Este documento describe los procesos cognitivos simples y complejos. Los procesos cognitivos simples incluyen la sensación, percepción, atención, y memoria. Los procesos cognitivos complejos son el pensamiento, lenguaje e inteligencia. Estos procesos mentales van desde la recepción de estímulos hasta respuestas más elaboradas.
Diferencias individuales en el aprendizajeanitamo2012
El documento discute las diferencias individuales en el aprendizaje desde una perspectiva filosófica y psicológica. Explica que desde la antigüedad, los filósofos se han enfocado en entender tanto las similitudes como las diferencias entre los individuos humanos. En psicología, inicialmente se asumió que las personas son esencialmente iguales, pero también se reconocen las diferencias individuales. Estas han sido conceptualizadas en términos de tipos de personas, rasgos de personalidad, y destrezas individuales.
Solución Analítica y Creativa de Problemasdoricelcepedam
Este documento describe dos tipos de solución de problemas que los directivos deben dominar: analítica y creativa. La solución analítica involucra cuatro pasos: definir el problema, generar soluciones alternativas, evaluarlas y seleccionar una, y dar seguimiento. La solución creativa también tiene cuatro pasos pero se enfoca en generar algo nuevo a través de la preparación, incubación, iluminación y verificación. Los directivos exitosos pueden resolver problemas de ambas formas.
El documento describe diferentes conceptos relacionados con el aprendizaje, incluyendo definiciones de aprendizaje, tipos de aprendizaje, inteligencias múltiples, enfoques de aprendizaje, modalidades perceptivas y diferencias individuales. Explica que el aprendizaje es un proceso de adquisición o modificación de habilidades a través de la experiencia, y que cada persona aprende de manera única dependiendo de factores como su historia, constitución biológica y estilo cognitivo.
El documento habla sobre herramientas para la toma de decisiones. Explica que la toma de decisiones involucra cuatro funciones administrativas y cinco fases. También describe cualidades personales para la toma de decisiones, el proceso de tomar decisiones, tipos de decisiones, y cómo los sistemas de soporte a la decisión (DSS) pueden ayudar en el proceso de toma de decisiones. Finalmente, destaca los beneficios que las buenas decisiones y la tecnología pueden aportar a las pequeñas y medianas empresas.
La creatividad es la habilidad de generar ideas nuevas y útiles. Se ve afectada por factores psicológicos individuales y ambientales. Todos los humanos tienen algún grado de creatividad, la cual puede medirse a través de pruebas empíricas. La personalidad, motivación, pensamiento divergente y mantener una mente abierta influyen en el desarrollo de la creatividad a lo largo de la vida.
El documento habla sobre estrategias docentes para desarrollar la creatividad. Explica que la creatividad puede desarrollarse a través del ambiente escolar y familiar, y que una metodología creativa puede llevar a alumnas creativas. También describe diferentes enfoques de la creatividad como un proceso o como un producto, y características del pensamiento convergente vs divergente. Además, ofrece recomendaciones sobre cómo desarrollar la creatividad en la escuela a través de la formación de una cultura creadora.
Este documento describe los procesos cognitivos simples y complejos. Los procesos cognitivos simples incluyen la sensación, percepción, atención, y memoria. Los procesos cognitivos complejos son el pensamiento, lenguaje e inteligencia. Estos procesos mentales van desde la recepción de estímulos hasta respuestas más elaboradas.
Diferencias individuales en el aprendizajeanitamo2012
El documento discute las diferencias individuales en el aprendizaje desde una perspectiva filosófica y psicológica. Explica que desde la antigüedad, los filósofos se han enfocado en entender tanto las similitudes como las diferencias entre los individuos humanos. En psicología, inicialmente se asumió que las personas son esencialmente iguales, pero también se reconocen las diferencias individuales. Estas han sido conceptualizadas en términos de tipos de personas, rasgos de personalidad, y destrezas individuales.
Solución Analítica y Creativa de Problemasdoricelcepedam
Este documento describe dos tipos de solución de problemas que los directivos deben dominar: analítica y creativa. La solución analítica involucra cuatro pasos: definir el problema, generar soluciones alternativas, evaluarlas y seleccionar una, y dar seguimiento. La solución creativa también tiene cuatro pasos pero se enfoca en generar algo nuevo a través de la preparación, incubación, iluminación y verificación. Los directivos exitosos pueden resolver problemas de ambas formas.
