Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Global trends in Online, Open and Flexible educationicdeslides
This presentation was held at the International Conference on Open and Distance learning for Sustainable Development in Agriculture - ODLSDA 2016 in Coimbatore, India. The conference was hosted by Tamil Nadu Agricultural University. The presentation focuses on global trends but with a specific perspective of India and its potential and challenges in the development of digital transformation of education.
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Ketchum Social Leadership April 2016 v1Julian Stodd
This is the slide deck from a session i ran at Ketchum, exploring the foundations of the Social Age and taking a more detailed tour through the Social Leadership model. This is the first time i've presented this full suite of images from the 2nd Edition of the Social Leadership Handbook.
It's also just the second outing for the 'Tallest Leader' exercise, which is a way of exploring how formal aspects of leadership are easily visible and quantifiable, whilst social aspects are often hidden, in our own heads and within our communities.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Global trends in Online, Open and Flexible educationicdeslides
This presentation was held at the International Conference on Open and Distance learning for Sustainable Development in Agriculture - ODLSDA 2016 in Coimbatore, India. The conference was hosted by Tamil Nadu Agricultural University. The presentation focuses on global trends but with a specific perspective of India and its potential and challenges in the development of digital transformation of education.
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Ketchum Social Leadership April 2016 v1Julian Stodd
This is the slide deck from a session i ran at Ketchum, exploring the foundations of the Social Age and taking a more detailed tour through the Social Leadership model. This is the first time i've presented this full suite of images from the 2nd Edition of the Social Leadership Handbook.
It's also just the second outing for the 'Tallest Leader' exercise, which is a way of exploring how formal aspects of leadership are easily visible and quantifiable, whilst social aspects are often hidden, in our own heads and within our communities.
The Now and Next of Learning and TechnologyDavid Kelly
These slides were used in support of a talk I deliver at conferences and events..
If you're interested in bringing this talk/workshop into your event or organization, please contact me at LnDDave@gmail.com.
A quick presentation share that makes the argument that the future of education is increasingly digital, but the aims and foundational core of education remains the same.
Creating A Cloud Computing in Education Strategy for EuropeKarl Donert
A presentation at third School on the Cloud summit conference, held in Brussels on 18 November 2016, examining some of the outcomes and challenges associated with the use of Cloud Computing in education, derived from project activities and meetings of experts.
The presentation concludes with the Brussels School on the Cloud Declaration, with recommendations for senior European policy makers, calling on them to prioritise Cloud Computing in Education and Education for Cloud Computing.
Research makes it clear, the generation of children in our ministries today is vastly different than any other group of children the Church has ever sought to reach. They engage and edit media, experiment with culture, and experience community in new ways. Discover the unique learning charac- teristics of today’s kid and learn to leverage those characteristics in your ministry.
El passat 22 de Novembre de 2016 va tenir lloc el primer Drinks & Data a Barcelona, organitzat per Iniciativa Barcelona Open Data i Ideograma a la Fàbrica Lehmann. Vam tenir el gust de tenir com a convidat a en Jordi Graells, director general d'Atenció Ciutadana de la Generalitat de Catalunya, i vam presentar a la nostra #ComunitatXarxa la nostra nova web on poder compartir #Coneixement #OpenData: http://comunitat.iniciativabarcelonaopendata.cat/ca/
“Intoduction To Game Development ”
This sesion will be covering some aspects of the theory and practice of game development and design .
- For those who are intersted in game development , This session will should be enough to get you started .
Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
Roope Mokka's presentation on Internet of NO things in technology conference Slush 15. Announcing the release of the foresight report "Gardens and Street" that looks into the social and economic tensions of the post IoT-world. http://nakedapproach.demoshelsinki.fi/2015/11/12/the-internet-of-things-is-not-about-technology-its-about-society/
A look at the evolution of analytics and its revolutionary potential to transform ordinary businesses, power new business models, enable innovation, and deliver greater value. http://www2.deloitte.com/us/en/pages/deloitte-analytics/articles/analytics-trends.html
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
The future of learning is global - a vision for leadershipJulie Lindsay
Schools want to go global, teachers want to connect their classrooms with the world, but what are the leadership skills needed to 'flatten' a school and launch it into the future. In fact, the future is now, the vision needs to be articulated now, and global learning should be planned across the curriculum now, not as an add on or as something too hard to access. This session will share ideas and resources for planning to move a learning community into a globally connected and collaborative future.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
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.
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
Join Global EduPolis and embark on a transformative learning journey that will empower you to become a change agent in the field of education policy, driving positive impact on a global scale.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
Students crossing global borders AEF 2014Julie Lindsay
New World: Students crossing global borders
Borders are crossed and intercultural understanding takes place when students connect, collaborate and co-create meaningful actions and products. This session will share recent global examples and encourage learning about the world with the world through technology supported interactions and projects.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
5. What global education leadership
skills and habits are needed to
support and influence digitally
fluent, globally competent and
collaborative life-long learners?
