Educating Children of the 21st Century provides an open forum where educators and stakeholders from ASOMEX schools, can learn, share experiences and propose knowledge-based solutions, by presenting and discussing research findings, developments and trends in applying ICT to improve teaching, learning, and school leadership in the 21st century.
The conference gives teachers an opportunity to meet colleagues and share ideas that may advance the effective use of technology in their schools. Furthermore, the conference serves as a venue for participants to share information and explore new paths for innovation, to exchange views and know-how, to advance 21st Century skills using technology.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
Educational Technology: History In Picturesdharvey100
This is the presentation I use to open my Technology for Educators course, so that pre-service teachers understand how educational technologies, and their role in the classroom, have evolved.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
I propose an option for facilitating STEM programming differently to bring out innovation and creativity, but still meet rigorous science and math academic standards, as STEM programs were intended to accomplish.
Educational Technology: History In Picturesdharvey100
This is the presentation I use to open my Technology for Educators course, so that pre-service teachers understand how educational technologies, and their role in the classroom, have evolved.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
I propose an option for facilitating STEM programming differently to bring out innovation and creativity, but still meet rigorous science and math academic standards, as STEM programs were intended to accomplish.
e-skills IP - Competences for Collaboration and Knowledge Sharing in Digital Society | an Erasmus Intensive Programme under the Lifelong Learning Programme | Grant Agreement Number 2012-1-PT1-ERA 10-12552
Coordinator: Ana Loureiro (accloureiro@gmail.com) | http://eskills-ip.weebly.com/
Matching Workforce Skills with Employer Needs Now & into the Futurenado-web
James Hoelscher, Program Manager for the Institute for Decision Making at the University of Northern Iowa, provided a presentation on workforce and economic deevelopment during the conference Create, Challenge, Change: Economic Development Conference for the Denver Region in August 2016. This presentation occurred during the session "Matching Workforce Skills with employer needs now and in the Future."
Navigating the Changing Economic and Demographic Realities of the 21st Century nado-web
As RDOs look to the future of their regions, there is much to consider as they develop strategies and solutions aimed at building strong, resilient, sustainable, and vibrant communities. Taking a look at new approaches to achieving these goals, this session will offer tips for avoiding miscalculated decision-making; outline questions that need to be answered before you can say you have an economic development plan; present new thoughts about strategic planning processes; and address new program approaches to job creation and workforce development.
Mark Lautman, Founding Director, Community Economics Lab, Albuquerque, NM
www.digitalistmag.com – People, businesses, and societies are interacting in ways previously unimagined, reinventing business models and forever altering how the world economy operates. To adapt, thrive and innovate in this new Digital Economy, it is imperative that organizations understand the opportunities and threats that will impact the future of business.
This presentation is a compilation of 99 facts, quotes and predictions on the major innovations and transformations that are defining the Digital Economy, future of work, new customer experience expectations, and need for resource optimization. Each fact represents a key insight, and suggests an opportunity to focus and change to become a more viable, sustainable and growing future business.
Official Slideshare for What's the Future of Business by Brian Solis #WTFBrian Solis
A visual experience with infographics, cartoons, and stats from Brian Solis' new book, What's the Future of Business: Changing the way businesses create experiences. It walks you through the 4 moments of truth and how to use technology and social science to win in each. #Change #WTF
Aprendizaje invisible: alfabetismos para un mundo plano.
Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".
Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?
Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
This presentation was provided by Kyle Dickson of Abilene Christian University during the two-part NISO webinar, Digital and Data Literacy, held on September 20, 2017.
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
"¿Aprender a conectarse o conectarse para aprender?"@cristobalcobo
Conferencia Plenaria "¿Aprender a conectarse o conectarse para aprender?" . XVI Jornadas de Redes de Investigación en Docencia Universitaria y II Workshop Internacional de Innovación en Enseñanza Superior y TIC. Universidad de Alicante.
By @cristobalcobo
Building large-scale evidence for education (the case of Plan Ceibal, Uruguay)@cristobalcobo
Keynote “Innovations and initiatives”. Education World Forum 2018.The Department for Education (DfE) and the British Council, London
At the Education World Forum #London #EWF18 #EFF19
@cristobalcobo
@fundacionceibal
This presentation summarizes some of the key trends in the changing ecosystem of higher education. Rather than a particular adoption of certain technology, a novel certificate or a new business model, what we explore is how the disintermediation of education is changing the boundaries, strategies and infrastructure of universities. The complex phenomena of 'uberization' of education offer new opportunities as well a number of deep redefinitions. What is clear is learners are in charge and education institutions are invited to re-think some of their traditional strategies.