El documento describe diferentes conceptos relacionados con el aprendizaje, incluyendo definiciones de aprendizaje, tipos de aprendizaje, inteligencias múltiples, enfoques de aprendizaje, modalidades perceptivas y diferencias individuales. Explica que el aprendizaje es un proceso de adquisición o modificación de habilidades a través de la experiencia, y que cada persona aprende de manera única dependiendo de factores como su historia, constitución biológica y estilo cognitivo.
El documento habla sobre herramientas para la toma de decisiones. Explica que la toma de decisiones involucra cuatro funciones administrativas y cinco fases. También describe cualidades personales para la toma de decisiones, el proceso de tomar decisiones, tipos de decisiones, y cómo los sistemas de soporte a la decisión (DSS) pueden ayudar en el proceso de toma de decisiones. Finalmente, destaca los beneficios que las buenas decisiones y la tecnología pueden aportar a las pequeñas y medianas empresas.
La creatividad es la habilidad de generar ideas nuevas y útiles. Se ve afectada por factores psicológicos individuales y ambientales. Todos los humanos tienen algún grado de creatividad, la cual puede medirse a través de pruebas empíricas. La personalidad, motivación, pensamiento divergente y mantener una mente abierta influyen en el desarrollo de la creatividad a lo largo de la vida.
El documento habla sobre estrategias docentes para desarrollar la creatividad. Explica que la creatividad puede desarrollarse a través del ambiente escolar y familiar, y que una metodología creativa puede llevar a alumnas creativas. También describe diferentes enfoques de la creatividad como un proceso o como un producto, y características del pensamiento convergente vs divergente. Además, ofrece recomendaciones sobre cómo desarrollar la creatividad en la escuela a través de la formación de una cultura creadora.
Creativity should be embraced and championed in society to drive social responsibility and economic growth in a globally competitive world. Creativity belongs to everyone in society, not just a select creative class. For a creative society to thrive, education must encourage students to question the moral worth of facts and ideas, not just learn techniques, to develop visionaries instead of just technicians. Restoring the arts to a more central role in education could unleash creative energy across other disciplines as well.
Education 2.0 Conference Highlights The Role Of Cultural Intelligence To Prep...Education 2Conf
In this presentation by the Education 2.0 Conference, we will discover the world of Cultural Intelligence (CQ) in this engaging presentation. Learn what CQ is and why it's crucial for students in our globalized world. Explore practical strategies for developing cultural intelligence and understand the real-time benefits it offers, from enhanced employability to improved problem-solving skills. Prepare students for success in a diverse and interconnected global landscape.
Creativity is defined as the ability to produce something original and useful. It is essential in many fields like arts, entertainment, business, science, and more. Creativity requires both divergent thinking to generate novel ideas and convergent thinking to combine ideas into a solution.
While creativity is desired, there are debates around whether constraints enhance or reduce it. Constraints can focus creativity but also limit options. A balance is needed between freedom and boundaries. Practical examples show how constraints have led to new discoveries through divergent approaches.
Techniques exist to stimulate creativity within constraints, like random word prompts. Combining expansive and limiting techniques can generate multiple alternatives to solve problems creatively. Overall, creativity benefits
Creativity should be embraced and championed in a global society to drive social responsibility and economic growth while balancing welfare. A creative society ensures living standards amid competition by allowing unique individuals to demonstrate artistic messages. For this, education must encourage questioning the moral worth of facts and focus on know-why over know-how by restoring arts to a central role, unleashing creative energy across disciplines.
Clever Creative Global - Queensland Academies Creative Industries Campusqldacademies
The Queensland Academy for Creative Industries (QACI) is a specialist state high school that aims to be a world-class learning environment for creative students. QACI focuses on knowledge, creativity, innovation, enterprise, design, the arts, and new forms to prepare students for careers in the 21st century global economy. The school uses an innovative teaching approach including an emphasis on the creative industries, digital learning, and partnerships with universities to provide real-world experiences. QACI aims to develop students' creativity, global perspective, and entrepreneurial skills so they can thrive in a future driven by ideas, innovation, and design.
journal3#The art of creative teaching implications for higher educationThirah Dehearty
This document discusses fostering creativity in higher education. It argues that universities should nurture creativity in students to produce leaders for the 21st century, as creativity is linked to economic prosperity. However, many aspects of higher education can dampen creativity. The document proposes strategies for creative teaching and learning, such as curriculum negotiation, flexible assessment, and collaborative/project-based learning. It concludes universities must focus on creativity to develop students who can succeed in today's changing world.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Knowledge Unleashed: Harnessing Information for Personal and Societal Growthanwarkhan45314
In the digital age, information is abundant and readily accessible, empowering individuals and societies to unlock their full potential for growth and development. From personal enrichment to societal progress, the harnessing of knowledge plays a pivotal role in shaping our collective future.
