Presentation held at the Social Learning Workshop gathering evidence that social learning approaches are working and can be used to support research and development projects.
Held by Liz Carlile, International Institute for Environment and Development (IIED). Learn more: http://ow.ly/y4FUH
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
Looking at Innovations in Curriculum through the Lens of 21st Century SkillsParisa Mehran
An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential skills needed for success in today’s world such as critical thinking and collaboration. Using Jenkins’ (2009) inventory, we investigated the curriculum orientations of Iranian school teachers particularly in terms of the precedence they give to critical thinking and students’ interests and needs. The participants endorsed curriculum innovation and valued the development of higher-order thinking skills and students’ 21st century concerns such as digital literacy. The results of this study will be further examined by comparing and contrasting the Iranian with the Japanese curricular practices.
Sustaining ECEC teachers’ professionalism through participatory research.Arianna Lazzari
In recent years the issue of ECEC quality and staff professionalization gained an increasing attention internationally both at academic and policy level. Despite this growing interest very little research has been conducted on these topics according to a participatory approach that engage with service stakeholders (practitioners, children and families, local administrators). The symposium presents the findings of two small-scale studies carried out in pre-school settings of two cities in Northern-Central Italy: Bologna and Modena. In these contexts participatory approaches to research in early childhood settings are embedded in local pedagogical traditions nurtured within the experience of municipal institutions and they recently gained new momentum within certain strands of academic research (Bove, 2009; Mortari, 2007). From this standpoint the studies presented share common aims and methodology: furthering a systemic approach to ECEC quality by providing teachers with professional support within a participatory research framework that sustains their collegial reflectivity on everyday practices.
The Role of Stakeholders and Parterships in Open Education by Economia Creati...Antonio Carlos Ruiz
In the context of Network Society in the Digital Era, education and open education programmes has to understant and commit to solid partnerships developing win-win strategies. Multifaceted stakeholders partnerships in education are essential for creating and implementing policies, programmes and curricula that can address the complexity of nowadays in an inclusive, efficient and effective way.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Teacher Professionalism in Estonia: the Lost Paradise of Lifelong Professiona...EneSilviaSarv1
Overview of teacher LLPL history and current problems. Estonia. The concepts of “teacher education”, Lifelong learning (LLL), Lifelong professional learning (LLPL) underline curriculum development, engagement of teacher-students into research, reflective practice, cultural aspects.
The healthy, positive, loving relationship is the key.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Presentation held at the Social Learning Workshop gathering evidence that social learning approaches are working and can be used to support research and development projects.
Held by Liz Carlile, International Institute for Environment and Development (IIED). Learn more: http://ow.ly/y4FUH
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
Looking at Innovations in Curriculum through the Lens of 21st Century SkillsParisa Mehran
An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential skills needed for success in today’s world such as critical thinking and collaboration. Using Jenkins’ (2009) inventory, we investigated the curriculum orientations of Iranian school teachers particularly in terms of the precedence they give to critical thinking and students’ interests and needs. The participants endorsed curriculum innovation and valued the development of higher-order thinking skills and students’ 21st century concerns such as digital literacy. The results of this study will be further examined by comparing and contrasting the Iranian with the Japanese curricular practices.
Sustaining ECEC teachers’ professionalism through participatory research.Arianna Lazzari
In recent years the issue of ECEC quality and staff professionalization gained an increasing attention internationally both at academic and policy level. Despite this growing interest very little research has been conducted on these topics according to a participatory approach that engage with service stakeholders (practitioners, children and families, local administrators). The symposium presents the findings of two small-scale studies carried out in pre-school settings of two cities in Northern-Central Italy: Bologna and Modena. In these contexts participatory approaches to research in early childhood settings are embedded in local pedagogical traditions nurtured within the experience of municipal institutions and they recently gained new momentum within certain strands of academic research (Bove, 2009; Mortari, 2007). From this standpoint the studies presented share common aims and methodology: furthering a systemic approach to ECEC quality by providing teachers with professional support within a participatory research framework that sustains their collegial reflectivity on everyday practices.