This presentation was prepared for the 8th ENQA General Assembly (European Association for Quality Assurance in Higher Education) in Sèvres, France, on 26-27 October 2017, hosted by the Centre International d’Etudes Pédagogiques (CIEP).
http://www.enqa.eu/
More information: @cristobalcobo
La innovación pendiente en la Educación Superior@cristobalcobo
La presentación expone una visión de algunos de los desafíos que se observan en la educación superior a nivel global. Los ejes de análisis son: desintermediación * masividad * Nuevas formas de producción del conocimiento * Nuevos formas de reconocer el conocimiento * Mercantilización del conocimiento * Inteligencia Artificial.
Más información:
www.fundacionceibal.edu.uy
@cristobalcobo
La relación con los medios digitales se ha diversificado y complejizado. El alfabetismo mediático comprende la capacidad de consumir información de manera crítica pero también de crear nuevos contenidos. Esta presentación explora las nuevas formas de concebir la ciudadanía digital.
Más información:
@fundacionceibal
@cristobalcobo
Esta presentación ofrece una revisión de prácticas de producción científica con perspectiva internacional en innovación en investigación, destacando centros de excelencia y redes académicas relevantes que adoptan valiosas estrategias en el desarrollo de investigación desde el mundo académico.
También se analizan estratégicas concretas que promueven consolidar una cultura de investigación y publicación científica con rigor y excelencia en el claustro académico. Para ello se ofrecen experiencias relevantes sobre: Producción científica; Publicación académica (oportunidades y problemáticas al aproximarse al circuito de journals científicos así como a los circuitos alternativos de divulgación científica) y, por último, Formas de transferencia de conocimiento (índices de impacto, métricas alternativas, etc.).
Se incluye un Workshop sobre prácticas de publicación en revistas científicas y de acceso abierto.
Objetivos:
1. Analizar, junto a los asistentes, qué estrategias e incentivos desarrollar para estimular la publicación científica.
Considerando en este análisis tanto el contexto institucional como factores exógenos relevantes (nacionales e internacionales).
2. Identificar los principales circuitos de publicación científica tanto a través de rankings internacionales como mediante los canales alternativos (sociales y/o digitales) de publicación científica.
3. Explorar plataformas, herramientas y circuitos que favorezcan y estimulen diferentes formas de publicación científica.
@cristobalcobo
@fundacionceibal
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
Blended teaching: Remote English instruction in Uruguay@cristobalcobo
Seminar: "From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies". Presented at the Data & Society a research institute focused on the social and cultural issues arising from data-centric technological development (https://datasociety.net) Friday, February 10, 2017
Plot: The project implemented by Plan Ceibal in Uruguay allows primary school children between fourth and sixth grades to have three 45 minute slots per week of English: one taught by a remote teacher, model of language and in charge of introducing and explaining the linguistic content corresponding to each week through his remote presence via videoconference equipment; and two forty-five-minute slots with the classroom teacher, who following the lesson plans sent to her every week, may review, accompany and guide her students in the learning of English. Coherence between remote lessons and face to face lessons is ensured by a half hour virtual coordination between the two teachers involved in the learning process, in which concerns, learning and teaching styles are discussed (source: https://en.wikipedia.org/wiki/Ceibal_project#English_project )
* Special thanks to Ceibal en Inglés team as well as @datasociety team. By @cristobalcobo from @fundacionceibal
Cultura Maker: Pensando en el Pensamiento Computacional #Coding #DIY@cristobalcobo
"Lo Pendiente y lo Invisible en la Tecnología Educativa". Esta presentación analiza las características del pensamiento computacional y su aplicabilidad en los sistemas escolares desde esas tempranas.
Más información:
fundacionceibal.edu.uy
@cristobalcobo
"La innovación pendiente: nuevas formas de evaluar y reconocer el conocimient...@cristobalcobo
-Pareciera que la innovación está sólo en los gadgets y herramientas digitales. Sin embargo, uno de los cambios más profundos está en la (re) conceptualización del conocimiento.
-Mientras seguimos explorando las mejores pedagogías para aprender con tecnología, vemos que las (verdaderamente) nuevas tecnologías (inteligencia artificial) están empezando a desarrollar capacidades de aprender.
