A presentation abou The Library of Alexandria Supercourse: Expanding the Role of the Educator. Exploring the movement from the physical to the virtual in terms of connecting us as human beings - particularly in the domain of education.
By Dr. Francois Sauer, Dr. Ron LaPorte, andSusan Hanna Bennett
This presentation is an overview of how Joseph Campbell's definition of mythology helps us understand libraries as workplaces both historically and in the future.
Enhancing Scientific Cooperation Within and Beyond Borders [Mohamed EL-Faham,...UNESCO Venice Office
Workshop on Higher Education and Professional Responsibility in CBRN Applied Sciences and Technology across the Sub-Mediterranean Region
3-4 April 2012. Palazzo Zorzi, Venice
Session 3. Inspiring Initiatives and Scientific Cooperation
This presentation is an overview of how Joseph Campbell's definition of mythology helps us understand libraries as workplaces both historically and in the future.
Enhancing Scientific Cooperation Within and Beyond Borders [Mohamed EL-Faham,...UNESCO Venice Office
Workshop on Higher Education and Professional Responsibility in CBRN Applied Sciences and Technology across the Sub-Mediterranean Region
3-4 April 2012. Palazzo Zorzi, Venice
Session 3. Inspiring Initiatives and Scientific Cooperation
Keynote presentation at Montana Library Association meeting, Helena, 7 February. It looks at public and academic library directions in a network environment.
In the age of the internet, many think libraries are being destroyed. One need not yield to pessimism: identifiable trends point to a promising future. In light of these, one should be able to circumscribe plausible scenarios. Approaches to strategic planning that count on ownership should make a big difference and point to desirable skills for librarians. If they also invest in resilience and give unequivocal attention to branding, libraries can enjoy a renaissance.
Aligning Open Access with the Social Justice Mission of Public UniversityLeslie Chan
In this talk I provide an extended argument on why we need to shift the narrative about Open Access from one emphasizing the university's research prowess to Open Access as university's commitment to its public mission.
Libraries are about enabling people in our communities to learn, unlearn, and relearn. This workshop has a focus on the library as a strategic learning institution that makes the community smarter. Learn more about 23 mobile things and how you can build your own mobile learning experience for staff and customers or members. Take part in a discussion about how we frame the library as an important way to make the community smarter, and find out more about current trends in learning that affect our libraries and the way we enact with people who want to learn.
Collective learning sets humans apart from all other species, and language magnifies the impact of that learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Futures of a Complex World - Futures of EducationHeiner Benking
Futures of a Complex World https://futuresconference2017.wordpress.com
Session Futures of Education, Art and Cultural Studies, Turku Tue 13 June 10:45- 12:00
https://futuresconference2017.wordpress.com/presentations/presentations-from-session-5/
FUTURES of learning and negotiation, policy-making,
and awareness/consciousness
Heiner Benking, journalist/futurist/activist/tutor
Member of the Advisory Board of the European Citizen Sciences Association (ECSA)
Tutor, Future Worlds Center (FWC), Re-Inventing Democracy project, UN-Democracy Fund (UNDEF)
Academic Board member of the International Encyclopedia of Systems and Cybernetics
The paper / presentation explores the fate of concrete solutions to introduce a combination of Solution Spaces in times of exploding Problem Spaces.
Innovative presentation and conceptualization methods were introduced at the ‘Communication Camp’ organized at the WFSF conference in Turku in 1993 and covered in the newsletter ‘Knowledge Spiral’ of the Youth and in the Finish weekly „HELSINGIN SANOMAT“.
These new communication methods have since been widely used and therefore we can now reflect on their successes, challenges, and possibilities for further use.
The key concepts included:
a) Open-Forum/Open-Space: a ‘Magic Roundtable’ conversation method which has led to online dialogues as well as ‘live encounters’, to encourage empathy in communication, as well as multi-track diplomacy and peacemaking efforts for community building.
b) Cognitive Panorama: Immersive spaces, externally oriented workspaces of the mind for spacial Erörterungen (deliberations and encounters) for an extra shared overview.
