Ini adalah materi dari sesi ketiga Three-S Netwrok Series dengan mengangkat tema The Shift in Education: The Role of Entrepreneurship Education” yang dibawakan oleh Heru Wijayanto.
#4 Three-S Network Series: The role of university on creating the greater goo...Sociopreneur Indonesia
Ini adalah materi dari sesi ke-empat Three-S Netwrok Series dengan mengangkat tema The Shift in Education: The Role of Entrepreneurship Education” yang dibawakan oleh Heru Wijayanto.
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Digital learning, which uses technology to enhance education, is becoming increasingly important as the world advances more rapidly than improvements in schools. While schools still provide quality education, they are not fully preparing students for success in a global economy that relies heavily on technology. It is vital that schools embrace digital learning and technology to adapt to this changing world in order to remain competitive and to give students opportunities to thrive. Doing so may be disruptive but finding a middle ground that incorporates the best of digital and in-person learning can help schools flourish. It is important to make changes now to utilize data and technology to improve education.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
The document discusses trends in the K-12 education system. It notes that technology has advanced rapidly, changing how students learn and how teachers teach. Some key trends highlighted include the use of internet and social media as teaching tools to engage students, improving educational facilities which has led to better test scores and behavior, and giving students more opportunities to provide feedback to teachers and have a role in developing classroom rules. Overall, the trends show the education system adapting to remain relevant by incorporating new technologies and becoming more student-centered.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
This document discusses how schools must change to prepare students for the future. It notes that the world is changing rapidly in areas like technology, jobs, and skills needed. Schools need to focus on developing skills like problem solving, critical thinking, and digital literacy to help students cope with constant change. The future may include new jobs like robot counselors and teachers need to understand shifting student expectations around personalized learning and being connected through technology. Schools are challenged to promote student agency, connectedness, and apply learning in real-world contexts to prepare them for an unknown future.
The document appears to be a collection of quotes from various sources spanning 1815 to 1950 commenting on the integration of new technologies in education. The quotes show that with each new technology introduced, such as slate, ink, pencils, ballpoint pens, there was concern that it would negatively impact student learning and values like self-reliance. However, new technologies became widely adopted over time. The collection suggests this pattern will likely continue with today's digital technologies.
#4 Three-S Network Series: The role of university on creating the greater goo...Sociopreneur Indonesia
Ini adalah materi dari sesi ke-empat Three-S Netwrok Series dengan mengangkat tema The Shift in Education: The Role of Entrepreneurship Education” yang dibawakan oleh Heru Wijayanto.
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Digital learning, which uses technology to enhance education, is becoming increasingly important as the world advances more rapidly than improvements in schools. While schools still provide quality education, they are not fully preparing students for success in a global economy that relies heavily on technology. It is vital that schools embrace digital learning and technology to adapt to this changing world in order to remain competitive and to give students opportunities to thrive. Doing so may be disruptive but finding a middle ground that incorporates the best of digital and in-person learning can help schools flourish. It is important to make changes now to utilize data and technology to improve education.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
The document discusses trends in the K-12 education system. It notes that technology has advanced rapidly, changing how students learn and how teachers teach. Some key trends highlighted include the use of internet and social media as teaching tools to engage students, improving educational facilities which has led to better test scores and behavior, and giving students more opportunities to provide feedback to teachers and have a role in developing classroom rules. Overall, the trends show the education system adapting to remain relevant by incorporating new technologies and becoming more student-centered.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
This document discusses how schools must change to prepare students for the future. It notes that the world is changing rapidly in areas like technology, jobs, and skills needed. Schools need to focus on developing skills like problem solving, critical thinking, and digital literacy to help students cope with constant change. The future may include new jobs like robot counselors and teachers need to understand shifting student expectations around personalized learning and being connected through technology. Schools are challenged to promote student agency, connectedness, and apply learning in real-world contexts to prepare them for an unknown future.
The document appears to be a collection of quotes from various sources spanning 1815 to 1950 commenting on the integration of new technologies in education. The quotes show that with each new technology introduced, such as slate, ink, pencils, ballpoint pens, there was concern that it would negatively impact student learning and values like self-reliance. However, new technologies became widely adopted over time. The collection suggests this pattern will likely continue with today's digital technologies.
