Geocapabilties: leaders and managers
•Download as PPTX, PDF•
0 likes•1,301 views
Examining the distinction between leadership and management and the curriculum. The presentation is for teachers and has been developed as part of the GeoCapabilities teacher training course. Teachers are asked to consider whether their roles in curriculum is one of leadership or management or both.
Report
Share
Report
Share
Recommended
Geocapabilties leadership questions
Some initial questions about leadership and advocacy for teachers developed as part of the GeoCapabilities teacher training course. Teachers are asked to reflect on their role in school and consider whether leadership in their subject discipline is important.
Geocapabilties: teacher leadership
Examining theoretical aspects of teachers as leaders developed as part of the GeoCapabilities teacher training course. The leadership systems and teacher involvement in participative design are considered
Geocapabilties: subject leadership
The presentation looks at and reflects on subject leadership and considers recent research in the field. It has been developed as part of the GeoCapabilities teacher training course.
Geocapabilties: communicating leadership
This presentation considers roles and responsibilities for the subject teachers teach and the relationship between knowledge and power.
It makes the link between subject expertise, support, promotion and leadership for your subject discipline, this presentation looks at types of communications (horizontal and vertical) and examples.
It concludes by considering how can teachers become subject leaders?
Geocapabilties: a course summary
A summary of the key concepts involved in the GeoCapabilities teacher training course. It addresses capabilities and Geography, Powerful Disciplinary Knowledge, curriculum making and leadership
Strengthening capacity through scalable and blended learning program ppt
This document summarizes a panel discussion on blended learning programs at the 2015 INGO conference. The panelists described projects from Counterpart International, Relief International, Accion, and IPAS that used blended learning approaches to strengthen organizational capacity. Common themes discussed were ensuring training is relevant to organizational goals and outcomes, overcoming barriers to access, scaling access to expertise, and improving cost-effectiveness. The panel then took questions from the audience.
Applied Learning Academic Interest Group July 2017
This document discusses applied learning and transition support for students. It includes:
1) Discussions on student archetypes to promote inclusive design, the Hallam Award program, and identifying small projects to support employability through collaboration.
2) A commitment to authentic applied learning, different perspectives on employability, graduate attributes, and peer mentoring support.
3) A student archetypes resource to promote awareness of diversity and inclusive practice for employability.
4) Brainstorming small collaborative projects to lead innovation and make a significant difference for students, such as enhancing pre-induction experiences.
GELP Prospectus 2011-13
The Global Education Leaders' Program (GELP) is a partnership between thought leaders and education systems that aims to transform education at local, national, and global levels through collaboration. GELP provides education leaders with consultancy, professional development opportunities, and a global community to facilitate changes needed for 21st century learning. Participating teams commit to reforming their education systems with support from GELP partners over several years.
Recommended
Geocapabilties leadership questions
Some initial questions about leadership and advocacy for teachers developed as part of the GeoCapabilities teacher training course. Teachers are asked to reflect on their role in school and consider whether leadership in their subject discipline is important.
Geocapabilties: teacher leadership
Examining theoretical aspects of teachers as leaders developed as part of the GeoCapabilities teacher training course. The leadership systems and teacher involvement in participative design are considered
Geocapabilties: subject leadership
The presentation looks at and reflects on subject leadership and considers recent research in the field. It has been developed as part of the GeoCapabilities teacher training course.
Geocapabilties: communicating leadership
This presentation considers roles and responsibilities for the subject teachers teach and the relationship between knowledge and power.
It makes the link between subject expertise, support, promotion and leadership for your subject discipline, this presentation looks at types of communications (horizontal and vertical) and examples.
It concludes by considering how can teachers become subject leaders?
Geocapabilties: a course summary
A summary of the key concepts involved in the GeoCapabilities teacher training course. It addresses capabilities and Geography, Powerful Disciplinary Knowledge, curriculum making and leadership
Strengthening capacity through scalable and blended learning program ppt
This document summarizes a panel discussion on blended learning programs at the 2015 INGO conference. The panelists described projects from Counterpart International, Relief International, Accion, and IPAS that used blended learning approaches to strengthen organizational capacity. Common themes discussed were ensuring training is relevant to organizational goals and outcomes, overcoming barriers to access, scaling access to expertise, and improving cost-effectiveness. The panel then took questions from the audience.
Applied Learning Academic Interest Group July 2017
This document discusses applied learning and transition support for students. It includes:
1) Discussions on student archetypes to promote inclusive design, the Hallam Award program, and identifying small projects to support employability through collaboration.
2) A commitment to authentic applied learning, different perspectives on employability, graduate attributes, and peer mentoring support.
3) A student archetypes resource to promote awareness of diversity and inclusive practice for employability.
4) Brainstorming small collaborative projects to lead innovation and make a significant difference for students, such as enhancing pre-induction experiences.
GELP Prospectus 2011-13
The Global Education Leaders' Program (GELP) is a partnership between thought leaders and education systems that aims to transform education at local, national, and global levels through collaboration. GELP provides education leaders with consultancy, professional development opportunities, and a global community to facilitate changes needed for 21st century learning. Participating teams commit to reforming their education systems with support from GELP partners over several years.
Vccs trailblazing oer slides_v2
The Virginia Community College System (VCCS) has broken new ground with its Zx23 Project a yearlong grant-funded program to encourage every community college in the state to launch a Z-Degree or zero textbook cost degree program using open educational resources (OER). VCCS is using a collaborative model to develop and share OER-based courses across the entire system, using the VCCS system-wide Blackboard implementation and Lumen-supported OER course content. This enables institutions to expedite progress by viewing and building on each other’s work. Presenters from VCCS and Lumen Learning share program goals and approach, the collaborative course-sharing model (including VCCS’s very cool open course sharing site), progress to date, and advice for others exploring OER degree programs.
Pears and Davis
This document discusses promoting teaching excellence through developing digital capabilities. It begins by asking how digital capabilities can promote teaching excellence. It then outlines six overarching principles for doing so: 1) start with pedagogy, 2) recognize context is key, 3) create a digital capability threshold for institutions, 4) use communities of practice to share good practices, 5) introduce a robust change management strategy, and 6) develop a compelling evidence-based rationale. The document discusses defining digital capability as skills for living, learning, and working in a digital society and teaching excellence as enhancing and transforming the student learning experience. It proposes using action-oriented inquiry, which applies engagement, curiosity, and questioning to practical issues, as a process to
Collaborative Platforms for Open Content Development
As more colleges are promoting the adoption of OER to expand access and improve completion rates, collaborative platforms for publishing open content are becoming more critical. Faculty, librarians, and instructional designers are often working in teams to curate, adapt, and format openly licensed content for entire courses.
Join us for this free and open webinar to hear from several stakeholders who have adopted collaborative platforms to streamline the process from course outline to delivery of fully OER courses and open textbooks. The Massachusett’s Community College Go Open project is designing an OER Hub with OER Commons for creating and sharing educator developed resources statewide. Early childhood educators in California are building a national community of practice based on the Rebus Foundation model to author open textbooks for the eight major courses in the Childhood Development lower division curriculum.
