This is my Ignite talk for ISTE 2013. It was rejected by the selection committee. As I already conceptualized the talk and think it is such an important topic, I am disseminating my text and slides via my blog and slideshare. Here is a link to the blog entry http://usergeneratededucation.wordpress.com/2013/06/09/education-3-0-altering-round-peg-in-round-hole-education/
Dealing with the 21st Century Teaching and Learning to produce Life long Learners to cope with current and future demand where Change is the only Constant now.
CIN 506 COMPARATIVE ANALYSIS ON THE DIFFERENT MODELS OF SUPERVISION MARY ANN...MARYANN200
Instructional Supervision is a professional continuous and cooperative process for the improvement of instruction. It is characterized by guidance, assistance, sharing of ideas, facilitation, or creation to help teachers improve the learning situation and quality of learning in the schools.
Dealing with the 21st Century Teaching and Learning to produce Life long Learners to cope with current and future demand where Change is the only Constant now.
CIN 506 COMPARATIVE ANALYSIS ON THE DIFFERENT MODELS OF SUPERVISION MARY ANN...MARYANN200
Instructional Supervision is a professional continuous and cooperative process for the improvement of instruction. It is characterized by guidance, assistance, sharing of ideas, facilitation, or creation to help teachers improve the learning situation and quality of learning in the schools.
Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
This presentation explores the move from pedagogy to andragogy to heutagogy and from instructivism to constructivism to connectivism – all within the context of mobile learning.
This presentation is based on the following . . . the SAMR model was developed by as a framework to integrate technology into the curriculum. I believe it can also serve as a model to establish and assess if and how technology is being used to reinforce an old, often archaic Education 1.0 or being used to promote and facilitate what many are calling 21st century skills, i.e., creativity, innovation, problem-solving, critical thinking; those skills characteristic of Education 3.0. Many look at SAMR as the stages of technology integration. I propose that it should be a model for educators to focus on Modification and Redefinition areas of technology integration. Why should educators spend their time recreating Education 1.0 using technology at the substitution and augmentation levels when there are tools, techniques, and opportunities to modify and redefine technology integration for a richer, more engaging Education 2.0 or 3.0?
Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
This presentation explores the move from pedagogy to andragogy to heutagogy and from instructivism to constructivism to connectivism – all within the context of mobile learning.
This presentation is based on the following . . . the SAMR model was developed by as a framework to integrate technology into the curriculum. I believe it can also serve as a model to establish and assess if and how technology is being used to reinforce an old, often archaic Education 1.0 or being used to promote and facilitate what many are calling 21st century skills, i.e., creativity, innovation, problem-solving, critical thinking; those skills characteristic of Education 3.0. Many look at SAMR as the stages of technology integration. I propose that it should be a model for educators to focus on Modification and Redefinition areas of technology integration. Why should educators spend their time recreating Education 1.0 using technology at the substitution and augmentation levels when there are tools, techniques, and opportunities to modify and redefine technology integration for a richer, more engaging Education 2.0 or 3.0?
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning
Moonshot Thinking. How to disrupt your industry and beat the competition. Inspired by Google X and Peter Diamandis.
Moonshot thinking is shooting for the moon. Moonshots live in the gray area between audacious projects and pure science fiction; they are 10X improvement, not 10%.
Marigo Raftopoulos for Gamification World Congress, Barcelona 2015Dr. Marigo Raftopoulos
This is the presentation I made at the Gamification World Congress 2015 in Barcelona, Spain. It is titled: Win Conditions for Enterprise Gamification, and is based on my extensive PhD research on enterprise gamification.
Il n'est guère de période historique où les cartes de la géopolitique sont aussi rapidement rebattues qu'aujourd'hui. Dans les années 1960, l'affrontement était est-ouest et la domination nord-sud. Voyez le basculement du monde : après la première vague des BRICS (Brésil, Inde, Russie, Chine, Afrique du Sud), il s'en présente déjà une autre : Mexique, Turquie, Indonésie, Malaisie, Vietnam, Argentine, Iran, Maghreb, Afrique subsaharienne.
Ouvrage que j'ai bien volontiers préfacé
Infocomm Webinar 08/03/17 - Sistemas audiovisuais aplicados em avisos de emer...Andre Stern, CTS
Os grandes edifícios tornam-se cada vez mais complexos.
O fluxo de pessoas cresce todos os dias, e nem todo mundo está familiarizado com o local - não sabem quais são as rotas de fuga e onde estão localizadas as saídas de emergência.
Em um incidente grave, há um alto risco não serem capaz de escapar com segurança.
