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Transparent, playful and easy – identifying creative ways to facilitate and s...linioti
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2) The need for teachers and learners to work together using tools like Moodle, argument mapping and video to improve critical thinking.
3) Harnessing students' use of mobile technologies and social media to make the classroom more engaging and help develop skills needed for future jobs.
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Learn how to make the leap from face-to-face classroom delivery to the virtual classroom. Learn practical techniques you can apply immediately, as well as learn about myths about webinar delivery and learn how to overcome technology snafus.
The document discusses techniques for effective webinar facilitation. It provides tips from Cynthia Clay, an expert in facilitating interactive web training. The tips include engaging participants every 3 minutes, using diverse polling methods, allowing participants to chat and share ideas, creating learning experiences with real problems, and requesting regular feedback. The document also discusses how to reduce the impact of potential technology issues during webinars.
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This document discusses ways to facilitate dialogue between industry and education. It considers that time is the biggest obstacle to industry engagement. It suggests providing engagement opportunities that require varying levels of time commitment, such as answering brief questions on social media. Transparency in communicating goals and expectations can also encourage industry participation. Introducing elements of play, like challenges for students with industry-provided prizes, can make engagement fun while benefiting learning. Technology like social media can make the process easy for busy professionals. The key is removing friction to obtain industry assistance in areas like curating online resources for students.
The document discusses how appreciative inquiry and problem solving approaches can be combined for process improvement. It explores how AI can enhance problem solving by focusing on strengths rather than weaknesses. Problem solving is useful in some cases but can be augmented by AI's positive, strength-based approach. The document proposes an "appreciative problem solving" hybrid method and outlines how the processes of AI and problem solving differ and could be integrated to leverage their benefits for work system innovation.
This document appears to be a slide deck from a presentation on e-learning and teaching given by Steve Saffhill on June 18, 2012. The slide deck covers topics such as the future workforce, learners' potential, critical thinking, using technology like mobile apps and social media to enhance learning, and how emerging technologies like augmented reality could impact the future of learning. It provides examples of tools that can be used for assessment, managing evidence, and visualizing concepts like Bloom's taxonomy. The final slides discuss preparing for emerging technology and a roadmap for the future of learning.
Using new technologies in the HE classroom focuses on three main topics:
1) The importance of knowing what learners know through diagnostic assessments and gathering evidence of learning.
2) The need for teachers and learners to work together using tools like Moodle, argument mapping and video to improve critical thinking.
3) Harnessing students' use of mobile technologies and social media to make the classroom more engaging and help develop skills needed for future jobs.
Crossing the Chasm to Engaging Virtual Facilitation - 08-28-12Cynthia Clay
Learn how to make the leap from face-to-face classroom delivery to the virtual classroom. Learn practical techniques you can apply immediately, as well as learn about myths about webinar delivery and learn how to overcome technology snafus.
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The Natural Step is an international non-profit organization that provides strategic sustainability advice and education based on a scientific framework. It was founded in 1989 in Sweden and has expanded internationally. The organization helps define sustainability, identify gaps, and develop strategies to bridge those gaps. It works with businesses, governments, and organizations through capacity building, research, advisory services, and networking to advance sustainable development.
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2) Developments and activities of TEFI, including learning experiences like values inventories and implementing values in curricula.
3) Upcoming TEFI Change Conferences, inspirational gatherings for change-makers to be held in locations like Nepal, designed to facilitate reflection and exchange of experiences outside the classroom.
The document discusses strategies for implementing change in information literacy (IL) programs through "courageous conversations". It proposes examining IL through the lens of organizational culture and defines key concepts like change agency, organizational culture, and techniques for diagnosing change readiness within an institution. Specific change strategies discussed include appreciative inquiry and the use of change agency theory to empower librarians seeking curriculum reform. The presentation concludes by emphasizing the role of instruction librarians in leading change efforts to address tensions surrounding IL.
This document discusses challenges and opportunities around developing effective metrics for assessing social innovation in Europe. It notes that traditional metrics are becoming less relevant and that new approaches are needed to measure "hidden innovation." The document outlines some work underway on macro-level indicators but argues more focus is needed on outcome metrics and learning systems to improve policies over time. It suggests strengthening assessment approaches could help knowledge sharing and better inform decision-making.
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Emerging Communities of Enquiry: overlapping communities of different scales ...cilass.slideshare
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The document discusses the need for evidence-based strategies to improve organizational performance in teaching and learning. It notes there is significant variation in learner outcomes across organizations. Developing practices supported by robust evidence is important for achieving synergies between individual practice improvement and organizational change that benefits learners. The document advocates establishing projects focused on collecting evidence of learner benefit to drive sustainable changes in practice.