When: Wednesday, September 19th, 11am PT/ 2pm ET
Featured Speakers:
Peter Shea – Director of Professional Development, Middlesex Community College, MA
Donna Maturi – Coordinator of Library Services, Middlesex Community College, MA
Amanda Taintor – Faculty Coordinator, Instructional Design and Distance Education, Reedley College, CA
Jennifer Paris – Early Childhood Education Faculty, College of the Canyons, CA
Designing curriculum rafa
The document discusses various internal and external drivers that can lead to change in schools, including reflection by teachers, student achievement data, government requirements, and international research trends. It also mentions teacher inquiry and a process for design as ways knowledge is built within schools to drive improvement through reflection and innovation.
Thorp Anne Resume 2017
This document summarizes the experience and qualifications of Anne Thorp, an educator with over 30 years of experience in various roles such as an instructional technologist, director of a regional educational service agency, classroom teacher, and consultant. She has experience designing and delivering effective professional development, managing budgets and projects, and guiding educators in technology integration. Thorp holds a PhD in Education Technology Management and has received several awards for her work in blended learning, online course design, and using technology to improve instruction.
UniSA Leadership Program Summary - 2015
A summary of the UniSA Leadership Program in 2015 including the graduates of the ASPIRE, UNITE & LEAD Programs.
Time for leaders lithuania's response to leadership development eng
This document discusses a project in Lithuania called "Time for Leaders" which aims to develop educational leadership in the country. The project will develop school leadership models, a consultancy system to support leaders, and leadership competency programs. It will also create a virtual platform for leaders and conduct research on leadership in schools. The project is based on concepts of leadership for learning, sustainable leadership, and system leadership. If implemented, it has the goals of increasing the number of educational leaders, promoting leadership for learning, and building networks between research, theory and practice.
Mobility & Peer Learning Presentation at the 6th NICE Conference in Bratislav...
Mobility & Peer Learning Presentation at the 6th NICE Conference in Bratislav...Network for Innovation in Career Guidance and Counselling in Europe
This presentation addressed following topics:
- "Why" mobility?
- Work of the Mobility Team
- Practical Guidelines for Mobility
- Inventory on Experience with Eramus+ within NICE
- Initiatives for mobility & peer learningPeer Learning and Mobility at the 6th NICE Conference in Bratislava
Peer Learning and Mobility at the 6th NICE Conference in BratislavaNetwork for Innovation in Career Guidance and Counselling in Europe
At the 6th NICE Conference in Bratislava, Slovakia, activities to foster further exchange in the future were an important aspect on May 29, 2015. To begin with, Dr Lucy Hearne from the University of Limerick (Ireland) presented the Peer-Learning Framework of NICE, a manual how to jointly develop degree programmes in career guidance and counselling, drawing on common points of reference like the European Competence Standards. Secondly, Jan Woldendorp from the Saxion University of Applied Sciences (Netherlands) presented the work and concepts of the Mobility Team of NICE, including guidelines how to organise international exchanges of staff and students. Finally, Jan Woldendorp and Prof Sif Einarsdottir from the University of Iceland prepared the stage for 9 parallel workshops on the future of cooperation in the NICE network. For further information on the conference, please visit www.nice-network.eu
Dr Susanne Kraatz from the European Parliament's Policy Department on Economic and Scientific Policy presented an overview of efforts at the European level, to foster quality in lifelong guidance and counselling. Next to an overview of existing policies, current activities and challenges for the future, she presented a European competence profile for PES and EURES counsellors. For more information on the conference, please visit www.nice-network.euLearning and Teaching at Navitas - 2016 Summary
In 2016, Navitas launched a website to share learning and teaching stories from across its global community. Over the year, the site had over 48,000 page views from over 12,000 visitors. It featured over 240 posts and events by 85 authors on topics ranging from designing student technology visions and linking study to work to practical classroom ideas and introducing a new learning platform. The top viewed posts covered innovations to enhance student success, practical creativity, skills for career transition, and factors influencing student outcomes. The website thanked all contributors for sharing their stories and experiences to advance learning and teaching at Navitas.
Sustainable transformation - you are of significance. How to be a leader and ...
Sustainable transformation - you are of significance. How to be a leader and ...Nordiskt Nätverk för Vuxnas Lärande
- The document discusses leadership and transformation towards sustainability. It emphasizes that each individual has the power to influence change through goal-setting and leadership within their organizations and communities.
- Achieving the UN Sustainable Development Goals requires leadership and management at all levels - from individuals to organizations to society. Leaders must set goals to guide transformation towards more sustainable practices.
- True leadership is not about position but about facilitating change through community and belonging. Organizations should move from hierarchies to more circular structures that empower individuals to drive new ways of thinking and working.Project sustainability 2009 ppt
The document describes a project called "Project Sustainability" funded by the Australian Flexible Learning Framework to build the e-learning capabilities of staff at TNQ TAFE. The project aimed to reflect on current e-learning competencies, refine resources and strategies for a sustainability unit for e-learning, and reinvigorate professional learning using a workplace action learning model. Key barriers to e-learning implementation identified in previous research such as time constraints and lack of management support would be investigated. The project was managed according to the "Ripples Model" and involved several TNQ TAFE staff participating in reflection, refinement, and review activities to strengthen e-learning practices.
TILD workshop at ARV 2013
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
I teach professional development
This document discusses professional development for teachers. It emphasizes that professional development should drive high standards, excellence, and teacher quality. It should provide teachers with ongoing support and tools to implement new instructional strategies. Effective professional development includes face-to-face training, customized collaborative modules, and blended online and in-person options. Challenges include transitioning to a data-driven approach, changing teaching practices, and engaging teachers in ongoing professional learning communities. Professional development is a process, not an event, that develops collaborative communities for teachers to provide feedback and share resources.
Creating a student lead network v2
SAGE is a student-led network at Glasgow Caledonian University that was created in 2014 to empower students to work in partnership with staff on university-wide projects. It is chaired by the Students' Association and supported by Engage. SAGE aims to tackle challenges like attracting more diverse membership and ensuring project impact is communicated. Its goals for the future include providing members training and encouraging underrepresented groups to submit projects. Ultimately, SAGE defines success as having an active membership of both engaged and non-engaged students and breaking down barriers between staff and students. The presentation encourages attendees to consider creating their own student-led networks.
Embedding Graduate Attributes into the Curriculum
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
CS Education Event - University of Wollongong
The University of Wollongong (UOW) has 26,000 students across six campuses in New South Wales and one in Dubai, with an annual turnover of $520 million and 2,400 staff. UOW has an ambitious strategic plan to be ranked in the top 1% of universities worldwide by 2018 through its Curriculum Transformation Project focusing on what and how they teach, assessment methods, and strengthening real-world and technology-enabled learning. The document announces a pitching and networking event on December 5, 2013 for online and interactive education collaborations.
