MDW Boulder April '11 | David slayden_Intro and Overview of BDW

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Digital technologies have radically changed how we learn, work and play. Boulder Digital Works (BDW) is dedicated to creating an agile culture of learning that is responsive to emerging digital technologies. BDW explores the future of learning, work and play in a networked information economy where the pace of change is accelerating. They embrace wicked problems to encourage exploration and experimentation, and believe understanding play is key to understanding learning as it develops creativity and innovation.

Education

BOULDER DIGITAL WORKS
START HERE. CHANGE EVERYTHING.

DIGITAL TECHNOLOGIES HAVE RADICALLY
CHANGED HOW WE LEARN, WORK, AND PLAY.

REPETITION + AVOIDANCE OF ERROR = SUC

THEN:
REPETITION + AVOIDANCE OF ERROR = SUCCESS

THEN:
REPETITION + AVOIDANCE OF ERROR = SUCCESS

THE FUTURE IS
NOT WHAT IT
USED TO BE.
We now live in permanent beta. The pace of change
in the 21st century is continually accelerating.

A networked information economy is a reality.
The world is becoming more interconnected,
complex, and transparent.

The knowledge economy has a seemingly unlimited
need for intellectual property.

THINGS
HAVE
CHANGED.

TECHNOLOGY + CREATIVITY = DISRUPTION

20th CENTURY = STEADY-STATE SYSTEMS

SCHOOL WORK SUCCESS.

change is the problem

21st CENTURY = DYNAMIC SYSTEMS

the problem is the solution

WHAT
TO DO.

We must create learning environments that match
the speed and range of change happening in the
world around us.

Learning to learn is a necessity for thriving in the
21st century.

BOULDER DIGITAL WORKS
is dedicated to creating an agile
culture of learning.

WHAT
WE DO.

BDW is an evolving learning culture responsive
to the impact of emerging digital technologies.

WHAT
WE DO.

We explore the future of learning work and play in
the Web 2.0 socio-technical environment.

HOW AND
WHY
WE DO IT.

Given the rate of change in the 21st century
world, the life span of skillsets is compressing.

HOW AND
WHY
WE DO IT.

Mindsets and a dispositon to lifelong learning
and ongoing experimentation are increasingly
important.

HOW AND
WHY
WE DO IT.

We embrace wicked problems because the search for
solutions to them encourages (and even demands)
exploration and experimentation with new
combinations of systems thinking and divergent
thinking.

HOW AND
WHY
WE DO IT.

Understanding play is essential to understanding
how learning really happens.

HOW AND
WHY
WE DO IT.

Play is dynamic and improvisational so it
develops imagination, creative problem-solving,
and innovation.

THINGS
HAVE
CHANGED.

YOU CAN TOO.

BDW.COLORADO.EDU

The document discusses how technology is rapidly changing society and the skills needed for the 21st century. It argues that schools need to change their approach to better prepare students. Specifically, it notes that schools still teach for the industrial age while students learn skills like collaboration outside of school that are needed for today's interconnected global economy. It stresses that for institutions to survive, they need to change faster than the rate of change outside to remain relevant.

Society 3.0 abundance by technology - January 31th 2022

Jurjen de Vries

This document discusses emerging technologies and their potential impact on society. It notes that technologies like 3D printing have dramatically reduced costs for things like housing construction. Virtual and augmented reality applications now provide free access to experiences that previously required money. The document suggests that society is shifting from economic systems focused on the individual to more collaborative models based on sharing and access over ownership. However, it acknowledges that not all people readily embrace technology and change. It advocates catalytic thinking to change perspectives and questions in order to discover new possibilities with technology.

How to get from here to there: An action agenda

Scott McLeod

This document outlines an action agenda for navigating technological change. It recommends 1) increasing understanding of how technology is changing society, 2) promoting effective change agents rather than just scaring people, and 3) conquering fear of change through investing in smart infrastructure and embracing an anticipatory leadership approach rather than managing compliance. The overall message is that technology is compressing societal change at an unprecedented rate and schools must adapt how and what they teach to better prepare students.