The Natural Step is an international non-profit organization that provides strategic sustainability advice and education based on a scientific framework. It was founded in 1989 in Sweden and has expanded internationally. The organization helps define sustainability, identify gaps, and develop strategies to bridge those gaps. It works with businesses, governments, and organizations through capacity building, research, advisory services, and networking to advance sustainable development.
The document announces the upcoming LIN 2012 conference with a call for abstracts on creativity, innovation and change in higher education. It provides details on submitting abstracts by June 22nd and acceptance notifications by September 6th. It also provides an update on nine LIN-funded projects focusing on teaching and learning, including new modules, case studies, and webinars. Finally, it highlights recent awards won by the DIT Learning, Teaching and Technology Centre for their work supporting teaching and learning at DIT.
Progression in Creativity: Developing New Forms of AssessmentEduSkills OECD
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 5: Assessments for Skills in Thinking and Creativity - Progression in Creativity: Developing New Forms of Assessment by Bill Lucas, Guy Claxton and Ellen Spencer, Centre for Real-World Learning, University of Winchester
Adjusting the Focus: Usability Study Aligns Organization Vision with Communit...Laurie Bennett
One project sponsored by IEEE, two teams of Southern Polytechnic State University graduate students, one structured approach taught by Dr. Carol Barnum, amazing overlapping results. Professor Carol Barnum, together with her graduate students, Laurie Bennett, Jay Jones, and John Weaver present the approach, findings, and recommendations revealed during their usability study conducted for the IEEE website, Engineeringforchange.org. Learn how their different paths taken during the usability study resulted in identifying the same show stopping problem areas.
Seminario Internacional de Educación 2012: Aprender Haciendo 2012INACAP
Presentación de Philip Bailey, decano de la Facultad de Ciencias y Matemáticas de California Polytechnic State University, en San Luis Obispo, Estados Unidos.
Day 1 tefi7 1 welcome & opening session 2013v2Dianne Dredge
The document summarizes the opening session of the TEFI7 conference held in Oxford, UK in April 2013. It discusses:
1) The history, mission and goals of the Tourism Education Futures Initiative (TEFI) network, which aims to inspire and support tourism educators.
2) Developments and activities of TEFI, including learning experiences like values inventories and implementing values in curricula.
3) Upcoming TEFI Change Conferences, inspirational gatherings for change-makers to be held in locations like Nepal, designed to facilitate reflection and exchange of experiences outside the classroom.
The document discusses strategies for implementing change in information literacy (IL) programs through "courageous conversations". It proposes examining IL through the lens of organizational culture and defines key concepts like change agency, organizational culture, and techniques for diagnosing change readiness within an institution. Specific change strategies discussed include appreciative inquiry and the use of change agency theory to empower librarians seeking curriculum reform. The presentation concludes by emphasizing the role of instruction librarians in leading change efforts to address tensions surrounding IL.
This document discusses challenges and opportunities around developing effective metrics for assessing social innovation in Europe. It notes that traditional metrics are becoming less relevant and that new approaches are needed to measure "hidden innovation." The document outlines some work underway on macro-level indicators but argues more focus is needed on outcome metrics and learning systems to improve policies over time. It suggests strengthening assessment approaches could help knowledge sharing and better inform decision-making.
20121210 MODELO SOCIETARIO DE UNA KIC. EXPERIENCIA EN LA KIC DE ENERGÍA: Elen...FIAB
This document summarizes the experience of designing and implementing KIC InnoEnergy, a Knowledge and Innovation Community (KIC) funded by the European Institute of Innovation and Technology (EIT). Some of the key challenges faced included developing integrative objectives across education, research, and innovation; gaining commitment from diverse partners; establishing an effective governance model; and managing such a large collaborative effort. The result was the formation of KIC InnoEnergy, a partnership of universities, research centers, and companies working across different energy technologies and sectors to decrease energy costs, increase security, and reduce emissions through education programs
Sakai OAE as a Scholarly Communications Toolarmandalea
The document outlines a presentation given at the 2012 Jasig Sakai Conference. It discusses establishing a collaborative research space at a global university using Sakai to foster interdisciplinary research, link scholarship and teaching, disseminate research, and address changing needs. It identifies challenges such as the university's decentralized structure and disconnect between research and teaching. The presentation establishes goals for the collaborative research space such as facilitating sharing of intellectual content, promoting participation, and encouraging collaborative thinking.