Geocapabilties: the main ideas
This project was funded by the European Commission. The website reflects only the views of the authors, and the Commission is not responsible for any use of the information. The project partners include Twycross School. The GeoCapabilities project aims to develop human capabilities through acquiring geographical knowledge and thinking geographically. It promotes a progressive, knowledge-led curriculum based on powerful disciplinary knowledge and powerful pedagogies in the classroom.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK)
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
Hierarchy of Skills
Similar to Maslow's Hierarchy of Needs (the Theory of Human Motivation), the Pyramid / Hierarchy of Skills is suggested. It includes 5 levels: Know, Play, Work, Solve, and Invent. Another classification includes roles: Student, Apprentice, Specialist, Expert, and Craftsman.
Hierarchy of competence is analysed for Unconscious / Conscious Competence / Incompetence.
"The craftsman represents the special human condition of being engaged." - Richard Sennett
The work is inspired by two books:
- Maslow A.H. A Theory of Human Motivation
- Sennett R. The Craftsman. 2008.
GeoCapabilities: curriculum making workshop
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
Promoting Geospatial Education in Europe
Karl Donert presented on promoting geospatial education in Europe. EUROGEO aims to advance geography through events, publications, and lobbying. Its initiatives include the Digital Earth platform, geospatial education tools, and training programs. There remains a need to establish common geospatial qualifications, support education projects, and create engaging education to address the mismatch between workforce needs and skills. Recommendations include prioritizing education, establishing a think tank of industry and education leaders, and raising awareness of geospatial careers.
More Related Content
What's hot
Vccs trailblazing oer slides_v2
The Virginia Community College System (VCCS) has broken new ground with its Zx23 Project a yearlong grant-funded program to encourage every community college in the state to launch a Z-Degree or zero textbook cost degree program using open educational resources (OER). VCCS is using a collaborative model to develop and share OER-based courses across the entire system, using the VCCS system-wide Blackboard implementation and Lumen-supported OER course content. This enables institutions to expedite progress by viewing and building on each other’s work. Presenters from VCCS and Lumen Learning share program goals and approach, the collaborative course-sharing model (including VCCS’s very cool open course sharing site), progress to date, and advice for others exploring OER degree programs.
Pears and Davis
This document discusses promoting teaching excellence through developing digital capabilities. It begins by asking how digital capabilities can promote teaching excellence. It then outlines six overarching principles for doing so: 1) start with pedagogy, 2) recognize context is key, 3) create a digital capability threshold for institutions, 4) use communities of practice to share good practices, 5) introduce a robust change management strategy, and 6) develop a compelling evidence-based rationale. The document discusses defining digital capability as skills for living, learning, and working in a digital society and teaching excellence as enhancing and transforming the student learning experience. It proposes using action-oriented inquiry, which applies engagement, curiosity, and questioning to practical issues, as a process to
Collaborative Platforms for Open Content Development
As more colleges are promoting the adoption of OER to expand access and improve completion rates, collaborative platforms for publishing open content are becoming more critical. Faculty, librarians, and instructional designers are often working in teams to curate, adapt, and format openly licensed content for entire courses.
Join us for this free and open webinar to hear from several stakeholders who have adopted collaborative platforms to streamline the process from course outline to delivery of fully OER courses and open textbooks. The Massachusett’s Community College Go Open project is designing an OER Hub with OER Commons for creating and sharing educator developed resources statewide. Early childhood educators in California are building a national community of practice based on the Rebus Foundation model to author open textbooks for the eight major courses in the Childhood Development lower division curriculum.
When: Wednesday, September 19th, 11am PT/ 2pm ET
Featured Speakers:
Peter Shea – Director of Professional Development, Middlesex Community College, MA
Donna Maturi – Coordinator of Library Services, Middlesex Community College, MA
Amanda Taintor – Faculty Coordinator, Instructional Design and Distance Education, Reedley College, CA
Jennifer Paris – Early Childhood Education Faculty, College of the Canyons, CA
Designing curriculum rafa
The document discusses various internal and external drivers that can lead to change in schools, including reflection by teachers, student achievement data, government requirements, and international research trends. It also mentions teacher inquiry and a process for design as ways knowledge is built within schools to drive improvement through reflection and innovation.
Thorp Anne Resume 2017
This document summarizes the experience and qualifications of Anne Thorp, an educator with over 30 years of experience in various roles such as an instructional technologist, director of a regional educational service agency, classroom teacher, and consultant. She has experience designing and delivering effective professional development, managing budgets and projects, and guiding educators in technology integration. Thorp holds a PhD in Education Technology Management and has received several awards for her work in blended learning, online course design, and using technology to improve instruction.
UniSA Leadership Program Summary - 2015
A summary of the UniSA Leadership Program in 2015 including the graduates of the ASPIRE, UNITE & LEAD Programs.
Time for leaders lithuania's response to leadership development eng
This document discusses a project in Lithuania called "Time for Leaders" which aims to develop educational leadership in the country. The project will develop school leadership models, a consultancy system to support leaders, and leadership competency programs. It will also create a virtual platform for leaders and conduct research on leadership in schools. The project is based on concepts of leadership for learning, sustainable leadership, and system leadership. If implemented, it has the goals of increasing the number of educational leaders, promoting leadership for learning, and building networks between research, theory and practice.
Mobility & Peer Learning Presentation at the 6th NICE Conference in Bratislav...
Mobility & Peer Learning Presentation at the 6th NICE Conference in Bratislav...Network for Innovation in Career Guidance and Counselling in Europe
This presentation addressed following topics:
- "Why" mobility?
- Work of the Mobility Team
- Practical Guidelines for Mobility
- Inventory on Experience with Eramus+ within NICE
- Initiatives for mobility & peer learningPeer Learning and Mobility at the 6th NICE Conference in Bratislava
Peer Learning and Mobility at the 6th NICE Conference in BratislavaNetwork for Innovation in Career Guidance and Counselling in Europe
At the 6th NICE Conference in Bratislava, Slovakia, activities to foster further exchange in the future were an important aspect on May 29, 2015. To begin with, Dr Lucy Hearne from the University of Limerick (Ireland) presented the Peer-Learning Framework of NICE, a manual how to jointly develop degree programmes in career guidance and counselling, drawing on common points of reference like the European Competence Standards. Secondly, Jan Woldendorp from the Saxion University of Applied Sciences (Netherlands) presented the work and concepts of the Mobility Team of NICE, including guidelines how to organise international exchanges of staff and students. Finally, Jan Woldendorp and Prof Sif Einarsdottir from the University of Iceland prepared the stage for 9 parallel workshops on the future of cooperation in the NICE network. For further information on the conference, please visit www.nice-network.eu
Dr Susanne Kraatz from the European Parliament's Policy Department on Economic and Scientific Policy presented an overview of efforts at the European level, to foster quality in lifelong guidance and counselling. Next to an overview of existing policies, current activities and challenges for the future, she presented a European competence profile for PES and EURES counsellors. For more information on the conference, please visit www.nice-network.euLearning and Teaching at Navitas - 2016 Summary
In 2016, Navitas launched a website to share learning and teaching stories from across its global community. Over the year, the site had over 48,000 page views from over 12,000 visitors. It featured over 240 posts and events by 85 authors on topics ranging from designing student technology visions and linking study to work to practical classroom ideas and introducing a new learning platform. The top viewed posts covered innovations to enhance student success, practical creativity, skills for career transition, and factors influencing student outcomes. The website thanked all contributors for sharing their stories and experiences to advance learning and teaching at Navitas.