The session will revisit the 10 theses from 24 years ago: “our view of life is too flat”, will try to expand the themes, introduces “Out of the Box thinking and Paradigm-mapping” seminars, and critically review developments, looking back and forward.
We will discuss democracy, education, the future of the media, as well as the need to revisit the intersection of systems and models, imagination and shared augmented virtual realities, complexity and perplexity, signs and senses, concepts/signs and percepts/senses, ethics and policy-making.
TURKU 2017: www.futuresconference.fi/2017
TURKU 1993: (WFSF) benking.de/education.htm
Global librarianship - edu tech2015-blogversionJan Holmquist
Global librarian is not a title – it is a choice. Global librarianship is a mindset where you seek inspiration from global projects and translate them into making value in your community.
EduTech conference, Brisbane June 3rd 2015
From Cave Prisoners to Future Educators: from an Ancient Text to New Interpretation. Decoding Thinking
Processes through On-line Dialogue .................................................................................................................................... 1
Yonit Nissim and Iris Pinto
Learning by Going Social: Do We Really Learn from Social Media? ............................................................................ 14
Minakshi Lahiri and James L. Moseley j
A Pedagogical Synergy of Visualization Pictures and Scenarios to Teach the Concept of Parallelograms .............. 26
Marie-Thérèse Saliba
Self-Efficacy in Career Planning: A New Approach to Career Exploration ................................................................. 40
Despina Sidiropoulou-Dimakakou, Kostas Mylonas and Katerina Argyropoulou
The Civic Education in Greek Kindergartens. The Views and the Practices of Greek Kindergarten Teachers
Concerning Civic Education ............................................................................................................................................... 55
Kostis Tsioumis, Argyris Kyridis, Despina Papageridou and Elena Sotiropoulou
Applying the Theory of Simplexity in Home Economics Education for the Acquisition of Transversal
Competencies to Face Complexity...................................................................................................................................... 71
Erika Marie Pace, Paola Aiello, Maurizio Sibilio and Suzanne Piscopo
Student-Centered Learning in a First Year Undergraduate Course .............................................................................. 88
Saras Krishnan
Hispanic Doctoral Students Challenges: Qualitative Results ........................................................................................ 96
Bobbette M. Morgan, Ed. D. and Luis F. Alcocer, M.A.M
Re-awakening the 'Peoples University' - the learning agenda opportunity to reinvigorate public libraries. Community, informal (outside formal academic institutions) and online learning is a growing, disruptive opportunity. Learning happens best where there is a ‘community’ of support and good learning spaces. Public libraries have an opportunity to thrive if they develop the right capabilities to deliver a compelling learning offer. Presented at the CILIP "Re-imaging Learning" Executive Briefing on 13th November 2014
Remapping the Global and Local in Knowledge Production: Roles of Open AccessLeslie Chan
It is generally acknowledged that researchers and institutions in the Global South suffer from knowledge isolation because of poor infrastructure and lack of access to key resources, including the current literature. The remedy is therefore capacity building and the transfer of not only knowledge, but also the institutional framework of knowledge creation from the North to the South. In this context, Open Access to the scholarly literature is seen as a means of bridging the global knowledge gap.
In this presentation, I argue that a key contributor to the continual knowledge divide and the invisibility of knowledge from the Global South is the persistence and dominance of Northern frameworks of research evaluation and quality metrics, coupled with outmoded national and international innovation policies based on exclusion and competitiveness. These narrow measures have tended to skew international research agenda and undermine locally relevant research.
A great opportunity that Open Access provides is the means to develop alternative metrics of research uptake and impact that are more inclusive of knowledge from the South, particularly those with development outcomes. In particular, it is important to re-conceptualize and re-design the metrics of research impact to reflect new scholarly practices and the diverse means of engagement enabled by OA and the new wave of social media tools. At the same time, appropriate policies need to be developed to reward open scholarship and to encourage research sharing — issues of particular importance for ending knowledge isolation. Examples of the new kinds of “invisible college” enabled by networking tools and OA will be presented, and particular attention will be paid to innovations emanating from the periphery.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Keynote presentation at Montana Library Association meeting, Helena, 7 February. It looks at public and academic library directions in a network environment.
