Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
The future is now: changes and challenges in the world of workHelen Beetham
The document discusses how digital technologies are changing the world of academic work. It notes that academic work is becoming more fragmented, uncertainly located, reputation-centered, monitored and quantified. It also discusses how work is becoming more entrepreneurial and distributed between human and machine tasks. The document proposes a digital capabilities framework to help university staff develop the skills needed to adapt to these changes in the digital university. It emphasizes the importance of developing digital skills for all staff roles.
This document summarizes a workshop on adopting new learning technologies. It discusses various topics that will be covered, including content development processes, new technologies for hands-on learning, and tools for activities like lectures, quizzes, discussions and storyboarding. The document provides information on designing blended learning content, including preparing objectives and materials, organizing content, and developing digital content. It also introduces different learning management systems, tools for activities like screen sharing and live polling, and technologies for lecture capture and video editing.
Strategic Innovation in Education for the 21st CenturySamer Chidiac
Understand Innovation in Education by taking a tour on the current & evolving trends in both technology and education from around the world; And take away 3 steps to building a Strategic Innovation Plan for your school, educational institution and even on a country level.
[This presentation was originally featured in a Regional Education Forum in Tunisia 2014]
The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.
Open and online education - chances and challenges for Higher Educationtimokos
Presentation for the Dutch Ministery of Education on the developments in Open and Online Education and the chances and challenges for public higher education.
Politecnico di Milano has started an initiative to innovate PoliMi’s teaching activities and techniques.
The Dipartimento di Elettronica, Informazione e Bioingegneria (DEIB) has started to work on this initiative and we are pleased to share with you the result of this, the so called “PEoPLe@DEIB: Politecnico Experiences on Passionate Learning” initiative.
The PEoPLE@DEIB goal is to present several courses, competitions and events that will make focus on some aspects of the engineering world – and not only – in a way of presenting these topics that is different from the one you experienced during your academic career in Politecnico.
These events will be scheduled and proposed in a way that will not impact the normal academic activities, and that is one of the reasons why we included “Passionate” in our slogan, they will be held in the late afternoon, in the evening and during the weekends. Don’t worry, it is extra work – it’s true – but it is only on a voluntary basis; you will decide what to attend to and whether to do it. You will get extra credits for the courses/activities that you decide to attend and these will be listed in your diploma supplement when you graduate.
We do have the perception that a close connection between research and education has to be pursued to properly prepare our students. Research and education is perceived as a dichotomy. It has often been hard to couple them in a productive and virtuous cycle but we do believe that Research can obtain great benefits from Teaching and the other way around and this basic principle is at the basis of all the PEoPLE@DEIB activities. In particular, involving young students in research activities will heavily increase the creative and brainstorming phase of a research group. Students are not yet constrained in a research framework and they are not scared by the idea of trying and failing to see their ideas coming reality through their work. On the contrary, from an educative point of view, giving the students the chance to be involved in real projects will mean giving them the chance to experience real design and development challenges and by guiding them during the design and development we can, in a maieutic way, teach them how to approach real life projects.
In such a context it is necessary to provide the students with an environment where they can work and experiment a motivating experience and this is exactly what we are doing with the PEoPLe@DEIB initiative.
We strongly believe that students are terrific, they are young, but that just means that they need to be properly trained and helped in understanding that failures are part of the learning process. Without trying, you are not going to fail, but without trying you cannot learn new things, you can not achieve greatness!
PEoPLE@DEIB is working towards this objectives, trying to make students more self-confident.
The future is now: changes and challenges in the world of workHelen Beetham
The document discusses how digital technologies are changing the world of academic work. It notes that academic work is becoming more fragmented, uncertainly located, reputation-centered, monitored and quantified. It also discusses how work is becoming more entrepreneurial and distributed between human and machine tasks. The document proposes a digital capabilities framework to help university staff develop the skills needed to adapt to these changes in the digital university. It emphasizes the importance of developing digital skills for all staff roles.
This document summarizes a workshop on adopting new learning technologies. It discusses various topics that will be covered, including content development processes, new technologies for hands-on learning, and tools for activities like lectures, quizzes, discussions and storyboarding. The document provides information on designing blended learning content, including preparing objectives and materials, organizing content, and developing digital content. It also introduces different learning management systems, tools for activities like screen sharing and live polling, and technologies for lecture capture and video editing.