Creating Bridges to the Digital Learner

Matthew Guevara

[Challenge:Future] A project-based world

Challenge:Future

The document is a proposal from the team "Power to the Pupils" from Romania. It discusses trends they believe will shape the future, including a shift towards more flexible, project-based work as technology evolves. Key points they raise include an increased role for non-formal education, mentors replacing traditional teachers, and families and non-profits helping develop skills in children from age 10 onward through varied work experiences to find their best fit. The team proposes areas of study should include robotics, ICT, innovation, activism, and networking to prepare youth.

Constituency Building by Laura Moran, Co-Founder, B-Trads: Teaching Artist A...

Kim Beidler

The document describes several creative programs run by the Kennedy Center's CETA program including the Weather Project funded by an NEA Our Town grant, Education Innovator Sugata Mitra's "Hole in the Wall" experiment where children taught themselves DNA structure and English through self-guided discovery, and the Kennedy Center's Access Arts and Get Off the Couch and Follow Your Dreams series which are free and open to the public for adults and young adults to get involved in the arts.

Building a better future, sooner

Michael Lewkowitz

The document discusses building a better future sooner through social entrepreneurship and social innovation. It notes that social entrepreneurship can create social benefit and impact through systems change in areas like government, non-profits, social purpose businesses, and more. Technology and social movements are also mentioned as ways to drive social innovation. The document quotes thinkers reflecting on economic and civilizational transformation and the importance of connection. It promotes signing up at epic.io to get involved in shaping one's future.

Creative Outlets Mississippi 2016

Brian Housand

This document discusses ways to promote creativity in education. It suggests that creativity should be as important as literacy and argues against teaching students solely to be "walking encyclopedias." The document also discusses how connecting diverse ideas and experiences can lead to new combinations and creative synthesis. It provides examples of creative thinking frameworks and strategies like incubation, analogies, imposing limits, and remixing content. The overall message is that creativity can be cultivated through open-ended activities, technology, and teaching students how to think in new ways.

Emma Chen is the founder of Visavis Eco-Net, an eco-media group and online publisher sharing solutions on eco-business. She has 9 years of experience in multinational corporations and 4 years as an entrepreneur. In 2009, she started VisavisNet to commercialize ecological solutions using a scalable business model of key products and value-added services. Her first book published in 2012 illustrated 193 green solutions and was well-received. Going forward, VisavisNet will develop more products like apps and partner with organizations to establish an eco-business hub in Shanghai.

Product Innovation Begins on the Edge

David Dame

“As Product Professionals we are told our job is to create products that either solve user problems or take advantage of opportunities. The challenge during these times this seems hard to find as new product innovations are being released every day. Are we running out of problems or opportunities? No, we are simply been only looking at the problem/opportunity from our usual viewpoint of the average user. What if we looked at it from a different lens? What if we look at people who always struggle with problems based on their environments not accommodating their unique needs? I argue, this is the gold mine of opportunity of creating innovative products. Solving for the mismatches of people with disabilities will lead to innovations for your users and customers of all abilities! We will discuss the real-world examples of this, how to do it, and future market demand. We will all be disabled one day, some of us just beat you to it”

Oil and gas Executives; management education day one

Engage // Innovate

Blank Screen Creativity

linioti

Bernie Goldbach teaches creative students how to communicate through media. He needs to ensure graduates can populate digital channels with creative work and collaborate across disciplines. His research looks at unlocking student creativity through questioning classrooms, community artifacts, and Jason Theodor's Creative Method of action, connection, and deviation. The method advocates starting simply, sharing work, and allowing new pathways to unexpected results.

Blank Screen Creativity

Bernard Goldbach

Bernie Goldbach teaches creative students how to communicate through media. He needs to ensure graduates can populate digital channels with creative work and collaborate across disciplines. His research looks at unlocking student creativity through questioning classrooms, community artifacts, and Jason Theodor's Creative Method of action, connection, and deviation. The method promotes simple drafting, sharing, unexpected results, and failing well through a journey of experimentation.