In the age of the internet, many think libraries are being destroyed. One need not yield to pessimism: identifiable trends point to a promising future. In light of these, one should be able to circumscribe plausible scenarios. Approaches to strategic planning that count on ownership should make a big difference and point to desirable skills for librarians. If they also invest in resilience and give unequivocal attention to branding, libraries can enjoy a renaissance.
Aligning Open Access with the Social Justice Mission of Public UniversityLeslie Chan
In this talk I provide an extended argument on why we need to shift the narrative about Open Access from one emphasizing the university's research prowess to Open Access as university's commitment to its public mission.
Libraries are about enabling people in our communities to learn, unlearn, and relearn. This workshop has a focus on the library as a strategic learning institution that makes the community smarter. Learn more about 23 mobile things and how you can build your own mobile learning experience for staff and customers or members. Take part in a discussion about how we frame the library as an important way to make the community smarter, and find out more about current trends in learning that affect our libraries and the way we enact with people who want to learn.
Collective learning sets humans apart from all other species, and language magnifies the impact of that learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Futures of a Complex World - Futures of EducationHeiner Benking
Futures of a Complex World https://futuresconference2017.wordpress.com
Session Futures of Education, Art and Cultural Studies, Turku Tue 13 June 10:45- 12:00
https://futuresconference2017.wordpress.com/presentations/presentations-from-session-5/
FUTURES of learning and negotiation, policy-making,
and awareness/consciousness
Heiner Benking, journalist/futurist/activist/tutor
Member of the Advisory Board of the European Citizen Sciences Association (ECSA)
Tutor, Future Worlds Center (FWC), Re-Inventing Democracy project, UN-Democracy Fund (UNDEF)
Academic Board member of the International Encyclopedia of Systems and Cybernetics
The paper / presentation explores the fate of concrete solutions to introduce a combination of Solution Spaces in times of exploding Problem Spaces.
Innovative presentation and conceptualization methods were introduced at the ‘Communication Camp’ organized at the WFSF conference in Turku in 1993 and covered in the newsletter ‘Knowledge Spiral’ of the Youth and in the Finish weekly „HELSINGIN SANOMAT“.
These new communication methods have since been widely used and therefore we can now reflect on their successes, challenges, and possibilities for further use.
The key concepts included:
a) Open-Forum/Open-Space: a ‘Magic Roundtable’ conversation method which has led to online dialogues as well as ‘live encounters’, to encourage empathy in communication, as well as multi-track diplomacy and peacemaking efforts for community building.
b) Cognitive Panorama: Immersive spaces, externally oriented workspaces of the mind for spacial Erörterungen (deliberations and encounters) for an extra shared overview.
The session will revisit the 10 theses from 24 years ago: “our view of life is too flat”, will try to expand the themes, introduces “Out of the Box thinking and Paradigm-mapping” seminars, and critically review developments, looking back and forward.
We will discuss democracy, education, the future of the media, as well as the need to revisit the intersection of systems and models, imagination and shared augmented virtual realities, complexity and perplexity, signs and senses, concepts/signs and percepts/senses, ethics and policy-making.
TURKU 2017: www.futuresconference.fi/2017
TURKU 1993: (WFSF) benking.de/education.htm
Global librarianship - edu tech2015-blogversionJan Holmquist
Global librarian is not a title – it is a choice. Global librarianship is a mindset where you seek inspiration from global projects and translate them into making value in your community.