Sustainable transformation - you are of significance. How to be a leader and ...
Sustainable transformation - you are of significance. How to be a leader and ...Nordiskt Nätverk för Vuxnas Lärande
- The document discusses leadership and transformation towards sustainability. It emphasizes that each individual has the power to influence change through goal-setting and leadership within their organizations and communities.
- Achieving the UN Sustainable Development Goals requires leadership and management at all levels - from individuals to organizations to society. Leaders must set goals to guide transformation towards more sustainable practices.
- True leadership is not about position but about facilitating change through community and belonging. Organizations should move from hierarchies to more circular structures that empower individuals to drive new ways of thinking and working.Project sustainability 2009 ppt
The document describes a project called "Project Sustainability" funded by the Australian Flexible Learning Framework to build the e-learning capabilities of staff at TNQ TAFE. The project aimed to reflect on current e-learning competencies, refine resources and strategies for a sustainability unit for e-learning, and reinvigorate professional learning using a workplace action learning model. Key barriers to e-learning implementation identified in previous research such as time constraints and lack of management support would be investigated. The project was managed according to the "Ripples Model" and involved several TNQ TAFE staff participating in reflection, refinement, and review activities to strengthen e-learning practices.
TILD workshop at ARV 2013
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
I teach professional development
This document discusses professional development for teachers. It emphasizes that professional development should drive high standards, excellence, and teacher quality. It should provide teachers with ongoing support and tools to implement new instructional strategies. Effective professional development includes face-to-face training, customized collaborative modules, and blended online and in-person options. Challenges include transitioning to a data-driven approach, changing teaching practices, and engaging teachers in ongoing professional learning communities. Professional development is a process, not an event, that develops collaborative communities for teachers to provide feedback and share resources.
Creating a student lead network v2
SAGE is a student-led network at Glasgow Caledonian University that was created in 2014 to empower students to work in partnership with staff on university-wide projects. It is chaired by the Students' Association and supported by Engage. SAGE aims to tackle challenges like attracting more diverse membership and ensuring project impact is communicated. Its goals for the future include providing members training and encouraging underrepresented groups to submit projects. Ultimately, SAGE defines success as having an active membership of both engaged and non-engaged students and breaking down barriers between staff and students. The presentation encourages attendees to consider creating their own student-led networks.
Embedding Graduate Attributes into the Curriculum
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
CS Education Event - University of Wollongong
The University of Wollongong (UOW) has 26,000 students across six campuses in New South Wales and one in Dubai, with an annual turnover of $520 million and 2,400 staff. UOW has an ambitious strategic plan to be ranked in the top 1% of universities worldwide by 2018 through its Curriculum Transformation Project focusing on what and how they teach, assessment methods, and strengthening real-world and technology-enabled learning. The document announces a pitching and networking event on December 5, 2013 for online and interactive education collaborations.
What's hot (17)
Collaborative Platforms for Open Content Development
Collaborative Platforms for Open Content Development
Time for leaders lithuania's response to leadership development eng
Time for leaders lithuania's response to leadership development eng
Mobility & Peer Learning Presentation at the 6th NICE Conference in Bratislav...
Mobility & Peer Learning Presentation at the 6th NICE Conference in Bratislav...
Peer Learning and Mobility at the 6th NICE Conference in Bratislava
Peer Learning and Mobility at the 6th NICE Conference in Bratislava
Sustainable transformation - you are of significance. How to be a leader and ...
Sustainable transformation - you are of significance. How to be a leader and ...
Viewers also liked
Geocapabilties: the main ideas
This project was funded by the European Commission. The website reflects only the views of the authors, and the Commission is not responsible for any use of the information. The project partners include Twycross School. The GeoCapabilities project aims to develop human capabilities through acquiring geographical knowledge and thinking geographically. It promotes a progressive, knowledge-led curriculum based on powerful disciplinary knowledge and powerful pedagogies in the classroom.
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK)
This presentation introduces Powerful Disciplinary Knowledge (PDK) as one of the main ideas behind the GeoCsapabilities approach to teacher education and training.
Hierarchy of Skills
Similar to Maslow's Hierarchy of Needs (the Theory of Human Motivation), the Pyramid / Hierarchy of Skills is suggested. It includes 5 levels: Know, Play, Work, Solve, and Invent. Another classification includes roles: Student, Apprentice, Specialist, Expert, and Craftsman.
Hierarchy of competence is analysed for Unconscious / Conscious Competence / Incompetence.
"The craftsman represents the special human condition of being engaged." - Richard Sennett
The work is inspired by two books:
- Maslow A.H. A Theory of Human Motivation
- Sennett R. The Craftsman. 2008.
GeoCapabilities: curriculum making workshop
This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.
Promoting Geospatial Education in Europe
Karl Donert presented on promoting geospatial education in Europe. EUROGEO aims to advance geography through events, publications, and lobbying. Its initiatives include the Digital Earth platform, geospatial education tools, and training programs. There remains a need to establish common geospatial qualifications, support education projects, and create engaging education to address the mismatch between workforce needs and skills. Recommendations include prioritizing education, establishing a think tank of industry and education leaders, and raising awareness of geospatial careers.
A Review of Cloud-based Futures and Methodologies
Kostis Koutsopoulos (author)
School on the Cloud LLP Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. The description and evaluation of these effects represent one of the principal goals of the School on the Cloud Network and is expressed in this document whose main objective is to review Cloud based futures and methodologies. That is, responding to the need for examining future enhancements of this technology on education this document presents a review of state-of-the-art research on the future of Cloud based education and elaborates on foresight methods and their application within the working plan of the School on the Cloud Network.
Education on the Cloud 2015 - State of the Art - Case Studies
School on the Cloud (SoC),
ICT Key Action 3 European Project - With the support of the Lifelong Learning Programme of the European Union,
Editors:
Karl Donert (ILN Ltd.),
Yannis Kotsanis (Doukas School),
This report documents the state of the art concerning the Cloud in education through 59 case studies gathered in partner countries across Europe. It describes recent activities across Europe in using the Cloud in education. These are initiatives, projects and developments in different countries. The report indicates that there are many examples of Cloud-implementation in Europe, however overall coordination and strategy appears to be lacking.
SoC State of the Art
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
Presentations on the impact of Cloud-based teaching and teacher education on ...
Sofie De Cupere (editor),
School on the Cloud,
ICT Key Action 3 European Project
Participants in Working Group 2 (i-Teacher) have prepared presentations on the impact of Cloud-based teaching, teacher education, training and on the relationship between the “use of Cloud-based teaching” and the mobile, connected and social media use in i-classroom. Discussion and analysis is focused on the identification of training needs for teachers and trainers and produce a guide to Cloud-based terminology. The issues associated with mainstreaming innovation has been discussed and a series of recommendations resulted to a model of vision and practical strategic outlines. These are published as a training needs manifesto for educational organizations and for decision makers.