This document summarizes an online workshop about building future-focused schools. The workshop aims to help participants identify principles for building future-focused schools, realize a future-focused approach through aligning school strategies and practices, and lead their school community to provide relevant, future-focused learning. During the workshop, participants discuss topics like the skills students will need for their future lives and careers, challenges facing education, and how to make schools more focused on preparing students for an uncertain future.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
This document discusses the skills and competencies needed for 21st century students. It emphasizes the importance of mastery in core subjects like math, science, and languages as well as integrating 21st century themes such as global awareness, financial literacy, and civic literacy. It also stresses the needs for learning and innovation skills like creativity, problem solving, communication and collaboration. Students must also be able to demonstrate information, media, and technology skills as well as life and career skills including flexibility, self-direction, social skills, productivity, leadership and responsibility to succeed in today's globally competitive environment.
Social media can be used for pedagogical innovation by facilitating the sharing of ideas and building virtual networks. Pedagogical innovation involves both incremental changes and radical adaptations to meet students' needs and prepare them for an evolving world. Key steps in innovative process design include considering what is desirable, possible, viable, beneficial, and sustainable for students, employers, the education market, and environment. Teachers must also develop innovative thinking skills and model flexibility to meet the challenges of schooling in the new millennium.
The conference brought together over 150 school leaders to discuss best practices for 21st century education and the effective use of educational technology. Key topics included the inevitable role of technology in education, leadership practices for the 21st century, and how to embed 21st century skills in learning. There were sessions on using technology to revolutionize and personalize education, as well as a panel discussion on establishing technology in schools and its benefits for project-based learning and collaboration. The event aimed to create opportunities for the education community to connect and support the development of 21st century education.
This document discusses skills and approaches needed for 21st century learning. It identifies foundational literacies like literacy, numeracy, and ICT literacy. Important competencies are critical thinking, creativity, communication, and collaboration. Desirable character qualities for students include curiosity, initiative, persistence, and adaptability. The document provides recommendations for developing these skills in students, such as encouraging play-based learning, fostering nurturing relationships, and allowing time to focus. It also discusses outdated approaches that are obsolete for 21st century schools.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The new panchasheel.note for sndt b.ed studentmubashshera
The document outlines Dr. R.A Mashelkar's vision for India in the new millennium, which he calls the "New Panchasheel". It consists of five key areas of focus: 1) Child-centered education, 2) Women-centered society, 3) Human-centered development, 4) Knowledge-centered society, and 5) Innovation-centered India. The document discusses the current issues and challenges within each of these areas and provides suggestions for how to improve and make progress. The overall message is that by focusing on these five fundamentals and setting them right, India can achieve great success in the 21st century.
What’s so important about blended instructionJoanne Hopper
1) Blended instruction combines traditional in-person classroom learning with online digital tools and resources to engage students and prepare them for the 21st century.
2) Experts argue that blended learning is needed to develop students' critical thinking, problem solving, communication and collaboration skills for a globally connected world.
3) The role of teachers is changing in blended models to focus more on facilitating student-centered learning rather than only lecturing. Teachers must be willing to embrace new technologies and ways of teaching.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
This document discusses digital leadership in education. It defines digital leadership as the mindset, behaviors, and skills needed to enhance a school's culture with technology. Effective technology integration requires support from principals' digital leadership. The document discusses how digital leadership amongst school principals is crucial to increase teachers' technology literacy and integration of technology in the classroom. It also questions how digital leadership is being demonstrated at the school and discusses ways to manage and monitor digital leadership activities.
Moonshots in Education - Dr. Taddy BlecherSUCanadaSummit
Taddy Blecher believes it's not just time to change our education system, but it's time to change education by creating a new system that capitalizes on technology and capability.