EduTech conference, Brisbane June 3rd 2015
From Cave Prisoners to Future Educators: from an Ancient Text to New Interpretation. Decoding Thinking
Processes through On-line Dialogue .................................................................................................................................... 1
Yonit Nissim and Iris Pinto
Learning by Going Social: Do We Really Learn from Social Media? ............................................................................ 14
Minakshi Lahiri and James L. Moseley j
A Pedagogical Synergy of Visualization Pictures and Scenarios to Teach the Concept of Parallelograms .............. 26
Marie-Thérèse Saliba
Self-Efficacy in Career Planning: A New Approach to Career Exploration ................................................................. 40
Despina Sidiropoulou-Dimakakou, Kostas Mylonas and Katerina Argyropoulou
The Civic Education in Greek Kindergartens. The Views and the Practices of Greek Kindergarten Teachers
Concerning Civic Education ............................................................................................................................................... 55
Kostis Tsioumis, Argyris Kyridis, Despina Papageridou and Elena Sotiropoulou
Applying the Theory of Simplexity in Home Economics Education for the Acquisition of Transversal
Competencies to Face Complexity...................................................................................................................................... 71
Erika Marie Pace, Paola Aiello, Maurizio Sibilio and Suzanne Piscopo
Student-Centered Learning in a First Year Undergraduate Course .............................................................................. 88
Saras Krishnan
Hispanic Doctoral Students Challenges: Qualitative Results ........................................................................................ 96
Bobbette M. Morgan, Ed. D. and Luis F. Alcocer, M.A.M
Re-awakening the 'Peoples University' - the learning agenda opportunity to reinvigorate public libraries. Community, informal (outside formal academic institutions) and online learning is a growing, disruptive opportunity. Learning happens best where there is a ‘community’ of support and good learning spaces. Public libraries have an opportunity to thrive if they develop the right capabilities to deliver a compelling learning offer. Presented at the CILIP "Re-imaging Learning" Executive Briefing on 13th November 2014
Remapping the Global and Local in Knowledge Production: Roles of Open AccessLeslie Chan
It is generally acknowledged that researchers and institutions in the Global South suffer from knowledge isolation because of poor infrastructure and lack of access to key resources, including the current literature. The remedy is therefore capacity building and the transfer of not only knowledge, but also the institutional framework of knowledge creation from the North to the South. In this context, Open Access to the scholarly literature is seen as a means of bridging the global knowledge gap.
In this presentation, I argue that a key contributor to the continual knowledge divide and the invisibility of knowledge from the Global South is the persistence and dominance of Northern frameworks of research evaluation and quality metrics, coupled with outmoded national and international innovation policies based on exclusion and competitiveness. These narrow measures have tended to skew international research agenda and undermine locally relevant research.
A great opportunity that Open Access provides is the means to develop alternative metrics of research uptake and impact that are more inclusive of knowledge from the South, particularly those with development outcomes. In particular, it is important to re-conceptualize and re-design the metrics of research impact to reflect new scholarly practices and the diverse means of engagement enabled by OA and the new wave of social media tools. At the same time, appropriate policies need to be developed to reward open scholarship and to encourage research sharing — issues of particular importance for ending knowledge isolation. Examples of the new kinds of “invisible college” enabled by networking tools and OA will be presented, and particular attention will be paid to innovations emanating from the periphery.
Similar to Biovision Alexandria Supercourse 37381 (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
1. By:
Dr. Francois Sauer, Dr. Ron LaPorte, and
Susan Hanna Bennett
The Library of Alexandria
Supercourse: Expanding
the Role of the Educator
1
2. Overview
In a Knowledge-based society we go:
From Knowledge organized in the Physical Place of a library (private or public) To
knowledge distributed in Virtual Spaces via multi-media.
From knowledge classified by topic To knowledge selected through meaning
enabling associations that are context sensitive. The Librarian then becomes the
expert in formulating effective questions to selectively find meaningful associations
in different knowledge spaces bigger than the storage capability of a human brain.
From knowledge based on the findings of science To the relevance of our
conscience for the requisite ethic needed in the application of science.
From the access to explicit knowledge captured in writing To virtual networks of
excellence that link scientists around the world to concurrently access explicit
and implicit knowledge.
From the Educator identifying and proliferating appropriate content according to
predetermined standards, To the Educator as a Catalyst enabling ethical
application of the available knowledge when teaching the value of science
including: Truth, Honor, Teamwork, Constructive Subversiveness and Conflict
Resolution.