The document is a research report from MIT Sloan Management Review about a 2011 global study on sustainability and innovation. The summary is:
The report found that 70% of companies have put sustainability on their management agenda in the last 6 years, with 20% doing so in the last 2 years. It also found that managers believe sustainability is now a competitive necessity. Resource intensive industries have taken a lead in adopting sustainable practices.
A study of a multi-discipline built environment projectUrsula Rutherford
The document summarizes a study on a multi-discipline built environment project module taken by over 200 final year students from civil engineering, architecture, and building courses. It finds that the module helped students gain professional skills like teamwork, problem solving, and communication. Changes between the first and second years of the study increased student satisfaction and engagement. Repeated experience in such projects best helped students improve their skills. The research used observation, interviews, and surveys, and plans to continue and expand its methods.
The Innovative Aspect of Open EducationRobert Farrow
This document discusses the innovative aspects of open education. It begins by explaining that open educational resources (OER) were created in response to copyright, which was itself an innovation. People innovate to overcome challenges, but this often gives rise to new challenges. The document then discusses several OER projects and how they demonstrate innovation, such as replacing textbooks with open versions or facilitating exchange of ideas between open education communities. It emphasizes that adoption is needed for innovations to be sustained and discusses how OER adoption has grown. The document concludes by suggesting ways to support innovation with and through OER, such as raising awareness of open alternatives and empowering individuals.
TWSIA Award: ePortfolios in Virginia Tech's FYEMarc Zaldivar
This was the presentation given at Jasig-Sakai 2012 for accepting the 2012 Teaching with Sakai Innovation Award for Virginia Tech's First-Year Experience Portfolios.
OAA12 - Institutional responses to the changing environment: The case of UCT BioMedCentral
The document discusses open scholarship and open educational resources at the University of Cape Town (UCT). UCT follows a collegium cultural model that values individual agency, loose policy definitions, and innovation at the department level. UCT has taken a decentralized approach to openness, enabling individual academics to upload resources and build communities of practice around openness. Small grants have supported the creation of over 35 open education resources across multiple faculties since 2011.
Emerging Communities of Enquiry: overlapping communities of different scales ...cilass.slideshare
Communities of practice mediate knowledge and learning of a community (Lave and Wenger 2000). Cassidy et al. (2007) identify more specific communities of educational practitioners engaged in enquiry. CEEBL (Centre for Excellence in Enquiry-Based Learning) interacts with several communities of practice. These communities operate at different scales, from national to a specific school and have different levels of specificity, from very general interest in Enquiry-Based Learning (EBL) to a focus on a particular discipline or even being a specific instance of the delivery of EBL. This poster will describe a number of these networks, drawing from participation and observation.
The document discusses a scenarios project conducted by Universities UK (UUK) to explore potential long-term futures for higher education in the UK. The project developed four scenarios through workshops and discussions with universities. It aimed to start a conversation around securing the long-term success of the higher education sector. UUK has created an online toolkit summarizing the project to help others conduct similar scenario planning exercises for strategic decision making. The document raises questions about implications for universities and how UUK can continue supporting strategic foresight work.
2012 Integration Award University of British ColumbiaISCN_Secretariat
The document summarizes UBC's innovative approach to integrating sustainability efforts across its academic and operational domains. It discusses how UBC has established the UBC Sustainability Initiative to bring together these areas and leverage the university's assets and partnerships to advance sustainability research, teaching, and campus operations. Key aspects include establishing sustainability targets, developing flagship projects like the Bioenergy Research and Demonstration Facility, and engaging students, faculty, and partners to test new solutions and share knowledge.