The document discusses the Atal Innovation Mission (AIM) which promotes innovation and entrepreneurship across India. AIM has established over 5,000 Atal Tinkering Labs (ATLs) in schools to promote skills like design thinking, coding, and problem solving. It also discusses various AIM programs like Atal Incubation Centers, Atal New India Challenges, and the Mentor of Change program which provides mentoring to ATL students. The goal is to nurture skills and create innovators to solve local problems through initiatives that foster creativity, collaboration, and hands-on learning.
International Rural Network Forum - John Guenther and Melodie BatNinti_One
Presentation by John Guenther and Melodie Bat from CRC-REP project Remote Education Systems 'Towards a good education in remote Australia: Is it just a case of moving the desks around?' at the IRN Forum held in Whyalla, South Australia, 24-28 September 2012.
21st century skills include creativity, innovation, collaboration, problem-solving and critical thinking. These skills are part of a framework that also includes communication and systems thinking. Ohio has committed to integrating 21st century skills into education by providing professional development for educators, updating standards, and developing assessments of these skills to prepare students for future success.
This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
Future focused education - what does it look like?Derek Wenmoth
This document discusses future-focused education and what it may look like. It explores how the digital learner has changed expectations and how education needs to adapt. Key points discussed include declining school-age populations but opportunities to better prepare students for 21st century skills and jobs. Technologies are changing how and where learning occurs, with more flexible and personalized approaches needed.
From 20th Century Instruction to 21st Century LearningPat Sine
This document discusses the transition from 20th century instruction to 21st century learning. It outlines the skills needed for the 21st century like core subjects, interdisciplinary themes, learning and innovation skills, information and technology skills, and life and career skills. It also discusses how technology standards have evolved from NETS*S 1998 to NETS*S 2007 to focus more on skills like creativity, communication, research, problem solving, and digital citizenship. Levels of technology implementation in schools are described from non-use to refinement. Examples of how students can demonstrate 21st century skills with technology are provided.
This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
This document discusses trends in curriculum development. It notes that curriculum must change with society and keep pace with the modern world. Some key trends discussed include the rise of digital diversity and need-based curriculums, modular credit systems, online courses, a focus on 21st century skills, and international understanding. Constructivism is also highlighted as an important approach in curriculum development. The document also discusses challenges like the information age, changing workplace, mass media influence, and increasing democracy that impact curriculum development.
This document summarizes an online workshop about building future-focused schools. The workshop aims to help participants identify principles for building future-focused schools, realize a future-focused approach through aligning school strategies and practices, and lead their school community to provide relevant, future-focused learning. During the workshop, participants discuss topics like the skills students will need for their future lives and careers, challenges facing education, and how to make schools more focused on preparing students for an uncertain future.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
This document discusses the skills and competencies needed for 21st century students. It emphasizes the importance of mastery in core subjects like math, science, and languages as well as integrating 21st century themes such as global awareness, financial literacy, and civic literacy. It also stresses the needs for learning and innovation skills like creativity, problem solving, communication and collaboration. Students must also be able to demonstrate information, media, and technology skills as well as life and career skills including flexibility, self-direction, social skills, productivity, leadership and responsibility to succeed in today's globally competitive environment.
Social media can be used for pedagogical innovation by facilitating the sharing of ideas and building virtual networks. Pedagogical innovation involves both incremental changes and radical adaptations to meet students' needs and prepare them for an evolving world. Key steps in innovative process design include considering what is desirable, possible, viable, beneficial, and sustainable for students, employers, the education market, and environment. Teachers must also develop innovative thinking skills and model flexibility to meet the challenges of schooling in the new millennium.
The conference brought together over 150 school leaders to discuss best practices for 21st century education and the effective use of educational technology. Key topics included the inevitable role of technology in education, leadership practices for the 21st century, and how to embed 21st century skills in learning. There were sessions on using technology to revolutionize and personalize education, as well as a panel discussion on establishing technology in schools and its benefits for project-based learning and collaboration. The event aimed to create opportunities for the education community to connect and support the development of 21st century education.