-¿Por qué la disrupción aún no llega al aula (si ya llegó la tecnología)? ¿Qué habilidades serán desplazadas si empiezan a surgir más sistemas autómatas (máquinas que aprenden)? ¿Si innovamos en las tecnologías por qué no lo hacemos en las formas de evaluar y reconocer el conocimiento?.
La charla: La innovación pendiente: Nuevas formas de evaluar y reconocer el conocimiento en la era digital, se dictó en BETT LATAM en Ciudad de México en Octubre de 2016.
Más información:
innovacionpendiente.com
MOOC and Synthetic Cognition: non-technological challenges on the road@cristobalcobo
In this presentation are identified some of the new knowledge landscape trends (i.e. artificial intelligence, automated skills recognition tools, increasing demand for HE). The current knowledge recognition strategies implemented in the context of MOOCs open the landscape to explore more flexible ways of application and recognition of knowledge, regardless if it developed in formal or informal settings.
Name of the event: International MOOC Colloquium - 2nd Edition - The MOOC Identity #MOOCidentity organized by Federica Web Learning - Università degli Studi di Napoli Federico II
More information: @cristobalcobo
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
What role do “power learners” play in online learning communities?@cristobalcobo
This study focusses on the role of highly active participants in online learning communities on Facebook. These people, often known as “power users” in the literature on social computing, are a common feature of a wide range of online learning groups, and are responsible not only for creating most of the content but also for getting discussion going and providing a basis for other’s participation. We test whether similar dynamics hold true in the context of online learning.
Based on a transactional dataset of almost 10,000 interactions with an online community of 32 postgraduate students who were following the same online course, we find evidence that power users also exist in the context of online learning. However, whilst they do create a lot of content, we find that they are not fundamental to keeping the group together, and in fact are less adept at creating content which generates responses than other “normal” users. This suggests that online learning communities may have different dynamics to other types of electronic community: it also suggests that design efforts should not be focused solely on attracting a small core of “power learners”. Rather, diverse types of users are needed for online learning communities to survive and prosper.
Authors:
Cristóbal Cobo, Center for Research - Ceibal Foundation, Uruguay
Monica Bulger, Data & Society Research Institute, United States
Jonathan Bright, Oxford Internet Institute, United Kingdom
Ryan den Rooijen, Oxford Internet Institute, United Kingdom
Presented at the LINC Conference (MIT, 2016) Digital Inclusion: Transforming Education through Technology.
Usability First - Introduction to User-Centered Design@cristobalcobo
he User-centered design (UCD) process outlines the phases throughout a design and development life-cycle all while focusing on gaining a deep understanding of who will be using the product.
A Global Network for Deep Learning: the Case of Uruguay@cristobalcobo
The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education.
By Cobo, Brovetto, Gago
Hacia la construcción de un perfil en 360 grados de los usuarios del @Plan_Ce...@cristobalcobo
El Plan Ceibal se ha convertido en una poderosa plataforma para extender y ampliar las oportunidades de enseñanza y aprendizaje de los estudiantes de educación pública en Uruguay. El uso tanto de los dispositivos (tablets y laptops) como de la infraestructura (red y softwares) registra volúmenes de demanda sin precedentes. Por otra parte, los datos que Plan Ceibal administra integran fuentes de información relacionadas con la gestión escolar, la administración de las plataformas tecnológicas así como la utilización de numerosas herramientas y aplicaciones educativas. Este tsunami de datos es una cantera de valiosísima información para apoyar la educación.
Pensando en el grado de uso de las plataformas educativas que ofrece Plan Ceibal, es posible crear un indicador de “participación en línea” (engagement) como resultado del nivel de actividad e interacción de los propios estudiantes en dos plataformas: PAM (plataforma adaptativa de matemáticas) y CREA2 (learning management system). ¿Cuáles son los perfiles de “participación” de los sujetos? ¿Estos perfiles responden algún patrón de clasificación socio-económica o geográfica? ¿Cuál es el perfil de participación de los docentes en cada una de estas plataformas? ¿Se identifica consistencia en el tipo de uso de estas plataformas? ¿En qué medida es posible encontrar correlaciones entre el grado de “participación en línea” de los estudiantes y su participación (asistencia) en clases presenciales? Estas y otras interrogantes serán analizadas durante la presentación.