The document discusses developing creative thinking in education. It argues that creativity is being stifled in many school systems and promotes teaching methods that nurture creativity in students. These include using open-ended questions, experiments, conversations, and interactive workbooks. The goal is to enhance classical education with creativity training so that future generations can use technology ethically and remain humane.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Unveiling the Intrinsic Importance of Education in the Human Journeyamankhan99101
Embark on a journey to unravel the profound significance of education in the human experience. Beyond the confines of mere academic pursuits, this exploration delves into the intrinsic value that education imparts to individuals, shaping minds, fostering growth, and becoming a guiding force on the path to a brighter future.
1. Building Passion and Potential for Creative Learning in Higher Education.pdfEmily Smith
This document discusses building passion and potential for creative learning in higher education. It argues that creativity cannot be left to chance and must be deliberately integrated into teaching practices. The summary discusses:
1) Creativity starts with the instructor embracing creative learning themselves first before nurturing creativity in students. Understanding one's own creative strengths is important.
2) A basic understanding of creativity, including its definition and dimensions, is needed to grasp its urgent importance for problem solving and the future. Models like Rhodes' four P's (person, process, product, press) and Torrance's incubation model can help integrate creativity.
3) Creativity must be deliberately developed in higher education through strategies like selecting relevant creativity skills
This document outlines creativity in teaching English as a foreign language (TEFL). It begins with definitions of creativity from researchers like Guilford and the National Advisory Committee on Creative and Cultural Education. Creativity in teaching is important to avoid dependence on others' ideas and use imagination. However, teachers can lack creativity due to social, individual, strategy, values, and perception blocks. The document also addresses misconceptions that creativity is only for artists or cannot be taught. Finally, it suggests activities to boost creativity in TEFL like creative play, songs, body language, and technology.
Education involves receiving systematic instruction, especially in schools, colleges, and universities. It comes from Latin words meaning "to bring out" and "to bring up." There are many definitions of education according to different thinkers. Education aims to develop students intellectually, prepare them for citizenship, and teach them skills for vocations. Overall, education is important for progressing society by furthering literacy, culture, leadership, national development, and more.
Unveiling the Intrinsic Importance of Knowledge in the Human Journeyhussanisoyat
Embarking on a profound exploration of the significance of knowledge in the human experience, this comprehensive article seeks to unravel the layers of impact that knowledge weaves into the fabric of our lives.
The document discusses the need for a more diverse curriculum at a school. It notes that the school's population currently lacks diversity, giving students a false impression of the diverse global population. The initiative's vision is to help students celebrate differences and gain skills through exposure to a multicultural approach using diverse materials, technology, and literature. Research shows that developing assets like social competencies and positive identity in students helps enrich development and foster a diverse society where all youth thrive. The school plans to increase diverse toys, stories, and a cyber-buddy program to motivate students and teachers to adopt a new way of thinking. It seeks community support to help students succeed in a global market.
The document summarizes a research project that aims to study how a knowledge building pedagogy and Knowledge Forum software can be used to support knowledge creation in New Zealand secondary schools. The research will observe classroom and online discussions, collect student work, and interview teachers and students. It will analyze the data to understand how knowledge building affects students' learning and the development of a knowledge building culture in schools.
This document outlines an agenda for a seminar on pedagogical mediation in TEFL (Teaching English as a Foreign Language). The agenda includes discussing quotations on education and social networks, presenting the Common European Framework of Reference, sharing articles from blogs, and participating in a student exchange activity. It provides background information on pedagogical mediation and possibilities for mediating TEFL. The document also discusses different levels of learning, from data to wisdom, and ways to mediate TEFL education.
This document discusses creative learning through visualization and the art of visualization. It discusses:
1) Visualization or spatial intelligence is the ability to mentally visualize and solve spatial problems. Art and design disciplines focus on learner creativity and tend to view knowledge from their own perspectives.
2) Developing creativity has become an important educational goal, and creative pedagogy emphasizes an exciting learning environment to increase student enjoyment and commitment. Students are active participants who determine the pace and content of their learning.
3) Creative potential exists in most people and must be explored and nurtured. Examples of creativity include Steve Jobs creating the iPhone by combining different technologies. Creativity involves expertise, creative thinking skills, and motivation.
