, not money
• Sharing instead of competing
• Learning takes place in practice
• The society is the place where we live:
– Participating
– Cooperating
Students work in the outside world
11. The Academy of Pop Culture
• No Curriculum, no marks, just competences
• Ambitions of the students as starting point
• No difference between digital and analog
media
• Learning and producing community
12. Share
• Students learn from each other, sharing and
playing, informal and formal networking
• Looking for ‘free’ education: lectures,
conferences etcetera.
• Just In Time Education…
• https://www.facebook.com/groups/13807898
3238/?ref=ts&fref=ts
13. The Academy of Pop Culture
• Subjective Atlas of Hungary
http://www.annelysdevet.nl/
• Wild Street Parade Amsterdam, collectives of people, government and
initiated by students
http://www.youtube.com/watch?v=ubpinjdv7xM
Incubate, a festival of independent culture, developed and executed by the
participants (conditional design, social design
http://www.incubate.org/2012/participate/intro
• Erasmus IP Island CQ
https://www.facebook.com/photo.php?fbid=435620293136409&set=pb.155
834217781686.-2207520000.1353578986&type=3&theater
http://islandcq.nl
• Into The Great Wide Open
http://intothegreatwideopen.nl
14. The Academy of Pop Culture
• Florian Wolff: sustainable artist
http://florianwolff.com/blog/new-year-new-shows/
http://www.entertainandsustain.nl/
• Wild Street Parade Amsterdam
http://www.youtube.com/watch?v=Ffe-8uWiJZU
• Thomas Azier went to work in Berlin
http://www.youtube.com/watch?v=edf9Yvz-b5U&feature=related
• Jair Wassink started a concepting and communication business with people with the syndrom of
Down
• http://www.jongenbelegen.com/ikdenkhetverschil/
• Henri Kuipers went to Eritrea helping a music School
http://avp4eritrea.wordpress.com/
15. Not just a festival
• Into The Great Wide Open
• IntoThe Great Wide Open: a festival of Music, Arts and
Community, based on the island Vlieland
• Students work in production, as artist, volunteer,
developing community activities, workshops, art
programs
• Not based on cooperation contracts, but on the
initiative of the students themselves
• Sustainable, focused on their future and the future of
the community on that Island
• https://www.youtube.com/watch?v=MIJKiWoFDjQ
16. What do we need?
• Be present in society
• Independent and open
• Always sharing and willing to cooperate
• Local and international
• But be clear in your values
• Education is fun
• Research as skill for exploring knowledge
17. IslandCQ- http://islandcq.nl
• We build our international network bottom up
• IslandCQ: students, artists, lecturers and researchers that
research urgent questions of nowadays society. In an
isolated situation, but always connected to the surrounding
environment
18. The start and history
• Cooperation with local government of
Ameland (NL)
• The question: profile Ameland as a modern,
innovative, artistic island
• The solution: The Island Festival, festival of
creating awareness about sustainability and
energy
19. ICQ 10
• Island "Creative Quarantine" is an intensive,
location based, interactive workshop week for
students, teachers, scientists and artists.
IslandCQ is traveling through the participating
countries of Latvia, Hungary, Finland and the
Netherlands. Workshops on art, music, media,
technology, and sustainable development are
at the heart of the creative laboratory.
21. ICQ12
• Irbene, Ventspils Latvia
• The theme “Power & Control”
• A research about the influence of media and
internet on our daily life and on our privacy
• http://vimeo.com/41918369#at=0
• This impressive realm of wild nature and history
was our primary research location during the
exchange week.
• The results...
22. The development of the concept
• From a festival about sustainability and self
supporting into an event that researches
social and political sustainabilty
25. International
• A powerful and sustainable network in the
Netherlands, Finland, Latvia, Hungary, Spain,
…
• Students built their own network and work in
NY, Berlin, London, IJsland, …
• Sharing your network: students, academy,
society
• You cannot build communities…