Más información:
http://fundacionceibal.edu.uy/
@cristobalcobo
Analíticas de aprendizaje - An overview of Educational Software and Analytics@cristobalcobo
The objective is to introduce and justify the use of analytics to measure and identify how students use and interact with ICTs. This presentation will explain how analytics work (graphics and interfaces) and the advantages of using analytics. What aspects of appropriation and use of ICT can be measured with analytics that cannot be measured with existing indicators? With an analytics software on the computer, what do we want to know about how students use technology?
Nuevas métricas - Red Global de Aprendizajes @cristobalcobo@cristobalcobo
Esta presentación analiza y describe las habilidades para aprendizaje profundo, así como los posibles instrumentos de evaluación y valoración de las capacidades no cognitivas de estudiantes y educadores.
Más información:
http://redglobal.edu.uy
http://fundacionceibal.edu.uy
by @cristobalcobo
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How libraries can support authors with open access requirements for UKRI fund...
e-skills reshaping the future of learning
1. e-skills reshaping the future of learning Cristóbal.Cobo. R present and the in the knowledge society
2. obra de dan perjovschi. what happened to US? Digital Mythology
3. Technological Evolution graham bell designs the telephone as an instrument for deaf people thomas edison intented to create a dictatin g machine when he invented the fonograph , 1888 bendictian monks wanted to determine their praying hours exactly. [XI cent.] Latin America and the Digital Economy Challenge Opportunity and Risk at the beginning of Latin America’s third century of independent life. M.A. Gutierrez. 2004 IT Evolution
9. [ Power to the people - Social Media Tracker Wave 3 [ pdf ], Universal McCann ] 184 millon blogs (of which 42 M. are chinese). Netcraft (01.2007) 106 millon websites in the internet (with a growth around 1.65 millon websites per month). IT Evolution
12. knowledge worker : A term coined by author and visionary, Peter Drucker (1959). A knowledge worker is anyone who works for a living at the tasks of developing or using knowledge . A professional who applies his or her intellectual capacities and skills to the acquisition, processing, management , and communication of knowledge . … planning, acquiring, searching, analyzing, organising, storing, programming, distributing, marketing… Marcial Quintanar Zúñiga (2006) “ The most valuable assets of the 20th-century company were its production equipment. The most valuable asset of 21st-century institution (whether business or non-business) will be its knowledge workers and their productivity. “ (P. Drucker) Knowledge
13.
14. but not symmetric [… the world is flat ] [ The World is Flat . Thomas Friedman ] Knowledge
15. Science Research fuente: worldmapper Latin America is less involved in science and technology in the international context and it is more marginalized … the USA alone represented 30% of published works, while 90% of scientific magazines in Latin America are not included in any index, which makes them anonymous. Although third world researchers represent 24% of all scientists in the world, it’s practically ignored by international scientific community . Latin America and the Digital Economy Challenge Opportunity and Risk at the beginning of Latin America’s third century of independent life. M.A. Gutierrez. 2004 Knowledge
26. Information and knowledge society: less memory and more ability to interrelate contents, put them in different contexts. Current education: Demanding the capacity to stimulate creativity, invention, imagination , as well as the ability to be constantly innovative. education
27. Dewan 2005 digital divides technological myth education Discovering ICT tools (Access) Learning how to use ICT tools Understanding how and when to use them in order to achieve specific objectives Being skilled in the use of ICT tools
31. · The abilities acquired by workers through education, training, and experience that permit them to be more productive. www-personal.umich.edu/~alandear/glossary/s.html · Ability, proficiency acquired or developed through training or experience www.innomet.ee/innomet/Tallinna%20koosoleku%20ettekanded/WP1_presentation_Tallinn_060421.ppt Capacity to do something well. en.wiktionary.org/wiki/skill Skilled workers are generally more trained, higher paid, and have more responsibilities than unskilled workers. en.wikipedia.org/wiki/Skill (labor) e-skilled worker colaborative work PBL, simulation work at laboratories to learn how they have more possibilities to re-skill themselves continuously… students , adaptable and imaginative
32. e-skills : ability to apply knowledge and to make use of know-how to solve problems cognitive (of logic, intuition y creativity) and practical (take advantage of resourses and digital tools). Professional competences for the use of ICT ( practitioner skills ). Ability to research, develop, design and maintain ICTs. Competences for carrying out e-business ( e-business skills ). Taking advantage of oportunities through ICT, innovation management beyond simple technology administration. Competences at user level ( ICT user skills ): skills required to achieve effective use of technological systems. (Council of European Professional Informatics Societies, Cepis, 2007). [European e-Skills Forum: e-Skills for Europe: Towards 2010 and beyond, 2004].