Creativity should be embraced and championed in society to drive social responsibility and economic growth in a globally competitive world. Creativity belongs to everyone in society, not just a select creative class. For a creative society to thrive, education must encourage students to question the moral worth of facts and ideas, not just learn techniques, to develop visionaries instead of just technicians. Restoring the arts to a more central role in education could unleash creative energy across other disciplines as well.
Education 2.0 Conference Highlights The Role Of Cultural Intelligence To Prep...Education 2Conf
In this presentation by the Education 2.0 Conference, we will discover the world of Cultural Intelligence (CQ) in this engaging presentation. Learn what CQ is and why it's crucial for students in our globalized world. Explore practical strategies for developing cultural intelligence and understand the real-time benefits it offers, from enhanced employability to improved problem-solving skills. Prepare students for success in a diverse and interconnected global landscape.
Creativity is defined as the ability to produce something original and useful. It is essential in many fields like arts, entertainment, business, science, and more. Creativity requires both divergent thinking to generate novel ideas and convergent thinking to combine ideas into a solution.
While creativity is desired, there are debates around whether constraints enhance or reduce it. Constraints can focus creativity but also limit options. A balance is needed between freedom and boundaries. Practical examples show how constraints have led to new discoveries through divergent approaches.
Techniques exist to stimulate creativity within constraints, like random word prompts. Combining expansive and limiting techniques can generate multiple alternatives to solve problems creatively. Overall, creativity benefits
Creativity should be embraced and championed in a global society to drive social responsibility and economic growth while balancing welfare. A creative society ensures living standards amid competition by allowing unique individuals to demonstrate artistic messages. For this, education must encourage questioning the moral worth of facts and focus on know-why over know-how by restoring arts to a central role, unleashing creative energy across disciplines.
Clever Creative Global - Queensland Academies Creative Industries Campusqldacademies
The Queensland Academy for Creative Industries (QACI) is a specialist state high school that aims to be a world-class learning environment for creative students. QACI focuses on knowledge, creativity, innovation, enterprise, design, the arts, and new forms to prepare students for careers in the 21st century global economy. The school uses an innovative teaching approach including an emphasis on the creative industries, digital learning, and partnerships with universities to provide real-world experiences. QACI aims to develop students' creativity, global perspective, and entrepreneurial skills so they can thrive in a future driven by ideas, innovation, and design.
journal3#The art of creative teaching implications for higher educationThirah Dehearty
This document discusses fostering creativity in higher education. It argues that universities should nurture creativity in students to produce leaders for the 21st century, as creativity is linked to economic prosperity. However, many aspects of higher education can dampen creativity. The document proposes strategies for creative teaching and learning, such as curriculum negotiation, flexible assessment, and collaborative/project-based learning. It concludes universities must focus on creativity to develop students who can succeed in today's changing world.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Knowledge Unleashed: Harnessing Information for Personal and Societal Growthanwarkhan45314
In the digital age, information is abundant and readily accessible, empowering individuals and societies to unlock their full potential for growth and development. From personal enrichment to societal progress, the harnessing of knowledge plays a pivotal role in shaping our collective future.
The document discusses developing creative thinking in education. It argues that creativity is being stifled in many school systems and promotes teaching methods that nurture creativity in students. These include using open-ended questions, experiments, conversations, and interactive workbooks. The goal is to enhance classical education with creativity training so that future generations can use technology ethically and remain humane.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Unveiling the Intrinsic Importance of Education in the Human Journeyamankhan99101
Embark on a journey to unravel the profound significance of education in the human experience. Beyond the confines of mere academic pursuits, this exploration delves into the intrinsic value that education imparts to individuals, shaping minds, fostering growth, and becoming a guiding force on the path to a brighter future.
1. Building Passion and Potential for Creative Learning in Higher Education.pdfEmily Smith
This document discusses building passion and potential for creative learning in higher education. It argues that creativity cannot be left to chance and must be deliberately integrated into teaching practices. The summary discusses:
1) Creativity starts with the instructor embracing creative learning themselves first before nurturing creativity in students. Understanding one's own creative strengths is important.
2) A basic understanding of creativity, including its definition and dimensions, is needed to grasp its urgent importance for problem solving and the future. Models like Rhodes' four P's (person, process, product, press) and Torrance's incubation model can help integrate creativity.
3) Creativity must be deliberately developed in higher education through strategies like selecting relevant creativity skills
This document outlines creativity in teaching English as a foreign language (TEFL). It begins with definitions of creativity from researchers like Guilford and the National Advisory Committee on Creative and Cultural Education. Creativity in teaching is important to avoid dependence on others' ideas and use imagination. However, teachers can lack creativity due to social, individual, strategy, values, and perception blocks. The document also addresses misconceptions that creativity is only for artists or cannot be taught. Finally, it suggests activities to boost creativity in TEFL like creative play, songs, body language, and technology.