Strategic Innovation in Education for the 21st CenturySamer Chidiac
Understand Innovation in Education by taking a tour on the current & evolving trends in both technology and education from around the world; And take away 3 steps to building a Strategic Innovation Plan for your school, educational institution and even on a country level.
[This presentation was originally featured in a Regional Education Forum in Tunisia 2014]
The document discusses key drivers that are shaping the future of education, including demographic shifts, economic shifts, new patterns of work, and technological disruption. It argues that the future will include more lifelong learning, competency-based assessments, artificial intelligence-enabled learning systems, simulations, collaborative learning, challenge-based learning, immersive learning, MOOCs leading to degrees, and new providers of learning. The future of education is emerging through modular, stackable learning; anytime, anywhere assessment for skills; and work-based learning for credit.
Open and online education - chances and challenges for Higher Educationtimokos
Presentation for the Dutch Ministery of Education on the developments in Open and Online Education and the chances and challenges for public higher education.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
The place for MOOCs in the changing Educational Landscape: BIBSYS March 2014Hugh Davis
There can be no doubt that Massive Open On-line Courses (MOOCs) have been the educational phenomenon of the last few years with large numbers of these web based courses attracting tens of thousands of registrations. But what is the business model for a university investing in making MOOCs and then making them freely available? This talk will examine the ways in which universities are benefiting from their investment and the ways in which MOOCs are affecting pedagogy and the composition of credit bearing courses both online and on campus.
AIE 2015 China Conference: Using the NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the Alliance of International Educators' (AIE) 2015 China Chapter Conference: Using the New Media Consortium's (NMC) K-12 Horizon Report to Chart Your School's Future. Given Oct. 24-25 in Shanghai, China. David is the Technology Integrator/Teacher for the Yew Wah International Education School in Yantai, China.
Transformation of a conventional university into an e university in emerging ...Natalia
This document discusses the transformation of Moscow State University of Economics, Statistics and Informatics (MESI) into an e-university to meet the needs of students in a smart society. MESI has developed online educational resources and cloud-based systems to provide students with flexible, ubiquitous access to learning. It offers both traditional and online degree programs across various institutes and has integrated information technologies into its educational and management systems. The document outlines MESI's experience, certifications and initiatives that demonstrate its evolution into a leading e-university in Russia.
Digital Transformation in Higher Education - The Changing Student RelationshipAndy Steer
Slide Deck delivered at SAP's Digital Transformation for Public Services event.
If you think that SAP and higher education is just about finance and HR then think again.
As SAP’s chosen Global Partner for higher education, itelligence are focused on bringing real innovation to your sector. From back office systems that save you time and money to consumer grade engagement platforms that drive student and staff recruitment, retention, and performance through to big data and analytic solutions that deliver actionable insight early to promote positive outcomes.
Bringing the best in SAP Consulting know-how and a range of services from implementation, training, support, and hosting, itelligence is the partner for tomorrow’s higher education institution.
Digital transformation in Higher Education webinar
Monday 10 September 2018
Speakers:
Kuldip Sandhu and Paul Featherstone
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/digital-transformation-in-higher-education-webinar/
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Prof. Dr. David Asirvatham discusses the impact of COVID-19 on education and the future of higher education. The pandemic has accelerated the adoption of online learning and technology. Lectures will increasingly move to an online format while practical activities like labs will remain in-person. Campus spaces and administrative functions may be reduced. Jobs will be impacted by artificial intelligence with roles for academics changing to focus on online content development. Students will prefer a blended learning model. Overall, COVID-19 has created an opportunity for universities to transform through greater technology usage, new business models, and more flexible learning experiences.
This document discusses Microsoft's vision and efforts around digital transformation in education. It highlights Microsoft's goals of empowering every person to achieve more through technology and helping redefine learning both in and out of the classroom. The document outlines several of Microsoft's education tools and initiatives like OneNote Class Notebook, Minecraft for education, and tools to accommodate different learning styles. It also discusses Microsoft's framework to help guide education systems through digital transformation.
Celebrating OER and the Five Points of Openness that free Badged Open Courses encapsulate. Presented at the Badging for HE Conference, March 2016, during Open Education Week.
Create a Future Education Model - K-Graduate ProgramsWorldFuture2015
The document discusses emerging trends and technologies in K-12 and higher education and their potential impact over the next 1-5 years. It summarizes key findings from the 2015 NMC Horizon Report on the technologies likely to have significant impact on education, including makerspaces, adaptive learning technologies, and wearable technology. It also outlines important challenges to technology adoption in education, such as personalizing learning and rewarding teaching.