8. Today, a global education leader may
be a…
….a leader who ‘takes all the best practices in
education and latest advances in technology
and uses them to blaze new trails in teaching
and learning that focus on connection and
collaboration’
Teacherpreneur
9. ‘Teacherpreneur’ Leadership….
A teacher gets an
idea for learning
Fosters excitement
amongst other
teachers
A group of teachers
come together to
do something
significant
11. An outlier teacher is a K-12 educator who self-
directed to create and develop an innovative
pedagogy using emerged or emerging digital
social media through collaborative and global
open networking. (Arteaga, 2012, p. 14)
Today, a global education leader may
be an…
Outlier
12. An educator who supports knowledge
construction in a non-hierarchical approach to
learning globally.
Learning Concierge
Today, a global education leader may
be a…
13. Connect with China Collaborative: Some of
our Learning Concierge’s…..
http://www.connectchinacollaborative.com/learning-concierges.html
19. From Pedagogy……….
………..to ‘Cosmogogy’?
Cosmogogical leadership pertains to understanding how
to foster and support approaches to learning while
connected to others in any part of the world.
(Julie Lindsay)
25. Become a global education leader by
being a networked learner and teacher
– in a ‘flat’ learning environment it’s
who you know not what you know
#1
26. Lead the way for new pedagogical
approaches to online collaborative
learning!
#2
27. Go beyond the wow - we have the
technology, we have the pedagogy -
it’s time to connect the world for
meaningful co-creations!
#3
A global education leader…..
Advocate for global understanding
Use tools for forge connections between learners
Interaction that leads to working collaboratively
Curriculum redesign to ‘bring the world in’
Profile of the Global Education Leader
Champions for change – realizers of the vision
New methods of publication and sharing information – keep on teaching!
Building and facilitating communities
Researchers
Pedagogical excellence
Innovate from within
Working within and beyond the school culture
Managers, directors, mentors, guides
A global education leader know that digital technologies are:
Part of the solution to meeting the needs of today’s learners
Supports individual sharing of the vision
Empowers learners through alternative and virtual networks
Promotes transparency and accessibility
A flat, connected learning environment has less hierarchy of command, is more agile in approach and encourages every educator to be looking out for critical information to support learning
A new paradigm for educational leadership is emerging to support place-based learning, connectivism, and global outreach
A global education leader knows how to build virtual and real learning communities and then blends them
Encourage customization of learning experiences to local standards while being flexible to embrace connection
Embrace innovation and pedagogical excellence
Implement an agile curriculum
Equip teachers to investigate new global relationships and design solutions
Create opportunities from perceived difficulties
Build a culture of success
Leaders demonstrate and model collaborative practices using Web 2.0
Knowledge of appropriate teaching methods and awareness of learner experiences while using Web 2.0 (learners become a node kin the network)
Changing partnerships and technology supports collaboration and creation of new knowledge
Focus on the process of learning
When working globally – I feel there is a missing piece to the learning approach pie
pedagogy (to lead the child - ‘instructional learning’), to androgogy (to lead the man/adult - ‘self-directed learning’), to heutagogy (to lead to find - ‘self-determined learning’). Heutagogy has been applied to adult education, as described by originators Hase and Kenyon (2000) and “Recognises the need to be flexible in the learning where the teacher provides resources…...As teachers we should concern ourselves with developing the learner’s capability not just embedding discipline based skills and knowledge. We should relinquish any power we deem ourselves to have.” (p. 6). I tend to agree with Price when he states that heutagogy is equally applicable to children as it is to adults. It’s defined by approach, not age (Price, 2013).
Another concept that supports knowledge building amongst learners in a Community of Practice (CoP) is that of peeragogy. The work of Corneli and Danoff (2011) on Paragogy, a theory of peer learning using online environments to support freely available peer production of content (Wheeler, 2012) inspired Howard Rheingold (2012) to start the Peeragogy Project. Peeragogy, an open learning environment and a new way of seeing and collaborating and learning, is often unstructured in practice, and learning is collaborative, not just cooperative or contributory. Increased accessibility to online networks enable the development of collaborative learning which in turn builds skills and competencies needed in a learning community. “Peer learning and peer production are probably as old as humanity itself, but they take on new importance in the digital age” (Rheingold, 2014).
I am suggesting a new ‘gogy’, that of ‘Cosmogogy’, coming from the word ‘cosmo’ which means ‘of or relating to the universe’.
Cosmogogical leadership pertains to understanding how to foster and support approaches to learning while connected to others in any part of the world. It is about how to support individualised and personalized learning that is less teacher and school directed, more self-determined as with heutagogy; aligned with developing a culture of collaboration as with peeragogy; with a focus on student/learner autonomy.