This document discusses skills and approaches needed for 21st century learning. It identifies foundational literacies like literacy, numeracy, and ICT literacy. Important competencies are critical thinking, creativity, communication, and collaboration. Desirable character qualities for students include curiosity, initiative, persistence, and adaptability. The document provides recommendations for developing these skills in students, such as encouraging play-based learning, fostering nurturing relationships, and allowing time to focus. It also discusses outdated approaches that are obsolete for 21st century schools.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The new panchasheel.note for sndt b.ed studentmubashshera
The document outlines Dr. R.A Mashelkar's vision for India in the new millennium, which he calls the "New Panchasheel". It consists of five key areas of focus: 1) Child-centered education, 2) Women-centered society, 3) Human-centered development, 4) Knowledge-centered society, and 5) Innovation-centered India. The document discusses the current issues and challenges within each of these areas and provides suggestions for how to improve and make progress. The overall message is that by focusing on these five fundamentals and setting them right, India can achieve great success in the 21st century.
What’s so important about blended instructionJoanne Hopper
1) Blended instruction combines traditional in-person classroom learning with online digital tools and resources to engage students and prepare them for the 21st century.
2) Experts argue that blended learning is needed to develop students' critical thinking, problem solving, communication and collaboration skills for a globally connected world.
3) The role of teachers is changing in blended models to focus more on facilitating student-centered learning rather than only lecturing. Teachers must be willing to embrace new technologies and ways of teaching.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
This document discusses digital leadership in education. It defines digital leadership as the mindset, behaviors, and skills needed to enhance a school's culture with technology. Effective technology integration requires support from principals' digital leadership. The document discusses how digital leadership amongst school principals is crucial to increase teachers' technology literacy and integration of technology in the classroom. It also questions how digital leadership is being demonstrated at the school and discusses ways to manage and monitor digital leadership activities.
Moonshots in Education - Dr. Taddy BlecherSUCanadaSummit
Taddy Blecher believes it's not just time to change our education system, but it's time to change education by creating a new system that capitalizes on technology and capability.
The document discusses the Atal Innovation Mission (AIM) which promotes innovation and entrepreneurship across India. AIM has established over 5,000 Atal Tinkering Labs (ATLs) in schools to promote skills like design thinking, coding, and problem solving. It also discusses various AIM programs like Atal Incubation Centers, Atal New India Challenges, and the Mentor of Change program which provides mentoring to ATL students. The goal is to nurture skills and create innovators to solve local problems through initiatives that foster creativity, collaboration, and hands-on learning.
International Rural Network Forum - John Guenther and Melodie BatNinti_One
Presentation by John Guenther and Melodie Bat from CRC-REP project Remote Education Systems 'Towards a good education in remote Australia: Is it just a case of moving the desks around?' at the IRN Forum held in Whyalla, South Australia, 24-28 September 2012.
21st century skills include creativity, innovation, collaboration, problem-solving and critical thinking. These skills are part of a framework that also includes communication and systems thinking. Ohio has committed to integrating 21st century skills into education by providing professional development for educators, updating standards, and developing assessments of these skills to prepare students for future success.
This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
Future focused education - what does it look like?Derek Wenmoth
This document discusses future-focused education and what it may look like. It explores how the digital learner has changed expectations and how education needs to adapt. Key points discussed include declining school-age populations but opportunities to better prepare students for 21st century skills and jobs. Technologies are changing how and where learning occurs, with more flexible and personalized approaches needed.
From 20th Century Instruction to 21st Century LearningPat Sine
This document discusses the transition from 20th century instruction to 21st century learning. It outlines the skills needed for the 21st century like core subjects, interdisciplinary themes, learning and innovation skills, information and technology skills, and life and career skills. It also discusses how technology standards have evolved from NETS*S 1998 to NETS*S 2007 to focus more on skills like creativity, communication, research, problem solving, and digital citizenship. Levels of technology implementation in schools are described from non-use to refinement. Examples of how students can demonstrate 21st century skills with technology are provided.
This document outlines the objectives of a course on education in Pakistan. It discusses several topics:
1. Human resource development and its impact on Pakistan's economic development. HRD aims to improve employee skills through training to increase organizational effectiveness.
2. The relationship between education and HRD. While education provides skills for youth, HRD focuses on corporate training. Strategically combining these systems could reform education and restructure HRD.