Education involves receiving systematic instruction, especially in schools, colleges, and universities. It comes from Latin words meaning "to bring out" and "to bring up." There are many definitions of education according to different thinkers. Education aims to develop students intellectually, prepare them for citizenship, and teach them skills for vocations. Overall, education is important for progressing society by furthering literacy, culture, leadership, national development, and more.
Unveiling the Intrinsic Importance of Knowledge in the Human Journeyhussanisoyat
Embarking on a profound exploration of the significance of knowledge in the human experience, this comprehensive article seeks to unravel the layers of impact that knowledge weaves into the fabric of our lives.
The document discusses the need for a more diverse curriculum at a school. It notes that the school's population currently lacks diversity, giving students a false impression of the diverse global population. The initiative's vision is to help students celebrate differences and gain skills through exposure to a multicultural approach using diverse materials, technology, and literature. Research shows that developing assets like social competencies and positive identity in students helps enrich development and foster a diverse society where all youth thrive. The school plans to increase diverse toys, stories, and a cyber-buddy program to motivate students and teachers to adopt a new way of thinking. It seeks community support to help students succeed in a global market.
The document summarizes a research project that aims to study how a knowledge building pedagogy and Knowledge Forum software can be used to support knowledge creation in New Zealand secondary schools. The research will observe classroom and online discussions, collect student work, and interview teachers and students. It will analyze the data to understand how knowledge building affects students' learning and the development of a knowledge building culture in schools.
This document outlines an agenda for a seminar on pedagogical mediation in TEFL (Teaching English as a Foreign Language). The agenda includes discussing quotations on education and social networks, presenting the Common European Framework of Reference, sharing articles from blogs, and participating in a student exchange activity. It provides background information on pedagogical mediation and possibilities for mediating TEFL. The document also discusses different levels of learning, from data to wisdom, and ways to mediate TEFL education.
This document discusses creative learning through visualization and the art of visualization. It discusses:
1) Visualization or spatial intelligence is the ability to mentally visualize and solve spatial problems. Art and design disciplines focus on learner creativity and tend to view knowledge from their own perspectives.
2) Developing creativity has become an important educational goal, and creative pedagogy emphasizes an exciting learning environment to increase student enjoyment and commitment. Students are active participants who determine the pace and content of their learning.
3) Creative potential exists in most people and must be explored and nurtured. Examples of creativity include Steve Jobs creating the iPhone by combining different technologies. Creativity involves expertise, creative thinking skills, and motivation.
Similar to Creatividad, Cultura y Educación: Creativity, Culture and Education: for COMUR 2013 (20)
The Principles of Educational Robotics (ERA) Catlin and BlamiresBalrymes
This is a presentation given at Digibury in Canterbury based on the work of Catlin and Blamires on the principles of educational robotics. Any unattributed photos are from Valiant Technology and are used with permission,
Investigating inclusive curriculum in higher education Balrymes
The document discusses several key aspects of inclusive education in higher education. It summarizes different views on what educational inclusion means. It also discusses two common research fallacies around making conclusions based on group data versus individual cases. The document outlines factors that can contribute to inclusive education, such as social skills, supportive communities and institutions, and families/parents that support education. It also discusses concepts like universal design for learning and protecting factors versus risk factors for students. Overall, the document examines the complexity of educational inclusion and different perspectives and approaches to considering diversity in higher education.
Resilience: An Evidence Based Framework
RESILIENCE IN CHILDHOOD: INTERDISCIPLINARY PERSPECTIVES
Friday 9 July 2004 at UWE BRISTOL
University of the West of England
Mike Blamires: Principal Lecturer,
Building Portals for Evidence Informed Education: Lessons from the Dead: SummaryBalrymes
This paper discusses lessons learned from the Teacher Training Resource Bank (TTRB) project in England. The TTRB portal provided a large collection of evidence-informed resources but was shut down in 2010 due to a change in government. Key lessons include: classifying resources using enduring thesauri to future-proof against policy changes; openly licensing materials from the start to allow repurposing; and using feed technologies to better disseminate resources to potential users. The forced archiving of the TTRB stripped functionality and accessibility, highlighting the need for sustainable hosting and dissemination strategies.