2
4. Forces Pressing Against Current
Paradigms….
Reproduction
The Information Age
Association
The Relationship Age
Explicit and Implicit
Knowledge within
Virtual networks of
Excellence
Explicit Knowledge
within Physical
Places
4
5. Forces Pressing Against Current
Paradigms….
Illustration: Serge Bloch
5
Social Systems
Technological Systems
8. Virtual Knowledge Spaces
Library of Alexandria
100,000 searchable books On-line
Supercourse 4,300 On-line lectures
8
1. Environment of Trust
vs. External Control
2. Engaging the Creative
Thinking Cycle
vs. the Reflexive Cycle
3. Systemic Thinking
vs. Lineal Thinking
4. Compassion
vs. Judgment
5. Courage and
Resourcefulness
vs. entitlement
6. Interdisciplinary relationships
vs. silos
A new perspective:
9. Library of Alexandria and Educator’s
value added
Genuinely Interested
Emotionally Connected
Honoring Needs
9
10. Library of Alexandria and Educator’s
value added
New Associations
between ideas and
people
An Open Mind - Vulnerable 10
11. Library of Alexandria and Educator’s
value added
A Blue Print for
Problem Solving
11
12. Library of Alexandria and Educator’s
value added
Ambiguity for Creativity
and Innovation
Be ready to let go…
12
16. Epilogue
“Those who can make you believe absurdities can make
you commit atrocities.” - Voltaire
“The student of tomorrow will need to be prepared for a higher
calling. This higher calling will be to preempt crisis before they
occur, anticipate disasters before they happen, and solve some
of mankind’s greatest problems, starting with the problem of
our own ignorance” (Frey, 2009).
16
The principal role of the teacher has been, up to this point in time, providing the student with the content knowledge required to contribute through his/her work to the community. We offer that, up to this point, this role has remained consistent regardless of the development of technology.
Until 200 years ago, the existing perceived world knowledge was essentially manageable by encyclopedists as Voltaire (1694-1778). The conceptual processing of knowledge was reserved for a very small and powerful elite of thinkers, i.e. clergy, philosophers or civil leaders, Today the abundance of knowledge requires that everyone processes only a fraction of the knowledge available, as it is not possible to assimilate all of it for its use when needed. This new requirement creates the need for people to connect and work cooperatively in co-creative relationships.
We also claim that as connectedness and understanding increase they create a greater space for invention which is necessary for innovation (commercialization of inventions). This has the potential to level the playing field for developing nations as associations can be digitally develop cross national and political boundaries. And it holds a promise to move the relationship of Educator and Student from the level of how to apply knowledge to the level of how to assess the value of the current knowledge and how to create new knowledge. The educator becomes then a catalyst with an ethical responsibility to balance individual development with community development
When the Library of Alexandria was burned and completely destroyed, the unique content of its encoded explicit knowledge was lost for humanity. Today, two millennium later, the Library of Alexandria Supercourse (http://www.pitt.edu/~super1/) is transforming the public perception of a library as a “physical place where cuneiforms and books encoding explicit knowledge” are organized by subject and location to the concept of library as a “virtual space to relearn, evolve, and adapt” organized to identify the relevance of specific knowledge for a specific conversation, connecting people through co-creative relationships. Manifesting the commitment of the Library of Alexandria to deliver “All knowledge, for all people at all time”
The industrial age has created a need for mass training where the teacher delivered content. Now, in this information age, the technology is creating an opportunity to expand the role of the library with the teacher as a catalyst to expand student mind ethically balancing the fulfillment of individual and community needs.
With access to the knowledge provided by centers such as the Library of Alexandria, a new landscape is created for “association” between concepts and between people. With the association process two or more people through dialogue are bringing to consciousness some new connections that may create a new concept. We are also speaking of the individual who independently (though perhaps not to the same potential) can “associate” in a creative way two uncorrelated nuggets of knowledge extracted from the world pool of knowledge.
