This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
Carrying out Participatory Action Research in a time of global pandemicmgaved
The ARCLIGHT project approach to shifting to online and distant methods of carrying out a community mental health resilience project between the UK and Guyana in a time of pandemic, seeking to uphold the spirit of participatory action research methods. Talk presented at The Open University's Computers and Learning Research Group annual conference, CALRG2020, by Mark Gaved.
Negotiating a Shared Vision of Pedagogical Change in Higher EducationRolin Moe
Presentation at the 2015 Consortium of Christian Colleges & University's Commission on Technology conference. This is a case study of negotiating assumptions around education with a strategic plan based on contemporary and novel learning theory.
This presentation starts with a look at some of the assumptions society make around education
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
Carrying out Participatory Action Research in a time of global pandemicmgaved
The ARCLIGHT project approach to shifting to online and distant methods of carrying out a community mental health resilience project between the UK and Guyana in a time of pandemic, seeking to uphold the spirit of participatory action research methods. Talk presented at The Open University's Computers and Learning Research Group annual conference, CALRG2020, by Mark Gaved.
Negotiating a Shared Vision of Pedagogical Change in Higher EducationRolin Moe
Presentation at the 2015 Consortium of Christian Colleges & University's Commission on Technology conference. This is a case study of negotiating assumptions around education with a strategic plan based on contemporary and novel learning theory.
This presentation starts with a look at some of the assumptions society make around education
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
The shift to a physically distanced yet digitally connected campuses in response to COVID-19 has rendered visible the criticality of student-led technologies to engender a sense of community and belonging among students. This paper addresses the social and pedagogical value of ePortfolios in building a sense of belonging within in Higher Education by investigating synergies between well-established ePortfolio pedagogies and the cross-disciplinary fields of digital placemaking and innovative learning environment design. It addresses the need to create critical digital pedagogical models that are agnostic to the physical constraints of campus spaces and identify the utility of space as a heuristic for improved learning outcomes and increasing learner agency and belonging among scholarly communities of peers. Finally, the paper offers insights into spatiality for learning and belonging that achieve a balance of constructively aligned digital spaces while affording opportunities for student agency, ownership and belonging to community in the digital realm.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli ISCN_Secretariat
Gitile Naituli, Professor of Management at Multimedia University of Kenya and Commissioner National Cohesion & Integration Commission, Chair of Mainstreaming Environment and Sustainability in Africa
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Estonia E-Learning Conference 2011 - TartuTerry Anderson
This is an 'evolving" and growing set of slides on Jon Dron and my 3 Generations of Distance Education Pedagogy. Similar to earlier keynotes on 'generations"
Whole Systems Approach Award: University of Leeds, United Kingdom
Partnerships for Progress Award: University of Melbourne, Australia
Cultural Change for Sustainability Award: Yale University, United States
Honorary Member Award: CETYS University, Mexico
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research, learning, operations and civic engagement
1. ISCN WG3
Integration of research, learning, operations
and civic engagement
Setting the scene
Ariane König, Ph.D.
Head of Sustainable Development
Senior Researcher
University of Luxembourg
Nancy Budwig
Clark University
2. WG3 Remit
Overarching objective:
• To explore the challenges and criteria for success of Universities
developing innovative approaches to transformative learning by
integrating research, campus operations, and/or civic engagement
projects in education.
Cross-cutting topis:
-innovation; collaboration; metrics; scalability
Deliverables?
• A priority list of web-based teaching tools (issues and concepts) that
can be shared across Universities
• (and possibly volunteers to collaborate on in the academic year
2014/2015).
3. Agenda
Part I. Innovative approaches to transformative learning - Cases
14.00 Welcome and introductions
14.10 University as stage for transformative learning (Ariane König, University of
Luxembourg & Nancy Budwig, Clark University)
14.20 Student-perspectives on transformative learning opportunities (Ulrich
Scharf, Rootability)
14.30 Integrated Sustainability Academia – University of Siena (Angelo Riccaboni,
University of Siena)
14.40 Q&A and discussion
4. Agenda
Part II: Co-creation of learning tools
II.1. What are challenges and criteria for success of programmes for
transformative learning? Include thoughts on the design of spaces in which the
project took place.’