Building Portals for Evidence Informed Education: Lessons from the DeadBalrymes
This paper discusses lessons learned from the Teacher Training Resource Bank (TTRB) portal in England. The TTRB provided evidence-informed resources for teacher training but was shut down after a change in government. Key lessons include the importance of quality assurance processes for reviews, classification systems to improve searchability, and planning for open licensing or archiving of resources to allow their continued use after a project ends. The TTRB was found to improve the quality of trainee teachers' work by providing up-to-date research but faced challenges around sustainability due to its reliance on government funding and policy changes.
The document discusses lessons learned from the Teacher Training Resource Bank (TTRB) project. The TTRB aimed to provide teacher trainees and educators access to research and resources to support evidence-informed education. However, the TTRB project has ended. The document reflects on the TTRB's goals, structure, usage data, and positive evaluation findings. It also outlines lessons for future projects, such as agreeing ownership and risk procedures, future-proofing classification systems, and prioritizing dissemination to keep resources accessible after a project ends.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
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.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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2. ¿Qué es la creatividad?
El Consejo Nacional de Educación Cultural y Creativa (NACCE,
1999) ofreció una definición de creatividad que podría ser y ha sido
utilizada por los pedagogos. Esta identifica 4 características del
proceso creativo.
Primero, la creatividad siempre involucra el pensar y el comportarse
imaginativamente. Segundo, que esta actividad imaginativa tiene, por
sobre todas las cosas, un propósito: es decir, esta dirigida hacia el logro
de un objetivo. Tercero, que el proceso creativo debe generar un
producto original.
Cuarto, el resultado debe ser válido con respecto al objetivo. Un
elemento importante de esta definición es que esta contextualiza a la
creatividad dentro de una actividad dirigida hacia un propósito, es
decir, hacer que sea significativa dentro del contexto.
3. What is creativity?
National Advisory Committee on Creative and Cultural Education (NACCE, 1999;
provided a definition of creativity that could be, and has been, harnessed by
educationalists. This identified four characteristics of creative processes. First, that
they always involve thinking or behaving imaginatively. Second, that this imaginative
activity is, overall, purposeful: that is, it is directed to achieving an objective. Third, that
creative processes must generate something original. Fourth, that the outcome must
be of value in relation to the objective. An important element of this definition is that it
anchors creativity within purposeful activity that is, in turn, given meaning from coming
within a given domain
4. ¿ Por qué la creatividad es importante?
La educación es vista como la cultivadora del talento requerido
para las industrias creativas del Reino Unido.
De manera similar, el informe acerca del “Próximo Gen” de NESTA
ha planteado que las escuelas necesitan cambiar su enseñanza en
TIC con el objetivo de apoyar las industrias creativas de producción
de videojuegos y efectos de cine (Livingstone & Hope, 2011 p 1).
La Política Educativa de Capacitación de la Unión Europea para el
2020, (2012) ha reforzado este punto de vista de enfatizar en la
innovación como un objetivo educativo común.
5. Why is Creativity Important?` `
Education is seen as a nurturer of talent required for the
creative industries of the UK.
Similarly, the ‘Next Gen’ report of NESTA has stated that
schools would need to change their teaching of ICT in
order to support the creative industries of console game
production and film effects
(Livingstone & Hope, 2011 p 1).
EU Educational and Training 2020 Policy (2012) has
reinforced this view in its emphasis on innovation as a
core educational objective.
` `
6. Creatividad & Cultura
Un cambio desde teorías que priorizan la creatividad como una propiedad
psicológica individual hacia aquellas que, además del desarrollo cognitivo del
niño prestan atención al contexto social, en el cual la creatividad puede
desarrollarse.
Con respecto a esto, estudios realizados por catedráticos Británicos
prominentes en el tema han enfatizado en que los espacios abiertos,
exploratorios y colaborativos son esenciales para facilitar la creatividad.
(Jeffrey and Craft, 2004; Cremin et al., 2006).
7. Creativity & Culture
A shift from theories which prioritise creativity as an individual psychological
property to those which, in addition to the cognitive development of the child,
pay attention to the social and contextual environment in which creativity can
flourish.
In this regard, studies by a range of influential scholars on creativity in England
have placed a strong emphasis on open, exploratory and collaborative spaces as
essential to enabling creativity (Jeffrey and Craft, 2004; Cremin et al., 2006).