The higher education ministry of Malaysia has set forth new initiatives as part of its effort to cultivate holistic, entrepreneurial and balanced graduates to be globally competitive and meet the needs of Industry 4.0. Minister Datuk Seri Idris Jusoh said that the ministry has introduced a range of initiatives such as the integrated cumulative grade point average (iCGPA), in addition to its existing academic-driven CGPA system, the 2u2i Programme and CEO@Faculty Programme, to address the challenges and critical needs of Industry 4.0.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
The document discusses education in the 4.0 era, which refers to the fusion of advanced technologies into the education process. It states that as the industrial revolution has transformed industries, a similar revolution is needed in education to take advantage of new opportunities. Key aspects of education 4.0 include personalized learning tailored to each student's needs, flexible learning that can take place anywhere and anytime, and evaluating students through projects rather than examinations. Overall, education must adapt to prepare students for the technological changes of the future.
The new field of Learning Design provides ways to describe innovative teaching strategies, and methods for their online implementation. Last Monday Professor James Dalziel, Director, Macquarie E-Learning Centre Of Excellence (MELCOE), Macquarie University ran a workshop at INSPIRE on this topic. James was in Canberra as part of his Australian Learning and Teaching Council National Teaching Fellowship. The first half of this workshop covered Learning Design concepts and implementation, examples from the "LAMS" Learning Design system, and a discussion of recent development and future prospects for the field. The second half of the workshop was opened up for discussion, questions and exploration of examples, including consideration of the connections between Learning Design and Curriculum Design. Keith Lyons has blogged about the workshop here and the James's powerpoint slides are here.
This document discusses the digital transformation efforts at De Montfort University. It provides context about the author and university. It describes the challenges facing higher education institutions, including decreased public funding. The university developed a digital transformation strategy in 2012 to modernize outdated systems and infrastructure, improve the student experience, and incorporate more digital processes. The strategy involved replacing legacy networks and servers, implementing unified communications, and procuring new finance, HR, and student systems. Lessons learned included the importance of standards, resources, change management, focusing on processes before technology, and ensuring long-term costs are considered in business cases.
Robin Goyal seeks a challenging role in IT to implement expertise in developing complex projects efficiently. He has 2 years of experience as an Informatica Administrator for banking domains. His skills include installing and configuring Informatica, identifying and resolving issues, and providing 24/7 support. He currently works as a Software Engineer at HCL Technologies where he is responsible for setting up environments, installing Informatica, managing repositories, and automating backups and deployments for Deutsche Bank.
1. The document describes the author's experience as a volunteer for an Hour of Code event at an elementary school, where students learned basic coding skills through an online game.
2. The author was initially concerned that the students would find the game boring and not be able to complete it, but found that both boys and girls enjoyed coding and were able to solve levels on their own once they understood the logic.
3. The author realized their role was not actually to teach coding but rather to navigate and guide the students as they worked through the game.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
The place for MOOCs in the changing Educational Landscape: BIBSYS March 2014Hugh Davis
There can be no doubt that Massive Open On-line Courses (MOOCs) have been the educational phenomenon of the last few years with large numbers of these web based courses attracting tens of thousands of registrations. But what is the business model for a university investing in making MOOCs and then making them freely available? This talk will examine the ways in which universities are benefiting from their investment and the ways in which MOOCs are affecting pedagogy and the composition of credit bearing courses both online and on campus.
AIE 2015 China Conference: Using the NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the Alliance of International Educators' (AIE) 2015 China Chapter Conference: Using the New Media Consortium's (NMC) K-12 Horizon Report to Chart Your School's Future. Given Oct. 24-25 in Shanghai, China. David is the Technology Integrator/Teacher for the Yew Wah International Education School in Yantai, China.
Transformation of a conventional university into an e university in emerging ...Natalia
This document discusses the transformation of Moscow State University of Economics, Statistics and Informatics (MESI) into an e-university to meet the needs of students in a smart society. MESI has developed online educational resources and cloud-based systems to provide students with flexible, ubiquitous access to learning. It offers both traditional and online degree programs across various institutes and has integrated information technologies into its educational and management systems. The document outlines MESI's experience, certifications and initiatives that demonstrate its evolution into a leading e-university in Russia.