II.2. What are priority topics? What aspects of such tools might be scalable or
transferable?’
II.3. Develop a prototype web-based tool by designing a home page:
• range of functions
• content requisites
• learning approaches/tools to be mediated by the site
• a self-evaluation space for learning and continued improvement of the tool
III. Synthesis and closure
5. Some challenges to higher
education in the face of complex
sustainability problems
6. « Our whole education tends to only draw
simple logical conclusions and defining
obvious cause and effect relationships
[which] have no existence in reality. In
reality all is indirect effects, networks,
connections and time delays.
Our civilisation will succeed […] only if it
acquires a far greater knowledge of
systemic connections in complex
systems. »
On complexity and education
Frederic Vester (2007). The Art of Interconnected Thinking. MCB publishing house.
Frederic Vester
8. The method of scientific inquiry underlies learning
Individual learning: acquiring the habit
of mind of reflection and open inquiry.
Learning by societies/collectives: relies
on the same basic reflective process. The
union of observation and memory is the
heart of reflection.
“Things gain meaning by being used in a
shared experience or joint action”.
Testing
hypothesis by
acting
Developing
ideas for
(shared)
hypothesis
Careful
observation of
consequences
Keep track of
ideas,
activities and
observed
consequences
for reflection
John Dewey
Scientific inquiry is a planned, systematic, structured,
self-critical process to create new knowledge
9. Comparing two cultures of learning
Teaching matters most
Transfer of information
Efficiency (much and fast)
Is given by teacher
Standardised testing
Understand defined cause-
effect relationships
Learning environments matter most
Action oriented development
process
Personal transformation
Is constructed and negotiated
Self-evaluation + critical support
Emergence of new knowledge
from interaction with learning
environments
Process:
Endpoint:
Meaning:
Assessment:
View of learning:
Transmissive learning: Transformative learning:
10. Reconciling tensions along three dimensions
• How can we collaboratively see alternative futures for complex systems?
• How do we know what the relevant facts are? Abstract vs. Situated
knowledge – local adaptation of information from the web is easily said…
We need platforms for social learning, selection and adapation of universal
technologies for local cirucmstnaces.
• How can we embrace conflicting interests and expertise? Sustainability as
a normative concept with a moral dimension in a pluralist society…
12. Human Development
as a Social Process
1. Gaining expertise: beyond learning facts: practice
based approaches involve studying how students move from
novice to expert knowledge
through participation in authentic contexts
2. Phases of development: learning doesn’t happen in a
moment. It is a process with changing roles of different kinds
of others over time (experts and peers)
13. 3. The Role of Tools, Artifacts, and Technology
Tools and artifacts can guide the emergence of
learning, avoiding top down processes by guiding the
emergence of self and peer led learning
Technology has been shaking up our thinking about
Learning and provides innovative alternatives to
expert led lectures.
14. 4. Learning environments matter
• Nancy – on bounded environments and how learning can happen at
boundaries
• The net as a bounded environment
15. What role might shared MOOCS play?
One possibly approach (suggested by Constanza et al.)
Online courses
• analytical
• tool-based
Synthesis courses
• face-to-face,
• on-the-ground
• focused on solving real world
problems
Practice:
• Critical thinking
• Apply tools
• Communicate to diverse audiences
16. II.1.
What are challenges and criteria for success of
programmes for transformative learning?
Include thoughts on the design of spaces in which the
project took place.’
17. II.2.
‘What are priority topics that transformative
learning tools should be developed for?
What aspects of such tools might be scalable or
transferable?
18. II.3. Design of a web-based teaching tool
Develop a prototype for a web-based tool:
In designing the home page, participants will consider
a. the range of functions this web-tool should have
b. content requisites for the topic to be addressed, and
c. learning approaches/tools
d. a self-evaluation space on the site to ensure learning and
continued improvement of the tool
19. III. Synthesis, conclusion, and next steps for 2014/2015
Each group presents in five minutes
Synthesis and conclusions
Next steps:
If all goes well we may have emergence of volunteer teams to
develop some tools over the academic year 2014/2015.