In summary, the library now is bringing educators closer to the students, and closer to the experts. The ubiquity of digitized knowledge assets means that the educator can leverage these assets so that he/she now can efficiently exercise his/her roles in the researching and absorbing component, and spend more time on improving the doing, interacting and reflection components of understanding, incorporating the ethic required in the application of knowledge.
This transformation, preceded by the “Information Age”, is characterized by the proliferation of new knowledge captured not only in worlds but also in sounds and images. This abundance of knowledge created the current quest to assimilate and use current knowledge. In this “Relationship Age” the selectivity and the speed of associations is pivotal to entrepreneurship and innovation, the role of the educator now also includes to become a catalyst for the expansion of the student’s mind to process the knowledge of our complex and chaotic world. The educator now is becoming a knowledge entrepreneur.
Historically, after the invention of the “press” that proliferated knowledge to a great extent in the form of books, and the evolution of the ‘public library’ that distributed that knowledge to the scientists and the workforce of the industrial age. Now we see roles models such as the Library of Alexandria creating with the Internet a new global ubiquity of digitized assets that facilitate the catalysis of new knowledge within complex social systems. From the explicit knowledge organized in a physical place we are evolving to a web of explicit and implicit sharing of knowledge, as now links to experts are associated with the explicit knowledge distributed in the web. From this perspective, the teachers now are the engineers of education, that take the knowledge built by experts, and rearrange them based upon the relationships they have with their students and the needs of their community.
Now one of the emerging challenges in our complex and chaotic world is to reconcile the explosion of knowledge with the capacity of the individual and the community to assimilate and process this knowledge as no individual brain can process all the knowledge available alone. A growing gap manifests the cognitive dissonance between technological systems and social systems. This gap is basically about the ethic required to apply the available findings of sciences. Developing countries may have now a unique opportunity to up front better integrate technological and social systems.
In the book “The Laws of Disruption”, Downes writes “According to the Law of Disruption, technology changes exponentially, but social, economic and legal systems change incrementally… as human beings reorder their lives to adjust to new realities, the second order effects of innovation are both more dramatic and more systemic” (Downes, 17). This is illustrated here.
Here we see illustrated the widening gap between technology and social, economic, and/or legal systems. The challenge is to design the policies that will regulate the operation of the New Paradigm of co-creation for the educator-student relationship.
This New Paradigm of the educator as a catalyst represents a significant shift; this shift requires a major transformation in the thinking of many educators and a transformation of the policies that will support their new role for the educator to help the student to navigate within our complex interconnected system with multiple feedback loops and leverage points that neutralize the predictive value of any lineal thinking process. In addition the key challenge is the ethical balance between the fulfillment of the needs of the individual and his/her community.
Today, in our digitalized knowledge world, for example the content of many of the lectures of the “Nobel Prize” is instantly available worldwide through the Library of Alexandria Supercourse including to an inner city student in Kansas. In this environment of “just in time, all content available everywhere for every one” in multiple media, the value added of the educator more firmly rests in the domain of teaching “How to associate, process information and knowledge and relate with other people?” The library with its capability to leverage the benefits of the Internet and the teacher are critical agents for the improvement of our community and the development of its values. The teacher in this new world is a role model in the training of students, helping them to learn how to identify, select and associate relevant knowledge to address practical challenges.
Does the educator compete with the tools of the digitized world? Or is there a freedom produced that enables the educator to emphasize a more human, individualized approach to learning? And is this fundamentally a new role, or a different emphasis with this New Paradigm?
By increasing the productivity of the educator, “high technology” forums such as the Library of Alexandria Supercourse free the time for the educator to add “high touch” value to his/her students. These forums with an abundance of high quality content empower the educator to stimulate the creative imagination of the students, evolving the role of the educator from:
The content provider (Articulating the lecture on the blackboard) to the catalyst for creativity and innovation with ethic (facilitating knowledge associations and people relationships through technology).
The authority in a specific knowledge area to the catalyst teaching “web socialization”, finding not only information and knowledge associations, but also human interaction, thus we can now exit our silos building new friendships and gaining new knowledge.