Digital Transformation in Higher Education - The Changing Student RelationshipAndy Steer
Slide Deck delivered at SAP's Digital Transformation for Public Services event.
If you think that SAP and higher education is just about finance and HR then think again.
As SAP’s chosen Global Partner for higher education, itelligence are focused on bringing real innovation to your sector. From back office systems that save you time and money to consumer grade engagement platforms that drive student and staff recruitment, retention, and performance through to big data and analytic solutions that deliver actionable insight early to promote positive outcomes.
Bringing the best in SAP Consulting know-how and a range of services from implementation, training, support, and hosting, itelligence is the partner for tomorrow’s higher education institution.
Digital transformation in Higher Education webinar
Monday 10 September 2018
Speakers:
Kuldip Sandhu and Paul Featherstone
The link to the write up page and resources of this webinar:
https://www.apm.org.uk/news/digital-transformation-in-higher-education-webinar/
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
Coursera Impact Revealed: Learner Outcomes in Open Online CoursesCoursera
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Prof. Dr. David Asirvatham discusses the impact of COVID-19 on education and the future of higher education. The pandemic has accelerated the adoption of online learning and technology. Lectures will increasingly move to an online format while practical activities like labs will remain in-person. Campus spaces and administrative functions may be reduced. Jobs will be impacted by artificial intelligence with roles for academics changing to focus on online content development. Students will prefer a blended learning model. Overall, COVID-19 has created an opportunity for universities to transform through greater technology usage, new business models, and more flexible learning experiences.
This document discusses Microsoft's vision and efforts around digital transformation in education. It highlights Microsoft's goals of empowering every person to achieve more through technology and helping redefine learning both in and out of the classroom. The document outlines several of Microsoft's education tools and initiatives like OneNote Class Notebook, Minecraft for education, and tools to accommodate different learning styles. It also discusses Microsoft's framework to help guide education systems through digital transformation.
Celebrating OER and the Five Points of Openness that free Badged Open Courses encapsulate. Presented at the Badging for HE Conference, March 2016, during Open Education Week.
Create a Future Education Model - K-Graduate ProgramsWorldFuture2015
The document discusses emerging trends and technologies in K-12 and higher education and their potential impact over the next 1-5 years. It summarizes key findings from the 2015 NMC Horizon Report on the technologies likely to have significant impact on education, including makerspaces, adaptive learning technologies, and wearable technology. It also outlines important challenges to technology adoption in education, such as personalizing learning and rewarding teaching.
The higher education ministry of Malaysia has set forth new initiatives as part of its effort to cultivate holistic, entrepreneurial and balanced graduates to be globally competitive and meet the needs of Industry 4.0. Minister Datuk Seri Idris Jusoh said that the ministry has introduced a range of initiatives such as the integrated cumulative grade point average (iCGPA), in addition to its existing academic-driven CGPA system, the 2u2i Programme and CEO@Faculty Programme, to address the challenges and critical needs of Industry 4.0.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
The document discusses education in the 4.0 era, which refers to the fusion of advanced technologies into the education process. It states that as the industrial revolution has transformed industries, a similar revolution is needed in education to take advantage of new opportunities. Key aspects of education 4.0 include personalized learning tailored to each student's needs, flexible learning that can take place anywhere and anytime, and evaluating students through projects rather than examinations. Overall, education must adapt to prepare students for the technological changes of the future.
The new field of Learning Design provides ways to describe innovative teaching strategies, and methods for their online implementation. Last Monday Professor James Dalziel, Director, Macquarie E-Learning Centre Of Excellence (MELCOE), Macquarie University ran a workshop at INSPIRE on this topic. James was in Canberra as part of his Australian Learning and Teaching Council National Teaching Fellowship. The first half of this workshop covered Learning Design concepts and implementation, examples from the "LAMS" Learning Design system, and a discussion of recent development and future prospects for the field. The second half of the workshop was opened up for discussion, questions and exploration of examples, including consideration of the connections between Learning Design and Curriculum Design. Keith Lyons has blogged about the workshop here and the James's powerpoint slides are here.
This document discusses the digital transformation efforts at De Montfort University. It provides context about the author and university. It describes the challenges facing higher education institutions, including decreased public funding. The university developed a digital transformation strategy in 2012 to modernize outdated systems and infrastructure, improve the student experience, and incorporate more digital processes. The strategy involved replacing legacy networks and servers, implementing unified communications, and procuring new finance, HR, and student systems. Lessons learned included the importance of standards, resources, change management, focusing on processes before technology, and ensuring long-term costs are considered in business cases.