22. 4. Learning in the anthropocene
“Learning is to enhance one’s own capacities to
produce the results one truly wants to produce.
This process is akin to understanding and engaging in
society embedded in its environment in a complex
living system and understand its patterns and act
upon that understanding.”
Senge, P. 1990. The fifth discipline. MIT Press.
Peter Senge, Director, MIT Centre
for Organisational Learning
23. Sustainable education aims for ‘3rd order’
learning
1st order
Transmissive learning
Within accepted boundaries
Information-based
Learning about
consequences of actions
No change
3rd order
Transformational learning
Ventures outside boundaries
Question underlying values
Learning about alterantive
ways of doing/ challenges
values and norms that underpin
our assumptions
Radical change potential
6/17/2014
Adapted from Stephen Sterling (2001). Sustainable education. Schumacher papers.
2nd order
Transitional learning
Questions boundaries
Critical reflection
Learning about
assumptions underlying
actions
Incremental change
Editor's Notes
Integration is required to achieve goals set by Joe – CAMPUS AS TEACHING TOOL
How foster awareness of issues and perosnal engagement in all who live and work on campus? – Engage the community
American pragmatism on the purpose of ‘scientific inquiry’ (based on Richard Rorty, 1999)
The purpose of inquiry is to achieve agreement of what to do, with what end, by what means to make life better -- other inquiry is just word play…
Science can serve to manage but not represent realities – the quality of science is revealed in its predictive power on how to make life better
All areas of culture serve to make life better – diminish human suffering, increasing human equality, giving all children an equal chance to happiness
Moral choice is a choice between competing goods – requires inquiry into and engagement of diverse perpsectives of the affected community
Culture of learning emerges form the leanring environemt and co-eovles with it. To reflect is to look back and extract net meaning for intelligent dealing with further experiences. Heart of intellectual orgnisation and of the disciplines mind
A method of understanding signifiance of every day epxeriences in the world we live.
RELATE INQUIRY TO CREATIVITY
Define open inquiry and why creative --- back to thomas & Seely BRown
Wikipedia allows observing the kknowledge construction process as well as to particiapte in it.
1. ideas as basis for hyporthesis
2. Testing of hypothesis by acting upon them and careful observation of consequences
3. Scinetific method requires to keep track of ideas, activities and observed conseuqences as a basis for reflction
The union of observation and memory is the heart of reflection
To reflect is to look back and extract net meaning for intelligent dealing wiht further experiences. Heart of intellectual orgnisation and of the disciplines mind
A method of understnading signifiance of every day epxeriences in the world we live.
Teaching about the world vs. Learning from engagement within the world.
Learning environments are contituted from students, teachers, infomration including rich digital resources on the web, and defined boundaries co-exist ina mutually reinforcing way. Boundaries serve not only as constraint but as catalysts for innovation.
Environemnts as substrates for evolution.
Are not stnadardised tested ormeasured,
We would view them as a nested hierarchywith envt bounding society boudnting economy, complex syystems reaseach interested in DRIVERS of change and interdependencies. E.g. looking at humans as drivers of change - we consider…
Ict and social media : new opportunities for and resquisites to science education in schools:
Equip for competent citzienship ecological and digital citizenship – parents seemingly do ever less of this.
Big data requires new skills
From credibility to judging quality of infomration
Brigding formal informal non formal learning
Migration and heterogenity in class – more fundamental changes in school system required?
What science? Co-.production of science and social norms
Building emotional certaintiy to face uncertainty and ignorance (PISA 2013 results!)
Dealing with complexity and praciting systems thinking from an early age
Build on and further develop target at science teaching in primary schools first approach in Certificate also for BScE and Formation Continue
PISA 2013: success in science and lanugages and socioeconomic status; science and uncertainty
Changing job market:
ctd investment ICT-security, n trurst;
life sciences;
transport and logistics
Preempt the digital divide
Sustainbility: Systems thinking and complexity
Language teaching?