In this new role of “catalyst” the educator leads by example. The educator has now the responsibility to inspire the students to be all they can be, helping the student to manifest his/her potential to the fullest to make a positive contribution to the community. In this role, educators continue to encourage students to reach beyond regurgitating facts, to dialogue about new ideas with educators or peers potentially anywhere and anytime of day or night. The teacher as a catalyst also accelerates the student learning and discovery by opening up opportunistic relations with others in knowledge domains that can help the student. Therefore, the educator-student relationship becomes a bilateral doorway to explicit knowledge and to people with in addition implicit knowledge.
As a catalyst the educator is teaching how to find relevant knowledge, and how to find relationships rather than just exercising our memory. This is going on throughout the world.
The operating principles of the New Paradigm, shared by the educator and student, are as follows:
1. Environment of Trust vs. External Control
Engaging the Creative Thinking Cycle vs. using our pre conditioned thinking
3. Systemic Thinking vs. Lineal Thinking
4. Compassion vs. Judgment
Courage and Resourcefulness vs. entitlement
6. Interdisciplinary relationships vs. silos
The Library of Alexandria Supercourse is an example of how multi-media virtual knowledge forums and leadership can expand the value–added of the educator towards facilitating the development of the student’s creativity and innovation.
Multi-media virtual knowledge forums have the potential, especially with the aid of semantic based search engines, to free the educator’s time from undertaking course material preparation to perform roles as mentor and leadership. Ron LaPorte’s comments: “It seems to me that with the additional time available educators can perform other very important roles as mentor and more in a leadership capability. Thus with the high tech, high touch relationship approach it will be easier to build and maintain a connection with students half a world away. Also, you are able to touch students outside the classroom seeing, and also "keep in touch" as they move on through their careers. The teacher can stay on as an anchor to the students and in many ways a life savior to the student” The educator then can stay on as an ‘anchor’ for the students helping them to be more resourceful due to their connectivity.
The Library of Alexandria Supercourse as a “space to relearn, evolve, and adapt” (Sauer, 2009) is the virtual space that enables interaction between real people. We are all interconnected including, for example a student in Kansas with a Nobel Prize winner presenting at BioVision 2010 in Alexandria. In this cyberspace, the knowledge of humanity is becoming malleable and fluid. Now through associations new knowledge will be created from the generative process in the mind of a creative person exposed to new nuggets of knowledge as well as in the generative dialogue, enabled by the Library of Alexandria Supercourse, between creative people.
This high technology world and its tools hold a promise to remove certain traditional industrial revolution practices or reduce time burdens such as lecture preparation, allowing educators the time to tailor the education to individual students possibly through the use of new tools. Today, graduate mentorship produces much more highly trained and skilled students than classroom education. Forums like the Library of Alexandria Supercourse and other tools offered by high technology may enable graduate style mentorship at more elementary levels of education. The vision presented is that of the educator as a mentor, a leader, and a facilitator of innovation that is highly ethical and relevant to the community.
Library of Alexandria Supercourse value added
Leverage quality and availability of content for better lectures
Educator’s value added as a catalyst
Be genuinely interested in the success of the student. Use the time freed by technology to undertake leadership training, receive and give immediate feedback, and make connections outside of the classroom.
In this context to be a successful student is not only to know the scientific findings in a specific domain but to also be able to apply them with ethic to concurrently benefit him/her and the community. The student look for an alignment between his/her beingness, doing and getting.
Library of Alexandria Supercourse value added
By increasing productivity it frees educators to spend quality time “high touch” for relating with students
Educator’s value added as a catalyst
Able to emotionally connect with the student. Serve as a catalyst to build student-student relationships, student-community relationships and global connections.