3. Technological developments' impact on education. Technologies like digital simulations, improved communication tools, and online collaboration have enhanced learning by making it more engaging, personalized, and self-paced.
This document discusses trends in curriculum development. It notes that curriculum must change with society and keep pace with the modern world. Some key trends discussed include the rise of digital diversity and need-based curriculums, modular credit systems, online courses, a focus on 21st century skills, and international understanding. Constructivism is also highlighted as an important approach in curriculum development. The document also discusses challenges like the information age, changing workplace, mass media influence, and increasing democracy that impact curriculum development.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Aarti ChopraEduexcellence
This document discusses the importance of developing information and communication technology (ICT) skills as an integral part of skill development. It argues that ICT can be used as a powerful tool for educational change and reform by making teaching and learning an engaging, active process connected to real life. The document also describes how one school, Amity International School, promoted lifelong learning and developed ICT skills among both students and teachers through a structured process that blended ICT into the curriculum, developed teacher competencies, and ensured institutional readiness and support.
This keynote presentation focused on inclusive education for gifted and talented students in meeting 21st century standards. The speaker discussed how 21st century skills require teachers skilled in using technology as a learning tool. Teachers also need to understand inclusive education and teaching gifted students who are second language learners. The goal is to adequately identify and nurture gifted learners in UAE schools by preparing more teachers to teach at higher levels using technology.
Product •Technical Process
Support
Pittman, J.(2003)
Policy
#4
21st Century Learning is
Project-based
Project-based Learning
- Authentic problems or questions
- Student-centered activities
- Projects
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
The document summarizes transformation of education in the era of openness and flexibility. It discusses how education is transforming through online, open, flexible and technology enhanced approaches to achieve inclusive and equitable quality education for all as outlined in the UN's Sustainable Development Goal 4. Key points discussed include the rapid expansion of higher education enabled by technology, the need to transform pedagogical approaches and develop new skills for students and teachers, and how open approaches can help drive this transformation for a sustainable future.
The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.
The document discusses trends in curriculum development and challenges facing curriculum. It outlines modern trends like digital diversity, need-based curriculums, modular credit systems, online courses, 21st century skills, international understanding, and constructivism. It also discusses how the information age, changing workplace, mass media, and greater democracy impact curriculum development and present four main challenges: keeping up with increasing information, adapting to changing workplaces, influencing media, and preparing students. The conclusion emphasizes incorporating modern trends and working collaboratively to develop relevant curriculum.
This document discusses the evolution of teachers' professional development through continuous learning and adapting to changing times. It emphasizes that teachers must enhance their competencies by engaging in self-reflection, goal-setting, and lifelong learning. The role of teachers is shifting from knowledge transmitters to facilitators and coaches, while the role of students is becoming more active and collaborative. Integrating technology into the classroom is important to prepare students for a world driven by information and innovation, though digital tools should be used thoughtfully with attention to their impact on learning.
The document summarizes a keynote speech given at the 11th General Conference of the International Astronomical Union in Durban, South Africa in August 2000. The speech discusses the changing nature of learners and delivery of education in knowledge societies.
It notes that in knowledge societies, learners will be more diverse in age and experience, pursuing both full-time and part-time education. It also argues that traditional universities will not be able to meet the demand for education alone, and that distance education will need to play a larger role in delivering flexible, lifelong education to more learners.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, faculty training, and addressing issues around access and infrastructure. Overall ICT provides opportunities to make higher education more accessible, efficient and relevant if institutions are willing to embrace the changes needed.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into educational systems and used to support new teaching and learning practices.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into an educational system focused on knowledge production rather than knowledge adoption.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, faculty training, and addressing issues around access and infrastructure. Overall ICT provides opportunities to make higher education more accessible and relevant if institutions are willing to adapt.
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into an educational system focused on knowledge production rather than knowledge adoption.
The document discusses trends that will shape the future quality agenda for education, including a focus on lifelong learning, skills development, personalization, inclusion, partnerships, and using data and technology. It emphasizes that lifelong learning will be important for addressing challenges like economic and social changes, health crises, and advancing sustainable development. Lifelong learning can promote well-being, equity, and help develop citizens who can adapt to new demands. The quality agenda may place more emphasis on outcomes like learner well-being, impact, and contributions to individual and societal growth.