Digital capability service
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Cloud-based Education: Scenarios for the Future
Prof. K. Koutsopoulos (author)
Maria Meletiou-Mavrotheris, Irene Pizzo (Contributors)
School on the Cloud, European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. The description and evaluation of these effects represent one of the principal goals of the School on the Cloud Network and is expressed in this document whose main objective is to review Cloud based futures and methodologies. That is, responding to the need for examining future enhancements of this technology on education this document presents a review of state-of-the-art research on the future of Cloud based education and elaborates on foresight methods and their application within the working plan of the School on the Cloud Network.
School on Cloud
Viewers also liked (11)
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK)
GeoCapabilities: Geography as Powerful Disciplinary Knowledge (PDK)
Education on the Cloud 2015 - State of the Art - Case Studies
Education on the Cloud 2015 - State of the Art - Case Studies
Presentations on the impact of Cloud-based teaching and teacher education on ...
Presentations on the impact of Cloud-based teaching and teacher education on ...
Similar to Geocapabilties: leaders and managers
2-INTRODUCTION _ ENVIRONMENTS IN WHICH PROJECTS OPERATE_v4.pdf
The document discusses key concepts in project management including the definition of projects, operational work, and programs/portfolios. It describes project management processes and knowledge areas. It also covers the project environment factors like stakeholders, organizational structure, project lifecycles and phases. Matrix and functional organizational structures are compared. Finally, it discusses objectives, constraints and other factors involved in project planning and management.
Prosci ECM Boot Camp Ino Webinar May 2016
An overview of our new one day workshop on how to build enterprise change capability - public and in house versions available.
Agile Tour 2016 Chennai -Agile and leadership agility by Srinath Ramakrishnan
Agile Tour 2016 Chennai -Agile and leadership agility by Srinath RamakrishnanIndia Scrum Enthusiasts Community
The document discusses leadership agility and defines an agile leader. An agile leader operates effectively in complex, uncertain and changing environments. They are knowledgeable about agile values and practices, surface creative solutions through self-awareness and engaging others, and empower teams to deliver value to customers. The document outlines the mindset of an agile leader, including shifting from predictive to responsive thinking. It also discusses stages of leadership development, levels of leadership agility, and competencies like setting context, understanding stakeholders, creative problem solving, and self-leadership.Reinventing Creative & Innovative Leadership
Training Slides of Reinventing Creative & Innovative Leadership discussing the importance of Leadership.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Some leadership models and how they might relate to education in the Cloud
The document discusses the differences between leadership and management. It states that leadership and management are distinct but complementary systems, with leadership focusing on generating change and management on producing order and consistency. It also outlines four main practices of management - planning, organizing, implementing, and monitoring/evaluating - and four practices of leadership - scanning, focusing, aligning/mobilizing, and inspiring. Additionally, it proposes a taxonomy of leadership with nine levels related to different leadership roles and responsibilities in a school.
1PJM6000 Week 1Project Management PracticesProfess.docx
1
PJM6000 Week 1
Project Management Practices
Professor Al Grusby, MBA, PMP®
Notes:
• Attendance
• Format of the class
• Discussion Boards
– Introduce Yourself
• Intro to Course
2
Lecture Overview
1. What is Project, Program & Portfolio
Management?
2. Discuss the Importance of Project Management
3. Where Does the PMI Framework fit in?
4. The Project Management Profession
5. How Does Organizational Structure Impact
Project Management?
3
Program & Portfolio Management
4
Project, Program & Portfolio Management consists of three main areas
Portfolio
Management
(PfM)
Program
Management
(PgM)
Project
Management
(PjM)
Focus of this class
Project vs. General Management
• General Management and Project Management
have much in common, but also have significant
differences
– General Business Operations:
• repetitive activities, generate the same product or service, go on
indefinitely (considered daily business)
– Projects:
• Not necessarily defined by Size or Duration
• May involve a single person or many thousands
• May take 100 hours to complete or 10 million hours
• Have a beginning and end
• Manage project activities through the use of project
management Knowledge and Methods 5
What Is a Project ?
“A project is a temporary endeavor undertaken
to create a unique product, service, or result.”
6
-- Project Management Institute
(PMI®) “PMBOK© Guide”
What Is Project Management ?
“The application of knowledge, skills, tools, and
techniques to project activities to meet the project
requirements.”
7
-- Project Management Institute
(PMI®) “PMBOK© Guide”
Project Management
• Purpose: Organize & get work done
– Work gets done in a company through projects
– Determine what to do
• Do the first things first
• Determine best order to complete all the elements
involved in the project
8
Project Management Thought Process
• Walk through a project mentally before starting the work –
Visualization (Example: Athletes)
– “Begin with the end in mind” – Stephen R. Covey
» What is the “product, service, or result” desired at the END of the
project?
» Get a clear picture of this first
– Then work backwards
9
School of Hard Knocks Lesson Learned
All too often people want to start the work
on a project before planning the work
resulting in making the project more
difficult, costing more and taking longer to
complete.
Class Activity
• Individually, identify what you consider to be the
greatest achievements of mankind in the last five
decades – 10 minutes.
• Get together with your groups and,
– Agree on the top 3 achievements.
– Write down how each of these achievements conform to
the definition of a project – be specific.
– Explain the importance of project management based on
your review. – 10 minutes
10Larson, Gray, Project Management; the Managerial Process
11
What is Program Management?
What Is a Program ?
“A group of related projects, other programs, and program
.
1PJM6000 Week 1Project Management PracticesProfess.docx
1
PJM6000 Week 1
Project Management Practices
Professor Al Grusby, MBA, PMP®
Notes:
• Attendance
• Format of the class
• Discussion Boards
– Introduce Yourself
• Intro to Course
2
Lecture Overview
1. What is Project, Program & Portfolio
Management?
2. Discuss the Importance of Project Management
3. Where Does the PMI Framework fit in?
4. The Project Management Profession
5. How Does Organizational Structure Impact
Project Management?
3
Program & Portfolio Management
4
Project, Program & Portfolio Management consists of three main areas
Portfolio
Management
(PfM)
Program
Management
(PgM)
Project
Management
(PjM)
Focus of this class
Project vs. General Management
• General Management and Project Management
have much in common, but also have significant
differences
– General Business Operations:
• repetitive activities, generate the same product or service, go on
indefinitely (considered daily business)
– Projects:
• Not necessarily defined by Size or Duration
• May involve a single person or many thousands
• May take 100 hours to complete or 10 million hours
• Have a beginning and end
• Manage project activities through the use of project
management Knowledge and Methods 5
What Is a Project ?
“A project is a temporary endeavor undertaken
to create a unique product, service, or result.”
6
-- Project Management Institute
(PMI®) “PMBOK© Guide”
What Is Project Management ?
“The application of knowledge, skills, tools, and
techniques to project activities to meet the project
requirements.”