8. Seis Mitos acerca de la Creatividad
Los seis mitos identificados por Sharp tienen que ver con la
suposición de que:
(i)la creatividad esta confinada al arte y la cultura, llevando a la
subestimación del papel y la significación de la creatividad en
campos como el diseño, la tecnología, la ingenieria y la ciencia;
(ii) que la transferencia del conocimiento de un campo a otro no
es problemática;
(iii) que la creatividad es sinónimo de diversión;
(iv) que la creatividad es un rasgo de élite, restringido a muy
pocos individuos dotados de talento;
(v) que la educación para la creatividad puede ser proporcionada a
través del juego no estructurado y la actividad sin ayuda; y
(vi) que la creatividad no requiere de altos conocimientos por parte
del sujeto.
9. Six Myths about Creativity
The sixth myths identified by Sharp are the assumptions that:
(i)creativity is confined to arts and culture, leading to the under-recognition of the role
and significance of creativity in fields such as design, technology, engineering and
science;
(ii) that knowledge transfer across domains is unproblematic;
(iii) that creativity equals fun;
(iv) that creativity is an elite trait, restricted to a few very talented individuals;
(v) that education for creativity can be provided through unstructured play and
unsupported activity; and
(vi) that creativity does not require a high level of subject knowledge..
10. ¿ La necesidad de la creatividad?
Según la definición de ‘información’ aportada por Gregory
Bateson (1973): ‘la información es una diferencia que hace la
diferencia’, se puede argumentar que la creatividad trata acerca
de la identificación y explotación de la diferencia para facilitar la
innovación exitosa.
`
11. The need for creativity?
Building upon the definition of ‘information’ by Gregory Bateson (1973) as
‘information is a difference that makes a difference’, it might be argued that creativity
is about identifying and then harnessing difference to enable successful innovation.
`
12. La creatividad en la Educación
La verdadera naturaleza de la creatividad en la educación permanece ambigua.
Hastaque punto la creatividad en la Educación Primaria se concibe como una
sociedad creativa, como lo opuesto a simplemente valorar y fomentar las ideas
de los niños en contextos múltiples, es algo que no está claro. Hasta que punto
se valora la creatividad colectiva y colaborativa como algo contrapuesto al
modelo individualizado, no está claro tampoco, de manera similar, aun existe
confusión entre los términos ‘ enseñanza creativa’, ‘enseñanza para la creatividad’
y ‘ aprendizaje creativo’.
13. Creativity in Education
The very nature of creativity in education remains ambiguous. To what
extent creativity in primary education is conceived of as involving
creative partnerships, as opposed simply to valuing and nourishing children’s ideas
in multiple contexts, is not clear.
To what extent collective or collaborative creativity is valued as against individualised
models is also unclear, similarly there are still slippages in language between
‘creative teaching’, ‘teaching for creativity’ and ‘creative learning’.
14. Creatividad & aprendizaje
El Informe de Educación Primaria (2009: 489) ofreció un punto de vista acerca de la
creatividad dentro del discurso cultural, mientras que enfatizaba en el papel activo del
aprendiz.
“La creatividad no se entiende solo como la exposición a empresas artísticas e
imaginativas, sino también como el contribuir a la calidad y capacidad del
pensamiento del niño y a su perseverancia y habilidades de resolución de problemas...
A los niños se les ve ahora como aprendices capaces y competentes, si se les
proporciona el eentorno social y lingüístico adecuado y su enseñanza involucra,
estimula y reta su entendimiento.”
15. Creativity & Learning
The CPR (2009: 489) provided an elaboration of this process, acknowledging
creativity within cultural parlance whilst emphasising the active role of the learner:
Creativity is understood not only in terms of exposure to artistic and imaginative
endeavour but as contributing to the quality and capacity of children’s thinking and to
their perseverance and problem solving abilities... children are now viewed as
competent and capable learners, given the right linguistic and social environment and
teaching which engages, stimulates and challenges their understanding.
16. Creatividad & Enseñanza
(i) La creatividad depende de la pedagogía y, como tal, (ii) diferentes
pedagogías dentro de diferentes campos pueden promover o frenar la
creatividad.
(i) creativity is dependent upon pedagogy and, as such, (ii) different
pedagogies within different subject domains may foster or hinder
creativity.
17. Desarrollar la creatividad
Sternberg (2006: 87-88) la creatividad depende de ‘seis recursos distintos
pero interrelacionados: habilidades intelectuales, conocimiento, estilos de
pensamiento, personalidad, motivacion y entorno’.
Sternberg (2006: 87-88) creativity is dependent on ‘six distinct but inter-
related resources: intellectual abilities, knowledge, styles of thinking,
personality, motivation and environment’.
.