Masterclass: Engaging with STEM and Coding

Julia Boulton

This document outlines the agenda and content for an Edutech conference on engaging and innovating with STEM and coding. The conference includes sessions on tuning in and finding out, sorting out, going further and making conclusions. It discusses starting with STEM by asking questions and taking a problem approach. Sessions will include design challenges, engineering processes of think-make-improve, criteria and constraints for challenges, authentic learning through STEM with robotics and programming examples from Lego WeDo and Bee Bots to Scratch and Kodu. The conference aims to provide resources and ideas for integrating these areas in lower, middle and upper primary classrooms.

Society 3.0 abundance by technology february 4th 2020 Bangladesh

Jurjen de Vries

This document discusses emerging technologies and their impact on society. It notes that smartphones now incorporate technologies that used to require separate devices. It also discusses how 3D printing costs for houses have dropped significantly in recent years. The document argues that society is shifting from ego-based to eco-based systems, with an emphasis on sharing over ownership and access over possession. It advocates for changing one's thinking by asking different questions to help facilitate this transition and embrace new opportunities from technological change and abundance.

Smalltalks2013 nov 1for ss

Cathleen Galas

The document discusses learning and teaching computer science skills in the 21st century. It addresses how learning needs to change and adapt to keep up with the constantly changing world. Key ideas discussed include: - Learning through play, imagination, and peer-to-peer learning is important for embracing change. - A focus on skills like critical thinking, problem solving, and learning how to learn is needed more than specific skills or knowledge. - Figures like Piaget, Papert, and Vygotsky influenced views of how children learn through constructivism and constructionism. - Programming languages like Logo, Scratch, and Snap were developed to help children learn through making and constructing programs. - Computer science

CUEBC Presentation - Oct 2020

Chris Kennedy

This document summarizes the keynote speech of Chris Kennedy, Superintendent of Schools in West Vancouver, about the impact of technology in schools during the COVID-19 pandemic. Kennedy discusses how the pandemic exposed gaps in technology infrastructure and investment across different schools and districts. He argues that technology can help overcome barriers to access and connectivity if implemented properly. Kennedy outlines trends in edtech like online learning, virtual reality, and artificial intelligence. He stresses that technology should be used as a tool to support learning and teaching, not drive it, and that building teacher capacity and focusing on pedagogy are most important for the future.

Strategic Innovation in Education for the 21st Century

Samer Chidiac

Digital Identity & Social Media

Carlos Magro Mazo

Se hace una descripción de los cambios que la Red y la cultura digital ha provocado en nuestras vidas y de cómo estamos inmersos en un proceso de transformación digital que está afectando a organizaciones y profesionales. Esta transformación se traduce en un nuevo conjunto de competencias que tanto profesionales como organizaciones deben incorporar. A nivel de los profesionales las competencias profesionales digitales se adquieren y gestionan desde la toma de conciencia de su propia identidad digital. También se presenta el concepto de Entorno Personal (profesional) de Aprendizaje (PLE), desde donde resulta más fácil el desarrollo y gestión de parte de estas "nuevas" competencias digitales profesionales. Esta presentación es parte del material de una clase impartida en el Instituto Europeo de Diseño de Madrid (IED) en febrero y julio de 2014.

Our World Today

Scott McLeod

Technology is rapidly changing our world and way of life similar to how the Industrial Revolution changed society over the course of a century but compressed into just 15 years. Schools need to focus on teaching skills like creativity, collaboration, problem-solving and digital literacy that will help students thrive in this changing environment rather than skills only relevant to the industrial age. Educational institutions will need to change and adapt more quickly to remain relevant as technology continues to progress and change society.

LEO-NET Erasmus+ Consortia 6 April Barcelona 2017 - @nickvbreda

Nick van Breda

What to take into consideration preparing future proof students on a fast changing jobmarket. How to implement new formats into current standards and change the way our Universities apply learning in their schools. How to put CSR more in the centre of learning were topics we discussed. 400M extra grant has been granted by the European Comission to further support changemakers in doing Voluntairy work and working for social enterprises. One day no business without a purpose will exist anymore.