Em nossa sociedade moderna são feitos grandes esforços para minimizar os riscos que ameaçam a vida, sendo que os proprietários e operadores de edifícios são responsáveis legal e moralmente pela segurança das pessoas em seus empreendimentos.
A implantação de sistemas de segurança com detecção e alarmes, devem ser associados a conceitos de orientação de emergência combinados com sistemas de intercomunicação, de avisos de voz e de comunicação multimídia.
Este webinar foi apresentado por Eng. André Renê Stern, CTS®.
The Best of 2 Worlds: Creating the Environment for 21st Century Learning
www.sblceastconn.org/nutmegbooks2009.htm
www.sblceastconn.org/scientists/scientistshome.htm
www.sblceastconn.org/smallsteps.htm
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
This presentation provides some background information on maker education, being a reflective practitioner, documenting learning, the roles of the maker educator, and resources.
The famous educational philosopher, John Dewey, stated “We do not learn from experience, we learn from reflecting on experience.’ Maker education involves hands-on and experiential activities. Learning can occur through the act of making but having learners reflect on their making experiences increases the likelihood of learning. It is not left to chance.
Connected Educators' Month Presentation - Dr. Jackie Gerstein discusses why we are in a perfect storm for maker education and the maker mindset--new skills and roles (many of which you probably already have on your internal desk)--with a self-assessment to help you determine how maker-ready you are, and what you need to do if you want to get there...
Presentation materials for an educator inservice on growth mindsets. Includes background information, historical perspectives, a self-assessment, and strategies for assisting students in developing growth mindsets.
The presentation includes theoretical ideas and research, some suggestions for implementation, the role of the educator as a maker educator, example units, and some informal research-observations.
Being a Maker Educator often requires changing one's mindset, roles, and skills typically associated with being an educator - includes an informal assessment and resources.
Presentation about a course I teach to EdTech graduate students. More resources can be found at http://usergeneratededucation.wordpress.com/2013/10/12/educator-as-a-social-networked-learner-presentation-materials/
Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
In the world of educational technology, we often hear Pedagogy Before the Technology. hmmmm . . . really? Then why are there so many 60 tool in 60 minutes presentations? Lists of 100s of Web 2.0 and apps found on the Internet? So this presentation is my attempt to actually put pedagogy (and the students) before the technology. It is my 14 Tweets or my own truths about teaching and learning.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
7. Education 3.0:
Learners as connectors, creators,
constructivists
Producer &
Sharer
Learners
as
Teachers
Open
Access to
Informatio
n
Access to
Experts
Social
Networks
for
Connecting
Educator on Resource
Guide
The Web
as
Curriculu
m
Learner as
Connection-
Maker
Diversity
of
Network
9. I don't
have
enough.
resources
I might lose
control of the
class.
I need
more
training.
I need to
teach
using the
textbook.
I don't
have
enough
time.
I need to
teach to
the test.
I have
always
successful
taught this
way.
11. Growth
Mindset
I can find
ways to
change even
under
adversity
I value my
relationships with
students (even over
content)
I can use
technology to
make both my
own and my
students’ learning
richer.
I can make
one small
change at a
time in my
learning
environment.
and connect
with others
for resources,
assistance,
support
difference
in
students’
lives.
I can risk
trying new
learning
activities
I can bring my
& my students’
passions into
learning
activities
I can let go of
my need to
control all
variables
12.
13.
14. Education 1.0 – The system whittles and
whittles away at them until nothing may
be left.
18. What type of legacy do you want to leave in
the world?
Let me tell you about the
teacher who made the
difference in my life . . .
it was you.
Editor's Notes
What follows is my Ignite talk for ISTE 2013. It was rejected by the selection committee. As I already conceptualized the talk and think it is such an important topic, I am disseminating my text and slides via my blog and slideshare. First, Education 1.0, 2.0, and 3.0 are described. Later, I discuss the consequences of Education 1.0 vs Education 3.0 on learners (and educators!) especially those that do not fit the mold of Education 1.0.
Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student. It is a type of essentialist, behaviorist education based on the three Rs - receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics. All are viewed as the same. It is a standardized/one-size-fits-all education.
“ Education 1.0 is, like the first generation of the Web, a largely one-way process. Students go to [school] to get education from [teachers], who supply them with information in the form of a stand up routine that may include the use of class notes, handouts, textbooks, videos, and in recent times the World Wide Web. Students are largely consumers of information resources that are delivered to them, and although they may engage in activities based around those resources, those activities are for the most part undertaken in isolation or in isolated local groups. Rarely do the results of those activities contribute back to the information resources that students consume in carrying them out. http://p2pfoundation.net/Education_3.0)
Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert. Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves. Education 2.0 has progressive roots where the human element is important to learning. The teacher-to-student and student-to-student relationships are considered as part of the learning process. It focuses on the three Cs - communicating, contributing, and collaborating.