7
-- Project Management Institute
(PMI®) “PMBOK© Guide”
Project Management
• Purpose: Organize & get work done
– Work gets done in a company through projects
– Determine what to do
• Do the first things first
• Determine best order to complete all the elements
involved in the project
8
Project Management Thought Process
• Walk through a project mentally before starting the work –
Visualization (Example: Athletes)
– “Begin with the end in mind” – Stephen R. Covey
» What is the “product, service, or result” desired at the END of the
project?
» Get a clear picture of this first
– Then work backwards
9
School of Hard Knocks Lesson Learned
All too often people want to start the work
on a project before planning the work
resulting in making the project more
difficult, costing more and taking longer to
complete.
Class Activity
• Individually, identify what you consider to be the
greatest achievements of mankind in the last five
decades – 10 minutes.
• Get together with your groups and,
– Agree on the top 3 achievements.
– Write down how each of these achievements conform to
the definition of a project – be specific.
– Explain the importance of project management based on
your review. – 10 minutes
10Larson, Gray, Project Management; the Managerial Process
11
What is Program Management?
What Is a Program ?
“A group of related projects, other programs, and program
...
From project to portfolio management - how to successfully bridge the gap web...
From project to portfolio management - how to successfully bridge the gap web...Association for Project Management
From project to portfolio management - how to successfully bridge the gap webinar
Wednesday 22 January 2020
presented by:
Gillian Austin-King
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/from-project-to-portfolio-management-how-to-successfully-bridge-the-gap-webinar/Change Management Models
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/change-management-models-1214
BENEFITS OF DOCUMENT
1. These models/frameworks can be used to enhance your project management and process improvement projects.
2. A wide range of models/frameworks for you to choose from to suit your specific needs and situation.
DESCRIPTION
This presentation is a collection of PowerPoint diagrams and templates used to convey 24 different Change Management models and frameworks.
INCLUDED MODELS/FRAMEWORKS:
1. The Change Curve Model
2. Bridges' Transition Model
3. Lewin's Three Stage Change Model
4. Impact Analysis
5. Leavitt's Diamond
6. The Burke-Litwin Change Model
7. The McKinsey 7S Framework
8. The ADKAR Change Model
9. Kotter's Eight Phases of Change
10. The Training Needs Analysis Framework
11. The Power/Interest Grid for Stakeholder Prioritization
12. Szpekman's Communication Framework
13. The Johari Window
14. The ADDIE Model
15. The Conscious Competence Learning Model
16. Kirkpatrick's Four-Level Training Evaluation Model
17. The PDCA Cycle
18. Six Sigma Quality Improvement (DMAIC)
19. Business Process Redesign (BPR)
20. Xerox Benchmarking Model
21. Project Management Body of Knowledge (PMBoK)
22. PRINCE2 Project Management
23. Managing Successful Programmes (MSP)
24. Management of Risks (M_o_R)
Heitger Consulting ZFU_Value Driver Leadership
The document outlines an approach to strategic leadership development. It discusses the need for a new focus on "orchestration" due to increased complexity and interactions. It proposes an innovative approach that addresses both individual leadership development and organizational leadership development. An example of a corporate leadership development program is provided, highlighting its goals, modules, and key success factors. A framework for leadership development involving various players and experiences is also presented.
Middle Management in an Agile World webcast
This document discusses the role of middle management in agile organizations. It notes several important trends, such as teams performing traditional management tasks, new leadership roles emerging, stable team structures, and less status reporting. For managers, it means less direct work but roles in leadership, support, and coaching teams. The document outlines potential specialized management roles at scale and discusses how managers can empower teams, create the right environment, assess performance, and get on board with agile approaches. It emphasizes trusting teams to get work done and continuous learning.
MGT 500 – Student NotesCOURSE DESCRIPTIONThis course empha.docx
MGT 500 – Student Notes
COURSE DESCRIPTION
This course emphasizes the foundation of management principles and the integration into modern management theory. The primary functions of managers, including planning, organizing, leading, and controlling will be addressed along with demonstrating how effective management can lead to a competitive advantage that sustains the organization.
INSTRUCTIONAL MATERIALS
Required Resources
Daft, R. (2012). Management (10th ed.). Mason, OH: Cengage Learning.
Supplemental Resources
Note: The following supplemental resources are available in the EBSCOhost database located within the Online Databases and Resources section of Blackboard’s Resource Center.
Deiser, R., & Newton, S. (2013). Six social-media skills every leader needs. Mckinsey Quarterly, 1, 62-75. Retrieved from http://web.ebscohost.com/ehost/detail?sid=6b74bb89-4b22-4db6-89b1-eab41a30d7d4%40sessionmgr112&vid=1&hid=122&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=bth&AN=85277123
Mankins, M., Bird, A., & Root, J. (2013). Making star teams out of star players. Harvard Business Review, 91(1), 74-78. Retrieved from http://web.ebscohost.com/ehost/detail?sid=0e6f15b1-fa17-4d21-94f9-2332dd0abc96%40sessionmgr111&vid=1&hid=122&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=bth&AN=84424067
Minyu, W. (2012). Managing Stakeholders: An integrative perspective on the source of competitive advantage. Asian Social Science, 8(10), 160-172. Retrieved from http://web.ebscohost.com/ehost/detail?sid=efc9bd3d-1e17-40b8-b3db-67e9df19134b%40sessionmgr115&vid=1&hid=122&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=79171261
COURSE LEARNING OUTCOMES
1. Examine the concepts of management related to modern-day work environments.
2. Analyze the corporate environment, culture, and challenges for managing in a global environment.
3. Examine management’s role related to ethics and social responsibility.
4. Analyze the activities and skills associated with managerial decision-making.
5. Analyze the activities and skills associated with the organizing function of management.
6. Analyze the activities and skills associated with the leadership function of management.
7. Analyze the activities and skills associated with the controlling function of management.
8. Use technology and information resources to research issues in modern management.
9. Write clearly and concisely about modern management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Innovative Management for a Changing World
· Chapter 2: The Evolution of Management Thinking
· e-Activities
· Take the self-assessment titled “Are you ready to be a manager?” located in the online course shell, or in Chapter 1 of the textbo ...
Scaling Agile and Scrum (cPrime/Angela Johnson)
This webinar will introduce attendees to Agile and Scrum tools to “scale”across products, the enterprise and locations. Unlike other scaling approaches that are a one size fits all model, this interactive session shows how to apply Scrum and Agile without contradicting values, principles or frameworks.
Knowledge Management Organization and Leadership
This presentation details best practices, approaches, and examples for designing and establishing a Knowledge Management (KM) Leadership Organization.
Learning is a Contact Sport: Ten Strategies for Boosting Professional Develop...
This deck comes from my session at the 2015 Training Magazine Conference, where I'll present 10 strategies for boosting professional development. While self-study is an important component of professional, career, and leadership development, the most impactful examples of individual growth and development are found in situations where there is a high degree of interaction between learners and their colleagues.