We live in a 3D world

Derek Wenmoth

Aacte Presentation

guestc3da4e

The document discusses preparing students for the future job market and the need for 21st century learning experiences. It notes that most new jobs will require skills currently possessed by only 20% of the workforce. It also discusses how schools can use tools like wikis, blogs, podcasts and video conferencing to create collaborative and engaged learning environments that will better prepare students. It encourages the reader to access additional resources on a provided wikispace.

Les watson

Information Services, Aberystwyth University

The document discusses ideas around designing university spaces for the 21st century. It touches on several key ideas including the need for open, flexible spaces that support collaborative and conversational learning. It also emphasizes that spaces should be designed not just as architecture but with consideration of how they can promote learning and community. The library is highlighted as a key space that needs to embody new pedagogies and serve as the central intellectual hub of the campus.

100% Proficiency on Old Skills?

Scott McLeod

12-5 School & Society PowerPoint

Scott McLeod

The document discusses how schools need to change to meet the demands of a new digital economy. It notes trends like increased diversity, technology growth, globalization, and an aging population. Schools are criticized for being too focused on the industrial past rather than preparing students for a creative future with skills like problem solving. The document advocates for schools integrating more modern technologies like web 2.0 and helping students become lifelong learners.

100% Proficiency on Old Skills?

Scott McLeod

The document discusses how schools need to change to prepare students for the 21st century. It notes that technology is changing how people live and work at an unprecedented rate due to factors like globalization and the rise of the creative class. However, schools continue focusing on outdated skills and knowledge instead of creativity, collaboration, problem solving and other skills needed now. The document advocates for schools to change faster, take an anticipatory rather than reactive approach, and focus on the future instead of compliance, in order to remain relevant for students.

Lecture 1 jl

j.lodge

ICT prepares students to participate in a rapidly changing world where work is increasingly transformed by technology. Students use ICT tools to find, explore, analyze, exchange, and present information responsibly and creatively. ICT also allows students to access ideas from diverse people and cultures. Increased ICT capability promotes independent learning and allows students to make informed choices about using ICT now and in their future careers.

Preparing Students for the New Millennium

Scott McLeod

This document summarizes key trends affecting education and argues schools must change to prepare students. It notes increased diversity, technology use, and globalization, and an aging population. Technology is changing society rapidly. Creativity and skills like collaboration are increasingly important. While schools focus on the industrial age, students learn skills outside of school needed in today's world. Schools risk becoming irrelevant if they do not change faster than the rate of change outside. Leadership is needed for anticipatory, future-oriented change in schools.

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Bernie Goldbach teaches creative students how to communicate through media. He needs to ensure graduates can populate digital channels with creative work and collaborate across disciplines. His research looks at unlocking student creativity through questioning classrooms, community artifacts, and Jason Theodor's Creative Method of action, connection, and deviation. The method promotes simple drafting, sharing, unexpected results, and failing well through a journey of experimentation.

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This document discusses bringing innovation to schools. It begins with questions about how to bring innovation to different areas like student learning, schedules, assessments, spaces, creativity, and leadership. The challenges of innovation in schools are presented, along with action steps like finding allies and removing roadblocks. Specific innovations are then outlined, such as adopting a 21st century mindset, design thinking, transdisciplinary education, and performance tasks. Contact information is provided for three people involved in innovation efforts at Mount Vernon schools.

The Digital Generation

Joe Perkins

2007 MPS Future-Oriented Schools

Scott McLeod

Uhs byod parent info 2014

Denise Lofts

Uhs byod parent info

Denise Lofts

This document discusses bringing your own device (BYOD) to Ulladulla High School and preparing students for 21st century learning. It outlines a process for implementing a BYO policy and planning at the school, which includes establishing a technology team, consulting parents and students, and ensuring equity of access. The goal is to build a culture of collaboration and giving new technologies a try. Introducing BYOD in Term 4 would allow students to use their own devices for project-based learning and other classroom activities while still focusing on intellectual quality and teaching excellence. The school seeks community feedback on introducing BYOD.

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