Some school administrators and educators seem to have taken steps and moved into a more connected, creative Education 2.0 through using project-based and inquiry learning, cooperative learning, global learning projects, Skype in the classroom, and shared wikis, blogs and other social networking in the classroom. But in 2013, this should be the norm not the exception.
Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set - connectors, creators, constructivists. These are qualitatively different than the three Cs of Education 2.0. Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator.
Education 3.0 is characterized by educational opportunities where the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits play a strong role. The distinction between artifacts, people and process becomes blurred, as do distinctions of space and time. Institutional arrangements, including policies and strategies, change to meet the challenges of opportunities presented. There is an emphasis on learning and teaching processes with the breakdown of boundaries (between teachers and students, institutions, and disciplines (http://p2pfoundation.net/Education_3.0).
Education 3.0 is a constructivist, heutagogical approach to teaching and learning. The teachers, learners, networks, connections, media, resources, tools create a a unique entity that has the potential to meet individual learners’, educators’, and even societal needs. Education 3.0 recognizes that each educator’s and student’s journey is unique, personalized, and self-determined. http://usergeneratededucation.wordpress.com/2012/08/19/learning-on-the-edge/
So given that the that the time is ripe for Education 3.0, that we are in a perfect storm of free and available online resources, tools for creating and sharing information, and networking opportunities, what is stopping administrators and educators from implementing an Education 3.0 . . . at least some of the time? Some of the reasons educators profess include: "I don't have enough time.", "I don't have enough resources.", "I need more training.", "I need to teach using the textbook." ,"I need to teach to the test.", "I might lose control of the class.", "I have always successful taught this way."
These are the symptoms of Education 1.0. Many educators feel forced into this paradigm of teaching with dire consequences to both their and their students attitudes toward education. But these are external obstacles whereby most of blame for resisting change is placed outside of educator responsibility. The result is a fixed mindset of learned helplessness, "I cannot change because the system won't let me change." Sometimes educators are creating some obstacles for themselves that in reality don't exist. "Talking them into" or insisting on specific changes often creates more and stronger walls of resistance.
A mental shift occurs when a fixed mindset which often leads to learned helplessness is changed to a growth and positive mindset, believing that there are options; that one can grow, change, and be significant. It becomes focusing on what can work rather than what is not working. This is not to devalue the obstacles that teachers face. It becomes about noting where change is possible and making some small changes in teaching. Small changes often result in larger, more systemic change.
The bottom line, though, is not is what is in the best interests of the teacher, the administration, the politicians. It is what is in the best interests of the learner. The student should be central to education - not the content, not the tests, not the standards, not what we think students should know and do. Teachers did not become teachers to teach to the test, to develop practice tests or worksheets, to work with pre-scripted curriculum to meet standards. Teachers became teachers to teach students, first and foremost. The learner needs to be central to all teaching endeavors.
So what are the consequences of a standards-driven Education 1.0 on the learner? Education 1.0 for many students results boredom, a wasting away of their time and sometimes their minds. But there are bigger consequences than boredom. There are especially dire consequences for learners with oddly shaped minds. This is not meant to be derogatory. It just means that they see, think, hear, visualize, imagine the world a little differently than others.
In a system of Education 1.0, they are often seen as irregularly shaped pegs. The system doesn't like oddly shaped pegs as oddly shaped pegs don't adapt to any type of standardized. They don't fit into any type of round or even square holes. Way too often, they system attempts to whittle away at them trying to get them to fit. The system whittles and whittles until nothing may be left.
I am a lifelong survivor, seeking continual recovery from Education 1.0. I was different, that oddly shaped peg. Because I called out answers, questioned the content I was learning, spoke to classmates when something interested me, didn't want to take multiple choice tests; I was yelled at, punished, kicked out of class, physically hit, embarrassed in front of peers. The damage done to me has left an indelible, lifelong legacy that I am odd, weird, not good enough.
Education should, at least, have the same standards as the medical field, "First, do no harm." This is the minimal standard that should be practiced. Optimally, it should be about providing an individualized, personalized, engaging, passion-driven education that is characterized by an Education 3.0. This is ethically the right thing to do.
I put every kind of metaphor I could think of on this slide. Educators should assist students in catching dreams; finding their pot of gold at the end of the rainbow, being on cloud nine, reaching the top of the peak. What kind of educator do you want to be? A whittler or a dream-facilitator? You have a choice. You really do.
Do you want a student of yours in the future to stand on a stage like this and talk about the damage done to him or her due to your behavior or do you want him or her to talk about your being the teacher who made a difference? What type of legacy do you want to leave in the world?