PMI-PMP6 Lecture 02: Project Management Framework_v1.0
This document discusses project management frameworks and concepts. It begins with an overview of objectives like defining a project and constraints. It then covers various topics related to project management including the project life cycle, stakeholder management, program and portfolio management, the project management office (PMO), distinguishing projects from operations, the role of the project manager, and how organizational factors influence project management. Different types of organizational structures are also examined, such as functional, projectized, and matrix structures.
Human Factors in Project Management Session 1 projects are about people issue 1
The document discusses organizational behavior and project management structures. It defines organizational behavior and examines its influences from psychology, sociology, anthropology, and politics. It then discusses different project management structures including functional, dedicated team, and matrix structures. For each structure, it outlines the advantages and disadvantages. It emphasizes that the appropriate structure depends on considerations like the project's importance, resources available, size, strategic importance, and environmental complexity. The document also discusses key roles in projects and how responsibilities are divided in a matrix structure between project and functional managers.
The Agile PMO مكتب إدارة المشاريع الرشيق
هذه المحاضرة تتحدث عن مكتب إدارة المشاريع الرشيق
The Agile PMO
قمت في هذه المحاضرة بتعريف الإدارة الرشيقة للمشاريع او ال
Agile
وعرفت أيضا مكتب إدارة المشاريع
PMO
ومن ثم شرحت معني مكتب إدارة المشاريع الرشيق
Agile PMO.
بعد ذلك شرحت الأسباب التي أدت لقيام مكتب إدارة المشاريع الرشيق
Agile PMO
والفوائد الناتجة من تطبيقه في المؤسسات.
ومن ثم تطرقت للطرق الأربعة التي يمكن أن يلجأ إليها مكتب إدارة المشاريع الرشيق
Agile PMO
وذلك لجلب الرشاقة او ال
Agility
للمؤسسة التي يعمل فيها ال
PMO.
Project Management slide 2
The document discusses project, program, and portfolio management. It defines each term and explains their differences. Project management is for unique, temporary initiatives while program management coordinates related projects. Portfolio management focuses on achieving organizational objectives through multiple programs and projects. The document also covers organizational structures like functional, matrix, and project-based; and the role of project management offices and lessons learned.
Rolling slides during oct 2014 workshop tp edit (3)
This document provides information about the PPMMII SSaattuurrddaayy WWoorrkksshhooppss hosted by the PMI Mile Hi Chapter. It announces workshops on the first Saturday of each month from December 2014 through February 2015. Each workshop provides 3.5 PDUs and covers topics like project management tools, lean process methodology, and change management. Location, time, presenter bios and contact information are included for each session. Benefits of PMI and Mile Hi Chapter membership are also summarized. Volunteer opportunities with the chapter are described.
Similar to Geocapabilties: leaders and managers (20)
2-INTRODUCTION _ ENVIRONMENTS IN WHICH PROJECTS OPERATE_v4.pdf
2-INTRODUCTION _ ENVIRONMENTS IN WHICH PROJECTS OPERATE_v4.pdf
Agile Tour 2016 Chennai -Agile and leadership agility by Srinath Ramakrishnan
Agile Tour 2016 Chennai -Agile and leadership agility by Srinath Ramakrishnan
Some leadership models and how they might relate to education in the Cloud
Some leadership models and how they might relate to education in the Cloud
1PJM6000 Week 1Project Management PracticesProfess.docx
1PJM6000 Week 1Project Management PracticesProfess.docx
1PJM6000 Week 1Project Management PracticesProfess.docx
1PJM6000 Week 1Project Management PracticesProfess.docx
From project to portfolio management - how to successfully bridge the gap web...
From project to portfolio management - how to successfully bridge the gap web...
MGT 500 – Student NotesCOURSE DESCRIPTIONThis course empha.docx
MGT 500 – Student NotesCOURSE DESCRIPTIONThis course empha.docx
Learning is a Contact Sport: Ten Strategies for Boosting Professional Develop...
Learning is a Contact Sport: Ten Strategies for Boosting Professional Develop...
PMI-PMP6 Lecture 02: Project Management Framework_v1.0
PMI-PMP6 Lecture 02: Project Management Framework_v1.0
Human Factors in Project Management Session 1 projects are about people issue 1
Human Factors in Project Management Session 1 projects are about people issue 1
Rolling slides during oct 2014 workshop tp edit (3)
Rolling slides during oct 2014 workshop tp edit (3)
More from Karl Donert
The role of Geography in climate education: science and active citizenship
“Climate change concerns all of us, and everyone can take action for the climate” (European Commission, 2020). Our planet is experiencing significant and accelerated change caused by greenhouse gases emitted by human activities. We are gathering significant scientific data looking to understand and then seek solutions to the issue. The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies.
To stop climate change from getting worse, the European Commission confirmed we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. The European Commission has established an “Education for Climate” initiative which promotes education for and about climate change as a flagship initiative of the European Education Area. Developing relevant, high-quality teaching in schools will be fundamental for the future.
EUROGEO responded by sharing its experience and expertise in developing and promoting a series of innovative educational projects to help empower teachers and educators to establish active citizenship approaches, embracing scientific studies through geographical education.
This presentation establishes the framework of the EC “Education for Climate” initiative and share the tools and resources generated, including data dashboards and training materials (Teaching the Future project), an e-Book and application (MyEcoTrack), a teacher MOOC using GIS in teaching about climate (GIS-T) a teaching resource gallery (GeoDem), training resources of GEA (Growing into Eco-conscious adults) and an initial teacher education climate curriculum (TECCHED).
GEOLAND Landscape Policy Case Study: Flanders
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Flanders (Belgium)
Geoland Policy-Briefing For Students
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a ;policy briefing on Europe, the Paliament, European Commission and Council of Europe
Geoland-policy-Spain.pptx
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Spain
GEOLAND Landscape Policy Case Study: Bulgaria
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Bulgaria
GEOLAND Landscape Policy Case Study: Greece
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Greece
GIS-T Training Course introduction
This document discusses the importance of using GIS (geographic information systems) in teaching climate change. It notes that the current approach of focusing only on individual mitigation actions is ineffective. GIS should be a core teaching tool as it allows students to visualize climate processes geographically. The document also reviews literature on effective climate education, noting it needs to include alternative visions of the future, accept complexity, incorporate different types of knowledge, focus on justice and collective decision-making, and empower students as agents of change.
EAT Project Assessment Mapping
EAT is an Erasmus Plus KA2 Project which seeks to address enhancing Equity, Agency, and Transparency in Assessment practices in higher education.
EAT aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016).
The project produces a suite of practical resources to support academic staff in developing a student-centred approach to assessment, and to share good practice.
This presentation is part of the training course for higher education teachers, supporting development of learner self regulatory skills through development of a self-regulatory competency framework.
GEODEM Krakow 2023 Presentation
This document discusses the GeoDem project, which aims to connect geography, democracy, European citizenship, and the digital age. It focuses on using geo-technology and open data to empower citizens. The project received a Jean Monnet Award and will address issues like climate change, migration, and the EU Green Deal. It will also work to improve geographic education and digital competencies. The document advocates for teaching geography in European schools to help students understand regional diversity and solidarity, and their place in an interdependent world. It provides examples of themes and learning outcomes for teaching European geography.