18. Desarrollar la Creatividad
En “Creatividad : encuéntrala y
promuévela” la QCA (2005) sugirió que es
posible identificar cuando los aprendices
están pensando y comportándose
creativamente en clase a través del
siguiente modelo:
Según “El aprendizaje: los Enfoques
creativos que aumentan los niveles de
desempeño,” Ofsted (2010: p 3) la
motivación de los aprendices, el progreso
y el logro en las escuelas primarias y
secundarias se perfeccionan a través de
enfoques creati vos de aprendizaje , tales
como:
Hacer preguntas y exigir mayor grado de
dificultad;
Establecer conecciones y ver relaciones;
Predecir lo que puede ser;
Explorar ideas, mantener opciones
abiertas;
Reflejar pensamiento crítico con respecto
a ideas, acciones y resultados.
•estimular a los aprendices con
experiencias memorables y actividad
práctica;
•Permitir que los aprendices hagan
preguntas, exploren y confronten las
ideas;
•Animar a los aprendices a pensar
creativamente; y
•Ayudar a los aprendices a reflexionar
acerca de su aprendizaje y evaluarlo
19. Enhancing Creativity
In Creativity: find it, promote it,
the QCA (2005) suggested that it
is possible to identify when pupils
are thinking and behaving
creatively in the classroom by
using the following framework:
in Learning: Creative Approaches
that Raise Standards, Ofsted
(2010: p 3) pupils’ motivation,
progress and attainment in
primary and secondary schools are
improved by creative approaches
to learning such as
questioning and challenging;
making connections and seeing
relationships;
envisaging what might be;
exploring ideas, keeping options open;
reflecting critically on ideas, actions and
outcomes
stimulating pupils with memorable
experiences and practical activity;
allowing pupils to question, explore and
challenge ideas;
encouraging pupils to think creatively;
and
supporting pupils to reflect on and
evaluate their learning
20. Las interrogantes relacionadas con la evaluación no son
insignificantes para los profesores que buscan desarrollar
la creatividad en los estudiantes ; en realidad son cruciales.
... La creatividad no se puede desarrollar sin alguna forma
de contenido.
De hecho, la creatividad require contenido – en términos
de conocimientos y habilidades – para proporcionarle un
propósito o desafío y nuevos valores.
¿ Por qué evaluar la creatividad?
21. Questions relating to assessment are not insignificant for
teachers seeking to develop creativity in pupils; indeed they
are crucial.
... creativity cannot occur without some form of content.
Indeed, creativity requires content – in terms of
knowledge and skills – to provide it with a purpose or
challenge, and to add or to gain value.
Why Assess Creativity?
22. ¿ Cómo evaluar la creatividad?
Ferrari, et al. (2009: 2) propone una serie de requisitos para la creatividad y la
innovación en las escuelas. A estos factores se les ha denominado facilitadores y
son las cirscuntancias o mecanismos de ayuda que hacen que la creatividad y la
innovación puedan desarrollarse. Estos son:
• Evaluación: actividades para animar a los estudiantes a beneficiarse de lo que han
aprendido. juntos con el objetivo de enfatizar en el progreso futuro más que en la
comparación competitiva.
• Cultura: donde los intereses y las opiniones de los estudiantes son bienvenidos.
• Currículo: el que establece un equilibrio entre la flexibilidad y lo preestablecido .
• Habilidades individuales: en la manera en que reconoce que existe un mínimo nivel de
conocimiento.
• Profesores; tienen una función vital en promover o frenar la creatividad .
• Tecnología:estimula formas alternativas de crear conocimiento y establecer significados.
• Herramientas: espacios, recursos y redes de trabajo, con el objetivo de proporcionar
oportunidades de interacción real o virtual y estructuras para la enseñanza y el aprendizaje.
23. How to Assess Creativity?
Ferrari, et al. (2009: 2) proposes a series of requisites for creativity and
innovation in schools. These factors have been called enablers and are the
circumstances or support mechanisms that make creativity and innovation
more likely to thrive. These are:
‘assessment; activities to encourage learners to benefit from what that have learned together in
order to highlight future progress rather than emphasis competitive comparison
culture; where students' ideas, interests and opinions are welcome.’
curriculum; which balances prescription and flexibility.
individual skills; in a way which recognises that there is a minimum threshold of knowledge
teachers; have a vital role in the kindling or stifling of creativity
technology, stimulating alternative ways of fashioning knowledge creation and meaning
making
tools; space, resources and networks, in order to provide virtual and real interactive
opportunities and structures for learning and teaching
24. Sources
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