Robin Goyal seeks a challenging role in IT to implement expertise in developing complex projects efficiently. He has 2 years of experience as an Informatica Administrator for banking domains. His skills include installing and configuring Informatica, identifying and resolving issues, and providing 24/7 support. He currently works as a Software Engineer at HCL Technologies where he is responsible for setting up environments, installing Informatica, managing repositories, and automating backups and deployments for Deutsche Bank.
1. The document describes the author's experience as a volunteer for an Hour of Code event at an elementary school, where students learned basic coding skills through an online game.
2. The author was initially concerned that the students would find the game boring and not be able to complete it, but found that both boys and girls enjoyed coding and were able to solve levels on their own once they understood the logic.
3. The author realized their role was not actually to teach coding but rather to navigate and guide the students as they worked through the game.
Onderwijsbenodigdhedenbeleid: waarom, hoe en watSURF Events
Dinsdag 10 november
Sessieronde 4
Titel: Onderwijsbenodigdhedenbeleid: waarom, hoe en wat
Spreker(s): Joop van Schie (Albeda College), Hans Bijlo (Albeda College), Hennie de Mik (Albeda College)
Zaal: Veder
Dinsdag 10 november
Sessieronde 4
Titel: Verbeter communicatievaardigheden met de serious game Communicate!
Spreker(s): Johan Jeuring (Universiteit Utrecht)
Zaal: Mees
This document summarizes the author's experience living with the humanoid robot Pepper. Some key experiences include taking Pepper on public transportation like trains and taxis, bringing Pepper to restaurants and shops, and working to change rules to allow Pepper to ride the bullet train. The author believes that through continuous effort and by pushing boundaries, new rules and perspectives can be created regarding human-robot interaction and acceptance of robots in society.
Hoe zet je de iPad verantwoord in als didactische hulpmiddel?SURF Events
Woensdag 11 november
Sessieronde 2
Titel: Hoe zet je de iPad verantwoord in als didactische hulpmiddel?
Spreker(s): Mark van de Mortel (SG Sint Ursula), Erik van den Hout (SG Sint Ursula)
Zaal: Leeuwen I
Masterclass verbeter het onderwijs met Learning AnalyticsSURF Events
Dinsdag 10 november
Sessieronde 2 & 3
Titel: Verbeter het onderwijs met Learning Analytics
Spreker(s): Hendrik Drachsler (Open Universiteit), Alan Berg (Universiteit van Amsterdam), Justian Knobbout (Hogeschool Utrecht), Maartje van den Boogaard (Universiteit Leiden), Hanneke Duisterwinkel (Technische Universiteit Eindhoven), Gabor Kismihok (Universiteit van Amsterdam), Marieke de Wit (SURFnet), Jocelyn Manderveld (SURFnet)
Zaal: Leeuwen I
Este documento presenta el manual de procedimientos de la empresa Surtidora S&R en La Romana, República Dominicana. Incluye la introducción, objetivos, descripción de la empresa, organigrama, funciones de los cargos clave como Gerente, Jefe de Ventas, Vendedores y Compras, y una lista de los principales procedimientos para cada cargo. El propósito es documentar de manera ordenada los aspectos organizacionales necesarios para una ejecución laboral efectiva en la empresa.
The neighborhood of Sant Ildefons saw a large increase in population in the 1950s and 1960s with the development of new high-rise apartment blocks. Originally an agricultural area, it became a working class residential district home to many immigrants, especially from Morocco and South America. The neighborhood has several community facilities including a historic tower built by a count in the 17th century to observe birds, a health center, civic center, new library with auditorium, sports hall located above apartments, and a well-regarded market where residents shop for food.
The document discusses the characteristics and conventions of epic poetry. It defines an epic as a long narrative poem focused on heroic acts, often involving supernatural elements. Epics are highly formal with conventions like an invocation to a muse, an in medias res opening, catalogs of characters, and formal speeches. Epics can be categorized based on their themes, such as wars, journeys, or founding of cities. Primary epics emerged from oral traditions while secondary epics were literary works that deliberately imitated the form.