GEODEM Project IGU 2022
A presentation of aims and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the EUROGEO conference in Krakow, 27-28 April 2023.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
This presentation presents a workshop on establishing a benchmark statement about what should be taught about Europe
BALANCE Green SMEs
A presentation about the Balance: green and stable project. The project seeks to create an environment within which Small and Medium Enterprises are able to develop sustainably and thereby increase their efficiency and profitability.
The presentation introduces why SMEs are an important target group. It then explore sustainability policy in the EU and the Green Deal and Green Jobs. It concludes by exploring sustainability management .
ONLIFE Project
This is a presentation introducing the Erasmus Plus ONLIFE Project, prepared as part of first module of the training course developed for teachers and educators.
Since Covid-19 emerged as a pandemic in 2020 many governments around Europe were compelled to take extreme measures of lock down.
As a result, millions of Europeans were forced to stay home for an extended period of time. Unexpectedly all teachers had to teach from home, students continued learning from home and parents had to support their kids becoming in some ways home teachers.
This new reality found most teachers, unprepared to adapt their teaching.
In order to help address this, the ONLIFE project aims to develop a methodology which will support the life adaptability of teachers in the online teaching process in School Education so they can have hybrid competences as teachers.
ONLIFE aims at supporting the European Union priority Digital Educational Action Plan
ONLIFE stands for Empower hybrid Competences for Onlife Adaptable Teaching in School Education in times of pandemic.
The project aims at empowering teachers and school leaders to face the digital transformation of the educational system in time of crisis. Indeed, the goal is to reinforce the schools to provide high quality and inclusive digital education to their students through the development of:
1. A Guidebook “Pattern for enhancing digital technologies in School education
2. A Training course for teaching in School education
3. ONLIFE Learning Paradigm (OLP): Teacher Competences, Methods & Approaches in School education
4. Recommendation and guidelines for School System bodies in providing useful framework instruments to improve teaching quality.
What is Onlife?
A presentation introducing the concept of Onlife, prepared as part of the Erasmus Plus ONLIFE project examining online education and training.
The information era, along with the technologization process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. In recent years, advances in technology have generated a considerable and extensive wave of changes and transformations in all areas of life, including the self. In the case of young people, the effects of this hyperconnectivity are being experienced with greater intensity since they are in the middle of their identity development. Hence, digital devices may be influencing the identity definition of our younger generations.
GEOLAND Presentation UN-GGIM
The GEOLAND Project was presented at the United Nations as part of the twelfth session of the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM). The meeting was held from 3 – 5 August 2022.
GEOLAND deals with the concepts, data, tools and technologies concerning the monitoring of landscapes based on the rules of the European Landscape Convention (ELC). As a result the project aims to inform and advise students and their professors concerning the policy implications of undertaking landscape monitoring and assessment. GEOLAND will help students and professors to comprehend the problems that arise from heterogeneous applications of ELC and suggest possible solutions to these issues.
The GEOLAND project also seeks to reinforce European Policy in landscape conservation as well as national and local actions regarding the implementation of the European Landscape Convention.
It will seek to provide essential recommendations for policy makers and maintain a dialogue with relevant stakeholders, open for future development. The methodology employed is eventually expected to constitute a road map for relevant studies not only in Europe but also worldwide.
UN-GGIM is the relevant inter-governmental body on geospatial information in the United Nations, UN-GGIM reports on all matters relating to geography, geospatial information and related topics to the United Nations Economic and Social Council (ECOSOC).
GeoDem: Geography democracy, European citizenship in a digital age
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the IGU centenial conference in Paris, July 18th 2022.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
MyEcoTrack Use Your Voice - Protect the Climate
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Climate friendly lifestyle from the My Ecotrack project
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Synopsis Project: training - Guide to specific fundraising tools for cultural...
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with a range of specific tools necessary for fundraising for cultural heritage organisations
Synopsis Project: training - Fundraising Tools - Part 2
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation provides information about the generic tools necessary for developing a fundraising campaign for cultural heritage
More from Karl Donert (20)
The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenship
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
GeoDem: Geography democracy, European citizenship in a digital age
GeoDem: Geography democracy, European citizenship in a digital age
Climate friendly lifestyle from the My Ecotrack project
Climate friendly lifestyle from the My Ecotrack project
Synopsis Project: training - Guide to specific fundraising tools for cultural...
Synopsis Project: training - Guide to specific fundraising tools for cultural...
Synopsis Project: training - Fundraising Tools - Part 2
Synopsis Project: training - Fundraising Tools - Part 2
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRecently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Geocapabilties: leaders and managers
- 1. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org GeoCapabilities Leadership - Management
- 2. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership & Management • Leadership and Management are two distinctive, complementary action systems • Each has its own functions and characteristic activities • Both are necessary for success • They necessitate different activities 2
- 3. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Management Practices Effective managers carry out four essential management practices: –they plan –they organize –they implement –they monitor and evaluate 3
- 4. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership Practices Leadership has four main practices: –they scan –they focus –they align / mobilise –they inspire 4
- 5. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership Or Management Management is about: • coping with complexity • providing stability, order and consistency - It is transactional - It promotes the status quo
- 6. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership Versus Management Leadership is about: • having vision • a clear sense of direction and • aligning people to it • helping people cope with change - it promotes transformation and drives change
- 8. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Curriculum Leadership Curriculum leadership is defined as: • coordinating the development of curriculum, • overseeing pedagogy, • leading and managing curriculum delivery, • providing service for students to ensure quality outcomes (D’Agostino & O’Brien, 2010) Do you agree with this? Is anything missing? D’Agostino F and O’Brien, M (2010), The University of Queensland, as part of the ALTC project report Closing the Gap in Curriculum Leadership Australian Learning and Teaching Council, https://www.griffith.edu.au/__data/assets/pdf_file/0009/329895/Curriculum-leader-framework.pdf
- 9. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Curriculum Management • Try to define curriculum management • What do you think the main differences between curriculum leadership and management of the curriculum are? • Compare your ideas with the following diagram
- 10. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leading, Managing Curriculum
- 11. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Manager? Or Leader? In terms of the curriculum you teach: • Which roles do you mainly play? • Which ones are most important? • Are they mainly management or leadership roles?
- 12. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Manager? Or Leader? In terms of the curriculum you teach: • As a leader, which important areas do you need to develop? • As a manager, which ones are most challenging? • Are you a curriculum Manager or Leader or both?
- 13. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Manager? Or Leader? In terms of the curriculum you teach: Make a mind map to summarise the roles you play in the curriculum
- 14. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Manager? Or Leader? In terms of the curriculum you teach: Identify which of them belong to leadership and which are management
- 15. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Manager? Or Leader? To improve the quality of learning experience of your students, which are the most important roles?
- 16. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Manager? Or Leader? Now, in terms of the curriculum you teach: Reflect on this and consider making your own definition of curriculum leadership