Engaging Youth Participation in Open Educational Resources InitiativeGigih Rezki Septianto
This document discusses engaging youth participation in open educational resource (OER) initiatives. It notes that youth aged 15-25 are a large demographic and are very social and connected through new media. However, only a small percentage attend university. The document recommends attracting youth to OER by making it social and informal, using gamification, and having youth involved in the production process and advocacy. An example OER platform from Indonesia called Bagiilmu is described that uses social media, podcasts, illustrations and has discussion boards and file sharing. The document concludes that youth are capable of participating in OER development both technically and with content, and should be included as producers not just consumers.
Including educational technologies into teacher trainingGugulethu Mlambo
The document discusses key concepts related to knowledge societies, including definitions of knowledge and information. It outlines the goals of developing a knowledge society, including lifelong learning and the role of information communication technology. The document also discusses national and international initiatives to achieve "Education for All" goals and broad strategic objectives for the future, including improving education quality, developing high-level skills, and ensuring accessibility of basic education. Teachers and learners are described as active participants in knowledge societies.
This document discusses current trends and challenges in quality assurance for open online learning and e-learning. It notes that quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement as open online learning becomes more mainstream and diverse. Key areas of quality discussed include learner interaction, purpose, autonomy, and openness. Stakeholders in quality assurance span various levels from individual learners and academics to international organizations. Quality is defined as multifaceted, dynamic, and representative of multiple perspectives.
Higher Education Management Consultant Answers the Question: What’s the Big D...Significant Systems
In this three-part article series, senior academic advisor Wayne Clugston provides insights on historical traditions and experiential knowledge needed to make academic innovation relevant both to past and future purposes.
Similar to #3 Three-S Network Series-The new sources of learning to improve quality of education (heru wijayanto) (20)
Three-S Network Series kembali hadir dengan mengangkat tema “People, Technology, and Society”, sebagai wadah untuk berbagi, berdiskusi, berjejaring dan berkolaborasi.
Melalui ‘People, Technology, and Society Series” ini kita akan belajar keterampilan untuk memahami mengenai manusia dan interaksinya dengan teknologi serta lingkungan agar dapat menggunakan pengetahuan tersebut untuk merancang produk, program, aktivitas dalam mencapai target yang ditetapkan.
Three-S Network Series kembali hadir dengan mengangkat tema “People, Technology, and Society”, sebagai wadah untuk berbagi, berdiskusi, berjejaring dan berkolaborasi.
Melalui ‘People, Technology, and Society Series” ini kita akan belajar keterampilan untuk memahami mengenai manusia dan interaksinya dengan teknologi serta lingkungan agar dapat menggunakan pengetahuan tersebut untuk merancang produk, program, aktivitas dalam mencapai target yang ditetapkan.
Dokumen tersebut membahas desain perilaku dan budaya dengan menggunakan pendekatan kognitif dan psikologi. Topik utama yang dibahas adalah bagaimana faktor-faktor seperti beban emosi, kemampuan, kebiasaan, dan budaya dapat memengaruhi perilaku manusia secara otomatis dan tidak sadar. Dokumen ini juga memberikan contoh strategi untuk merancang perilaku manusia agar lebih adaptif dengan mempertimbangkan faktor-faktor
Three-S Network Series kembali hadir dengan mengangkat tema “People, Technology, and Society”, sebagai wadah untuk berbagi, berdiskusi, berjejaring dan berkolaborasi.
Melalui ‘People, Technology, and Society Series” ini kita akan belajar keterampilan untuk memahami mengenai manusia dan interaksinya dengan teknologi serta lingkungan agar dapat menggunakan pengetahuan tersebut untuk merancang produk, program, aktivitas dalam mencapai target yang ditetapkan.
Three-S Network Series kembali hadir dengan mengangkat tema “People, Technology, and Society”, sebagai wadah untuk berbagi, berdiskusi, berjejaring dan berkolaborasi.