Library of Alexandria Supercourse value added
Stress the need to customize the lectures to optimize the assimilation of knowledge leveraging creativity and innovation in a way that is respectful of the community culture
Educator’s value added as a catalyst
Meet the student where he/she is in his/her intellectual and emotional development, honoring the needs of his/her student as well as the needs of the community
Library of Alexandria Supercourse value added
Facilitate a “Just in Time” multi-disciplinary and multi-cultural approach to key topics as earthquake, flu or any major event locally as well as globally
Educator’s value added as a catalyst
Open student’s mind by creating new associations between ideas and between peoples in different knowledge domains. Move towards global knowledge sharing and global relationship sharing. Model the value of vulnerability to explore new possibilities.
Library of Alexandria Supercourse value added
Empower the educator as a role model who chooses how to best leverage the content provided by the Library of Alexandria Supercourse as a reference
Educator’s value added as a catalyst
Provide a blueprint for problem solving that enables the student to, with courage, access his/her own resourcefulness, to think systemically and creatively fostering an environment of respect for the opinions of others
Library of Alexandria Supercourse value added
Embrace presentations with different perspectives on the same subject
Educator’s value added as a catalyst
Tolerate ambiguity and contradictory scientific theories to leverage creativity and innovation
Library of Alexandria Supercourse value added
The educator is central to the presentation of his/her lecture. The Library of Alexandria Supercourse fades in the background.
Educator’s value added as a catalyst
Be ready to let go for the student to manifest as now all what he/she wants be
New social constructs are playing ‘catch-up’ with technology and scientific discovery. And this forms the platform for the argument that the role of educator is a strong candidate, perhaps even stronger and more influential than governments, to help our communities to responsibly exploit the opportunities presented by sciences and technology. Historically the educator is at the center of knowledge sharing.
The Library of Alexandria, within this multi-disciplinary scientific environment, is implementing technology to offer to the community new ways to access available knowledge. And the fact that the Library of Alexandria made the decision to become totally virtual and completely based on technology puts it as the first library organization not depending on a collection of physical books.
As critically, the Library of Alexandria also enables new ways of Association of Knowledge and People because of the ease of cross-referencing between scientific fields compared with a traditional library. Soon we can anticipate the emergence of digital search engine that will be able to extract meaning and therefore to facilitate conceptual associations between different domains.
Despite the useful tools and resources now made available, the role of educator as a Catalyst of associations needs community support. In this New Paradigm where identification, assimilation and proliferation of new knowledge are pivotal to nurturing grass-roots creativity and invention towards innovation, the educator needs supportive policies to set expectations about the shift in emphasis of their role from being data and information conduits, to working with students as individuals helping to customize learning, assessments of progress, and provide more philosophical foundations that enable the student to set appropriate boundaries and become actors within the interconnectedness of their learning and their communities. As part of this catalyst function the educators have also a mentoring and leadership roles.
This new role requires leadership training, a foundation in ethics and philosophy, community relations education and facilitation skills that extend cross-cultural boundaries to equip the educator for their role in global knowledge and relationships sharing. “Science sans conscience n’est que ruine de l’ame” – François Rabelais.
One domain where the issues of interconnectedness, learning, and innovation must be managed more expeditiously is public health. The gap between technological innovation and social elements (i.e. culture, politics, law) is becoming untenable in terms of the effectiveness of politics. And the question then becomes: is there a new operating model that is made possible with the help of educators?
Educators, because of their daily work with students, have an opportunity to enable structural coupling (Maturana and Varela, 75) rivaled by perhaps only the television. Might this offer the possibility of instilling a set of operating principles within students that enable our next generation to move with a higher velocity while protecting the concerns of the community? And if so, how do these operating principles get decided? And how do you manage the local and/or global development of these operating principles? The challenge with this question is: what we mean by community, do we mean geographic community, national virtual or multiple communities that we are all a part! The definition of our sense and need for belonging is at stake.
It is perhaps ironic, that high technology presents this unique opportunity to be more human, and just as the Library of Alexandria was unique and exclusive in its origin, it is now again the first in being unique and inclusive in its ability to open an unprecedented capacity for educators to make this shift from content provider to catalyst for the student’s mind. We believe that the offered operating principles for the educator as a catalyst provides some unique perspectives for a more powerful integration of education, scientific discovery, business and innovation.