The Role of Stakeholders and Parterships in Open Education by Economia Creati...Antonio Carlos Ruiz
In the context of Network Society in the Digital Era, education and open education programmes has to understant and commit to solid partnerships developing win-win strategies. Multifaceted stakeholders partnerships in education are essential for creating and implementing policies, programmes and curricula that can address the complexity of nowadays in an inclusive, efficient and effective way.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Teacher Professionalism in Estonia: the Lost Paradise of Lifelong Professiona...EneSilviaSarv1
Overview of teacher LLPL history and current problems. Estonia. The concepts of “teacher education”, Lifelong learning (LLL), Lifelong professional learning (LLPL) underline curriculum development, engagement of teacher-students into research, reflective practice, cultural aspects.
The healthy, positive, loving relationship is the key.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
Presentación de la comunicación en ECER 2019 del caso Torrijos, dentro del proyecto "Nómadas del conocimiento: analizando prácticas disruptivas en educación secundaria", financiado por la fundación COTEC para la innovación.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
The interdisciplinary nature of education that emphasizes a liberal system of education which provides students the choices to the discovery and exploration needs to make
Higher education reality and mission in 21st Century: future strategies from ...Ene-Silvia Sarv
Presentation on the World Education Day Assembly 2019, Dalian, Chine. The presentation looks on the meaning and developments of higher education in changing paradigm and as seen in future scenarios of Estonia.
Школьный климат, школьная культура - основа благополучия и психического здор...Ene-Silvia Sarv
Presentation to lecture and workshop on school culture, school social climate, teachers mental models, pupils' happiness and what teacher has to observe to see child's mental problems.
Teachers`perception/view of their students and students`support system in the...Ene-Silvia Sarv
ECER 2006
Slides give overview of Teachers`perception/view of their students and students`support system in the schools in Estonia. Teacher and school typology was developed on the basis of complex research, that included 12% of schools in Estonia.
Школьная культура и школьный климат - немного теории
Счастье и радость
К какому типу относится ваша школа?
Школа Эстонии
(Sorry - slides 35-44 still in Estonian or English)
Ene-Silvia Sarv. Педагогическое образование в Эстонии. Teacher Education in ...Ene-Silvia Sarv
Slides give overview of teacher education values, main structure and framework requirements of teacher training. As example teacher/pre-school teacher training in Tallinn University is explained as well as main literature.
Slides are in English and Russian.
Ettekanne humanistlikku kooli käsitleval konverentsil koos rühmatöö juhendiga. Keskendub koolikliima ja koolirõõmu mõistmisele, uurimisele ja edendamise võimalustele.
Общее образование Эстонии – реформы, доброкачественность, PISAEne-Silvia Sarv
Slides on connection of education reform (1987+) in Estonia and excellent results of PISA-2015. Presentation in Education Forum, Kharkov, Ukraine, 02.March, 2017.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Schools once set the information agenda,
although that term was not used, while home
and church set the moral agenda.
Now the cultural agenda is set electronically.
Schools and even homes seem to have
become part of the counter-culture, the
resistance, fighting back with a declining
share of the action.
Barry O. Jones
3. Revolutionary (?) changes in
educational reality
E-learning/teaching, E-school
Tablets and e-books, personalized educational e-
environments
Life-long learning
for teachers
for students
Nonformal educational e-environment, incl
multilingual practices
4. 2004 (+ TALIS etc) => 2012/13
Some results on teacher CPD
gaps –
how teachers and students percieve their school
how teachers and leaders percieve and evaluate CPD
lack in knowledge and skills of
inquiry and reflection
cultural interests
professional learning
co-operative PL
Some changes 2004-2012
The induction year for novice teachers, mentoring
Rapid changes in e-environment, incl e-school
Growing role/power of principals …
5. The background
Transition from the industrial to the post-industrial state,
Education – integral part of culture => integral part of
economy.
Neoliberal approaches … (liberty without equality and
fraternity)
Globalisation (Europeanisation) – in economical and
cultural-technological areas. (NB Estonia as 10th
by
globalisation index)
Are the education, teacher education and CPD
20/21 a failure?
Was the post-modernist moment a fore-sign of neo-
liberal crises of 21st
?
6. “Great 5” of contemporary
problems
1. Society(s) are not aware of the need for fundamental re-
consideration of learning-teaching – nevertheless the
reorganization is done up=>down
2: school(s) do not develop harmonious coping human beings –
in educational laws (rapidly changing) we find other goals.