Melalui ‘People, Technology, and Society Series” ini kita akan belajar keterampilan untuk memahami mengenai manusia dan interaksinya dengan teknologi serta lingkungan agar dapat menggunakan pengetahuan tersebut untuk merancang produk, program, aktivitas dalam mencapai target yang ditetapkan.
Three-S Network Series kembali hadir dengan mengangkat tema “People, Technology, and Society”, sebagai wadah untuk berbagi, berdiskusi, berjejaring dan berkolaborasi.
Melalui ‘People, Technology, and Society Series” ini kita akan belajar keterampilan untuk memahami mengenai manusia dan interaksinya dengan teknologi serta lingkungan agar dapat menggunakan pengetahuan tersebut untuk merancang produk, program, aktivitas dalam mencapai target yang ditetapkan.
Three-S Network Series kembali hadir dengan mengangkat tema “People, Technology, and Society”, sebagai wadah untuk berbagi, berdiskusi, berjejaring dan berkolaborasi.
Melalui ‘People, Technology, and Society Series” ini kita akan belajar keterampilan untuk memahami mengenai manusia dan interaksinya dengan teknologi serta lingkungan agar dapat menggunakan pengetahuan tersebut untuk merancang produk, program, aktivitas dalam mencapai target yang ditetapkan.
Sharing about the role of university on creating the greater good in society ...Sociopreneur Indonesia
Ini adalah materi dari sesi ke-empat Three-S Network Series
yang dibawakan oleh Muhammad Miftah dengan mengangkat tema “The Shift in Education: The Role of Entrepreneurship Education”
#2 Three-S Network Series-The use of technology in creating an impactful projectSociopreneur Indonesia
(1) Dokumen ini membahas peran pendidikan kewirausahaan dan teknologi pendidikan dalam menghadapi perubahan dunia kerja digital. (2) Teknologi memungkinkan pendidikan jarak jauh namun banyak anak Indonesia yang tidak mampu membaca, sehingga perlu transformasi pendidikan untuk kehidupan. (3) Keterampilan tingkat tinggi seperti pengambilan keputusan dan pemecahan masalah kolaboratif diperlukan untuk masa
Sharing about the use of technology in creating an impactful projectSociopreneur Indonesia
The document discusses using technology to create impactful projects. It describes the author's background working as a technopreneur, CBPA staff, and current role as an HR analyst. The main topics covered include problems/barriers to learning, innovation & collaboration, and using problem solving to find solutions. One project mentioned is the author's participation in the 2016 International Sociopreneur Challenge in collaboration with Sociopreneur ID and Daegu Catholic University.
#1 Three-S Network Series-Implementing entrepreneurship education on pblSociopreneur Indonesia
Ini adalah materi dari sesi pertama Three-S Netwrok Series dengan mengangkat tema The Shift in Education: The Role of Entrepreneurship Education” yang dibawakan oleh Heru Wijayanto.
Ini adalah materi dari sesi pertama Three-S Network Series
yang dibawakan oleh Felita Tania dengan mengangkat tema “The Shift in Education: The Role of Entrepreneurship Education”
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
#3 Three-S Network Series-The new sources of learning to improve quality of education (heru wijayanto)
1. The New Sources of Learning to
Improve Quality of Education
#3
The Shift in Education :
The Role of Entrepreneurship Education
Heru Wijayanto, MM., MBA., M.MT
11. Education Systems Labour Markets
Source : World Economic Forum
Technological
Disruption
Technological
Change
12. Skilling
The acquisition of practical competencies, know-
how and attitudes necessary to perform a trade
or occupation in the labour market.
Reskilling
Training workers to acquire new skills that give
access either to a new occupation or to new
professional activities
Upskilling
Short-term, targeted training typically provided
following initial education or training, and
aimed at supplementing, improving or updating
knowledge, skills and/or competences acquired
during previous training
Source : World Economic Forum
Closing the Skills Gap Project
13. 54%
of all employees will
require significant
re- and upskilling
35%
are expected to require additional
training of up to six months
9%
reskilling lasting
six to 12 months
10%
require additional skills training
of more than a year
• A Reskilling Imperative:
Sumber :
The Future of Jobs 2018, World Economic Forum
“Skills continuing to grow in
prominence by 2022 include
analytical thinking and
innovation as well as active
learning and learning
strategies”.