33. “ Capacities, skills and abilities to exploit tacit and explicit knowledge, as well as to use digital technologies in information management and knowledge production. E-skilled students work collaboratively, constantly innovate and create new ideas while facing changing problems in unknown contexts . ” e-skills definition (soft skills : communication skills; team-working skills; problem-solving skills; entrepreneurial skills; creativity; among others).
34. pyramid of learning [Tres 2006] e-competences Competence integrate both knowledge & skills . Integration of knowledge, skills, personal qualities and understanding used appropriately and effectively”. Ability to performance in an unknown future context as well as good performance in the known present.
35. The new production of knowledge: The dynamics of science and research in contemporary societies
36. EU Research in ICTs and Its Socio-Economic Contex Tomas Sabol. Technical University of Kosice. “ The value of knowledge to an economy comes from sharing with others”. (Brinkley, 06)
37. What happened if tomorrow disappeared the Internet? New ways of communication New ways of storage and administrate information New ways of knowledge generation New ways of do business New ways of teach/learn etc…
38. Dan Perjovschi What Happened to US? re- skills up- skills hard- skills soft- skills National Educational Technology Standards (NETS•S) and Performance Indicators for Students 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations e-skills
41. 1. Not restricted to a specific age . 2. Highly engaged, creative, innovative , collaborative and motivated. 3. Use information and develop knowledge in changing workplaces (not tied). 4. Inventive, intuitive , able to know things and produce ideas . 5. Capable to create meaning socially constructed and contextually reinvented. 6. Reject the role of being an information custodian . 7. Network maker , always connecting people, ideas, organizations, etc. 8. An ability to use many tools to solve many different problems. 9. Highly digital literate . 10. Competence to solve unknown problems in different contexts. 11. Learning by sharing , without geographical limitation. 12. Highly adaptable to different contexts/environments. 13. Aware of the importance to provide open access to information . 14. Interest in context and adaptability of information. 15. Capable of unlearning quickly , and always bringing in new ideas . 16. Competence to create open and flat knowledge networks . 17. Continues learning (formal and informal) and update knowledge . 18. Constantly experiments new technologies (specially collaboratives). 19. Not afraid of failure . Skills for a Knowledge/Mind Worker Passport [Collins, Moravec, Cobo]
42. [ ICT Competency Standards for Teachers [ pdf ]. UNESCO, 2008. ] e-skilled teachers
46. “ Every day, computers are making people easier to use” < innovation always produces hostility among those who prosper in old paradigms > changing
47. Dan Perjovschi What Happened to US? planetaweb2.net dr.cristobal_cobo ergonomic.wordpress.com flacso-mexico
48. Best practice, strategies and tools for educators to enhance the development of e-competencies. Workshop Workshop cristobal.cobo.romani
49. What makes an e-skills project successful? Creativity? Collaboration? People? Technology? Pedagogy? Innovation? Coordination? Public support? Willingness? Broadband? Standarization?
50. U s e o f t e c h n o l o g y Learning Performance + + - - Learning Performance
54. e-skills UK brings together employers, educators and Government to address together the technology-related skills issues , no single party can solve on its own. It provides advice & services that have a measurable impact on IT related skills development in the UK. http://video.e-skills.com/frontend/?video=9 www. e-skills .com
58. Fundación Omar Dengo www. fod .ac.cr FOD is a pioneer in the introduction of computer technologies, innovative educational programs and new learning environments into the Costa Rica’s public elementary schools system. It stimulates learning processes, creativity and development of thinking skills in public education and in the different situations in which learning takes place.
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63. www. futurelab .org.uk Futurelab is passionate about transforming the way people learn. Tapping into the huge potential offered by digital and other technologies, they develop innovative resources and practices that support new approaches to learning for the 21st century. http://www.futurelab.org.uk/resources/other_resources/video/Video279
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65. www. 21stcenturyskills .org This partnership emerged focused on infusing 21st century skills into education. It brings together the business community, education leaders , and policymakers to define a powerful vision for 21st century education. The Partnership encourages schools, districts and states to advocate for the infusion of 21st century skills into education and provides tools /resources to facilitate & drive change . 21st Century Skills http:// www.youtube.com/watch?v =3ncrZsWB1Dc http:// www.youtube.com/watch?v = SOBffEPCIsY
66. www.e- competencias .org www.e- competencies .org Open Seminar “ From Information to Innovation Knowledge” openseminar . flacso .edu.mx