3: the structures and cultures of school-based learning-teaching
and those of real life are not sound –> culture and organised
thinking is needed to recognize real life-problems, to change
the teaching
4: the education in schools, teacher preparation and CPD live
separate, independent lives -> all attempts are just seeds … ,
5: school (and CPD via courses) is waste of time. (Cross (Internet
Time Group). Learning time In-school – 80%, outside – 20%; learned for
life – 20% at school, 80% outside).
7. WHY?
1. Lack of shared visions about the futures of education,
holistic and systematic (systems) approach to
education (incl teacher CPD and parents), societal
mobilisation for better education.
2. Responsibility for development of education as whole
is not legitimated and no one has taken the
responsibility.
3. The content of education (incl teacher and leaders
CPD) is formed mechanically, as quantitative widening
and out of immediate needs, not as qualitative re-
newal (in dynamic societies the educational models of
static societies are used).
8. Controversies
Rhetorics sounds “right” < deeds might be quite
opposite
E-environmental diversities, freedom, multi-sources <
organisation of knowledge into systems of knowledge
(need for new qualities of personal knowledge
management)
“Decentralised centralisation” in education, incl a great
part of CPD
Norming (official and hidden) – versus research and
knowledge based development, dynamic
Acnowledged need for research and monitoring of CPD
etc > increasing lack of finances
9. Models of CPD (Estonian case)
Late (up to end of 1980s)
Life-long learning: system of 5-year cycle + short
courses on actual themes. Ca < 90% involvement.
Contemporary
Chaotic - depends on trends, trainers abilities and
popularity, will of teacher/headmaster not of
educational/andragogical needs; training for state-
exams. ca 30% involvement.
Desired /needed CPD
Co-operation of life-long system and personal
interests and needs. Full involvement
10. New areas of CPD
Methods of e-learning (e-modulas for independent
or group learning)
Methods of collective/team knowledge creation and
knowledge management
Organisational bees (mysletoloki/mõttetalgud)
Rotators,
other methods of organisation of thinking processes with intense
reflection
Synthesised methods: different combinations of e-
environments + organisational bees (etc) +
pedagogical or educational-political knowledge
creation – simulations or practical outcomes;
widening of knowledge and skills.
11. Organized thinking activities rarely
used in teacher education and CPD
In Western countries
Brain-storming 1930
A.Osborne
Think tanks 1945
Open space - H.Owen 1985
Edward de Bono
“6 thinking-hats” 1986
Palo Alto Foresight Institute
1986
WorldCafe 1995 etc
Russia Estonia
Organisational development bees
(ODB, OДИ )G.Štšedrovitski 1979
Estonian form of ODB 1982
Rotator and other short
forms 1982
Longitudtional ODB
1979>1987-1989
Tsyclotron 2005
Internet-based ODB 2009
Virtual Open Development
Space 2012
(EURA-experience 2009-2012
and onwards)
12. New dimension of CPD and education:
futures - as informed optimism
some approaches to implementation:
The introduction of discrete futures units and
modules into an existing curriculum program.
The introduction of futures as a dimension of
existing subjects and curriculum foci.
The re-conceptualisation of a school's modus
operandi according to a futures paradigm
Change of mental models towards futures
dimensions in life and learning (incl via group-
methods)
13. Some rarely touched challenges
Changing parentship and teacher-parent
relations
more pedagogically un-educated parents, break of
generations-traditions in parentship
teacher-parent alienation (e-school, pseudo-liberal
freedom, etc)
less rights for teacher (to influence family environment)
De-culturisation of teachers (marginality of
knowledge body, absence of cultural “must”)
Lack of futures views and aspirations
14. Research questions
Change of teacher perception and perspective needs
of CPD (longitud – 2004-2012/13)
how teachers, schools and the local educational society were and are really
involved in CPD, especially research based teaching-learning and development
of a curriculum
how CPD is organised and regulated on state level – both by content and by
financing (incl mentoring, research )
educators’ involvement and cooperation in and between schools,
universities, NGOs, educational enterprises, governmental organs as well as
other stakeholders and interest groups.
Theoretical foundation: Bronfenbrenner (ecol.),
Nonaka&Takeuchi+Senge, Slaughter&Beare
15. Sources and perspectives of
research and action
Research project -
No project financing => alternative ways
Documents
Students (pedagogical field)
As source of information
As researchers - accomplishing co-operative mini-research as part of
learning process (science and philosophy of education)
As researchers – master work
Main method-related problem – unified and strict
method and methodology in combination of
students initiative and degree of freedom