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Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
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Advocating for a sustainable future in Australia: 15 years of the Institute for Sustainable Futures
1. 1
Advocating for a sustainable future in Australia
15 years of the Institute for Sustainable Futures
Dr Chris Riedy, Institute for Sustainable Futures
25 June 2012
2. 2
Established in 1997 by the University of
Technology, Sydney
Our mission
Create change towards sustainable
futures through independent, project-
based research
Our people
62 full and part time staff in 2011
Institute for 21 postgraduate research students
Sustainable Futures
Our projects
$5.27 million worth of contract
research and research grants in 2011
25 June 2012
3. 3
Our objectives
A world leading sustainability research institute
Support communities, government and business to create their own
change towards sustainable futures
Deliver a cutting edge transdisciplinary postgraduate research
program in sustainable futures
Progress public dialogue as well as motivate and facilitate action
Be an exemplar of participation within the UTS community
Value and enrich our supportive and sustainable workplace
25 June 2012
4. 4
A non-traditional academic model
Funding
Self-funding / consultancy model
Focus on change creation
Action research
Practice informing theory
Research impact as a high priority
Challenges
Balancing the books / justifying our existence to the university
Maintaining and demonstrating independence alongside advocacy role
Straddling research and consulting
Arguing for research impact as a measure of academic performance
Managing strong recent growth
25 June 2012
5. 5
Evaluating our impact
Three outcome spaces for trans-disciplinary research
Discernible change in the situation or problem space
Contribute to stocks and flows of knowledge, including peer-
reviewed knowledge
Mutual learning for researchers and stakeholders
(Carew and Wickson 2010; Mitchell and Willetts 2009)
25 June 2012
6. 6
Changing wicked problems
1. Sustainable urban precincts
ISF has
provided
sustainability
advice for the
Barangaroo
development
Introduced
concept of
‘restorative
development’
Led to a
commitment
to be ‘climate
positive’
25 June 2012
7. 7
Changing wicked problems
2. Contesting water supply infrastructure
ISF’s review of Sydney’s Metropolitan
Water Plan
Serious drought
Plans for desalination
Encouraged a focus on demand
management and desalination
preparedness
Delayed construction of Sydney’s
desalination plant
In the end, it was built anyway for
political reasons and now Sydney’s water
supply is full
25 June 2012
8. 8
Changing wicked problems
3. Sustainability in the Australian curriculum
In 2008, ISF gave three ‘sustainability expert
presentations’ to NSW Department of Education
and Training
These informed a paper on Earth Citizenship
Which informed a Sustainability Curriculum
Framework
Which informed the new Australian Curriculum
Sustainability is one of three cross-curriculum
priorities
Futures focus in Technologies curriculum
How much impact can we claim?
Not seen as traditional research
25 June 2012
9. 9
Adding to stocks and flows of knowledge
1. Peer-reviewed publications
UNWEIGHTED RESEARCH PUBLICATION VALUES PER DEETYA STAFF NUMBER BY
FACULTY/INSTITUTE 2005-2010
3.00
2.50
2.00
2005
1.50 2006
2007
1.00 2008
2009
0.50 2010
0.00
25 June 2012
10. 10
Adding to stocks and flows of knowledge
2. Other forms of knowledge generation
In 2011 our researchers wrote Preference for publicly
2 books available outputs
7 book chapters
50 journal articles Sharing knowledge freely
48 conference papers Creative Commons
32 publicly available project The Conversation
reports
Media in 2011 Building the knowledge of our
69 print media stories collaborators
32 radio interviews
6 television interviews
18 online news stories
25 June 2012
11. 11
A learning organisation
Internal learning Collaborator learning
Building capacity to give Specific training projects
and receive feedback Challenging the brief
Reflective processes Capacity building and skills
Reality checks transfer
Client surveys Contributions to public
Wrap up meetings debate
Review Days
Knowledge sharing
Weekly roundtables
Postgraduate retreats
12. 12
Conclusion
Academia and sustainability advocacy
Universities are in a position to deliver intellectual leadership on sustainability
This must go beyond theory to practice
Trans-disciplinary collaboration and constant experimentation is essential to tackle
wicked problems
Responsibility to contribute to public debate
Academia faces challenges to its relevance in the information age
New measures of academic quality and impact are emerging
It is possible, but constantly challenging, to balance academic independence
with sustainability advocacy
Even more difficult is balancing a passion for change with commercial demands
If universities can’t lead in this area, who will?
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Thanks!
Questions? Dr Chris Riedy Thanks to the following
Associate Professor for contributing to this
Institute for Sustainable Futures paper
University of Technology, Sydney Stuart White
Phone: 02 9514 4964 or 0402 043 386 Damien Giurco
Email: criedy@uts.edu.au
Cynthia Mitchell
Blog: http://chrisriedy.me
Twitter: @chrisjriedy Caitlin McGee
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References
Carew, A.L. & Wickson, F., 2010. The TD Wheel: A heuristic to
shape, support and evaluate transdisciplinary research.
Futures, 42(10), pp.1146-1155.
Mitchell, C. & Willetts, J., 2009. Quality criteria for inter‐ and
trans‐disciplinary doctoral research outcomes, University of
Technology, Sydney, http://epress.lib.uts.edu.au/scholarly-
works/handle/2100/904.
25 June 2012