Reskilling needs of
less than 1 month, 13%
Reskilling needs of
1–3 months, 12%
Reskilling needs of
3–6 months, 10%
14. Sumber : World Economic Forum
Target areas and skill categories of the Closing the Skills Gap Project
15. Lifelong learning is a
process in which
individuals retain their
development of
knowledge, skills, and
interest in their lives
and opportunities of
learning
(Richardson, 1978).
Lifelong learning is a
continuous process in
which individuals retain
and develop their life-
based conduct,
knowledge and skills.
16. Lifelong learning can
be defined in these
three terms
The entire educational system should
focus on raising lifelong students.
In addition to the educational system;
industries, business and organizations
will also need lifelong learning
processes.
Individuals, within this respect,
should be self-directed learners.
Source : Reinsch (2007),
17. Why is Lifelong Learning Important ?
“As we enter the 21st century, the information age, your
ability to expand your mind and strive for continuous
learning is critical to your success. By dedicating yourself to
lifelong learning, you can leapfrog ahead of your
competition.”
(Brian Tracy)
23. Redefining The Role Of The Educator
The role of educators will need to move
towards facilitating young people’s
development as contributing members of
society.
Source : World Economic Forum
24. How Education Needs To Change To Be Able To
Better Prepare Our Young Learners For The
Future
Educating
citizens in an
interconnected
world
Redefining the
role of the
educator
Teaching life
skills needed for
the future
Unlocking
technology to
deliver education
Sumber : World Economic Forum
Support life-long learning
25. v “Continuous learning is process of life, pinnacle
of the attitude and vision of the universe.“
The day we stop learning new things professionally / personally,
literally, it would be the end of life.
26. Why Continous Learning ?
“Learning gives creativity, creativity
leads to thinking, thinking provides
knowledge, knowledge makes you
great”.
This is all a process, if we stop
learning and thinking, then there is no
creativity and knowledge in our life.
27. KEY SHIFT in the 21st Century
The Information Revolution is
transforming how we work, play, read
and thing.
Its is changing the nature of our
economies and societies.
Lifelong learning, 21st
century skills and “adaptive
expertise” are critical in a
world that is constantly
shifting and demanding
higher cognitive capacity.
Source : OECD
From the Knowledge
Economy to the
Human Economy
21th century, the mature economies of the world
evolved from being industrial economies
to knowledge economies. Now we are at
another watershed moment, transitioning
to human economies—and the shift has
profound implications for management.
Bagaiaman setelah graduated ? Apakah kita tetap belajar mempelajari sesuatu ? Atau malah kita berhenti belajar ?
schools have been focused on content–to be educated is to be knowledgeable, and to be knowledgeable you have to know a lot.
Skilling : Akuisisi kompetensi praktis, keterampilan dan sikap yang diperlukan untuk melakukan perdagangan atau pekerjaan di pasar tenaga kerja.
Reskilling : Melatih pekerja untuk memperoleh keterampilan baru yang memberikan akses ke pekerjaan baru atau aktivitas profesional baru
Upskilling : Pelatihan jangka pendek dan bertarget biasanya diberikan setelah pendidikan atau pelatihan awal, dan bertujuan melengkapi, meningkatkan atau memperbarui pengetahuan, keterampilan, dan / atau kompetensi yang diperoleh selama pelatihan sebelumnya
schools have been focused on content–to be educated is to be knowledgeable, and to be knowledgeable you have to know a lot
Target areas and skill categories of the Closing the Skills Gap Project
In this ever-changing global environment, young people require resilience and adaptability – skills that are proving to be essential to navigate effectively through this pandemic.
The learning is the only thing which distinguish humans from animals. Being a human, we have a great privilege to think. Thinking is a great thing we all can do.
Technology mengubah semuanya, salah satunya society 5.0
John Allen Paulos, American professor of mathematics at Temple University in Philadelphia
Open Educational Resources are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution. UNESCO 2002