Leren programmeren met Scratch in het po en vo SURF Events
Woensdag 11 november
Sessieronde 5
Titel: Leren programmeren met Scratch in het po en vo
Spreker(s): Swen Mulderij, Sander van Dorsten
Zaal: Goudriaan II
Java performance: What's the big deal? - Trisha GeeJAX London
It seems that everywhere you look these days people are needing to work on high performance/low latency applications. If they're not already working on them, then they want to be. But what do you really need to know when you're working on performance-sensitive systems? Where do you get started? In this session, Trisha outlines things you need to consider when thinking about performance, covers some of the frequently-asked questions, and notes the pitfalls and common traps that developers fall into.
Scylla: 1 Million CQL operations per second per serverAvi Kivity
My Cassandra Summit 2015 presentation introducing Scylla, an open source NoSQL implementation compatible with Apache Cassandra, but 10 times faster.
De-animated
http://scylladb.com
Voordelen van digitaal toetsen in het VO en POSURF Events
Woensdag 11 november
Sessieronde 4
Titel: Voordelen van digitaal toetsen in het VO en PO
Spreker(s): Jacob Raap (College voor Toetsen en Examens), Rob Looij (College voor Toetsen en Examens)
Zaal: Veder
Today research visibility is very important in an otherwise crowded digital environment. Here the concept of visibility generated and visibility earned is explained.
Research in current scenario -sgd-adamf-20-apr-2018Sanjeev Deshmukh
Current research is driven by huge developments due to internet and digital disruptions. Democratization of education has opened up new vistas for doing research. It is essential to remain visible.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Big Data, Analytics and the Future of LearningKim Flintoff
As training, education, teaching and learning are constantly adapting to new technological developments it is not surprising that in the dawning age of data these areas are finding new ways to engage learners, provide teachers and learners with new insights about learning, and to find new ways to recognise and acknowledge learning. In an time when we might be considered as “always-on” and generating data in unprecedented volumes we are possibly more able to engage in more organic learning activities that do not require high-stakes testing regimes for us to evidence our learning. This session will consider the more recent developments in data-informed learning and teaching, learning analytics; and new forms of credentials as they influence our experience of learning across a range of contexts.
Presented at Forward Government Learning Forum 2016 (Canberra for the ARK Group)
and at Digicon 2016 for DLTV (Swinburne, Melbourne).
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
Systematic Review And Environmental Scan On Adaptive Technology And OER On St...Tanya Joosten
FEATURED SESSION
Systematic Review And Environmental Scan On Adaptive Technology And OER On Student Success
Date: Wednesday, November 18th
Time: 8:30 AM to 9:15 AM
Conference Session: Concurrent Session 1
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Co-presenters: Justin Dellinger (University of Texas at Arlington), Kate Lee-McCarthy (The Online Learning Consortium (OLC))
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
Come join the Every Learner Everywhere network partners, National Research Center for Distance Education and Technological Advancements (DETA), the Online Learning Consortium (OLC), and dLRN discuss process, findings and recommendations from an empirical research study completed in adaptive technology and OER. Incredibly popular digital tools in online learning, how much do we know about their impact on students? Learn about a step we’ve taken to organize research in response to the various Every Learner Everywhere studies, and better understand where the field needs to go for future development of these technologies for future alignment with research and student success.
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
The document discusses challenges and opportunities for the future of education given socio-technological trends over the next decade. It envisions a more networked, personalized model of learning where boundaries between formal and informal education are blurred. Key aspects include developing personal learning networks, recognizing end-user innovation, new relationships between educational institutions, and empowering teacher and learner voices. The goal is to help policymakers and educators envision new approaches to help learners achieve their full potential.
The document discusses challenges and opportunities for the future of education given socio-technological trends over the next decade. It envisions a more networked, personalized model of learning enabled by greater connectivity, access to information, and blurred boundaries between formal and informal education. Key opportunities include developing personal learning networks, recognizing different sources of innovation, and strengthening relationships between educational organizations and the non-formal learning sector.
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.
The document describes the SEAL (Second Environment: Advanced Learning) project. It discusses the aims of the project which are to surface learners' voices about desired learning futures through immersive events in Second Life, build communities of learners and practitioners to "free up" existing mindsets, and construct possible, probable and preferred models of learning to ensure changes made in education are beneficial for students. It outlines the research approach, methodology of cognitive mapping and analysis, and planned outputs including models of possible and preferred futures for learning and frameworks for practice in Second Life.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
This keynote presentation discusses improving the quality and design of online courses through open education frameworks and MOOC quality surveys. The presentation provides an overview of open education, open educational resources (OER), and massive open online courses (MOOCs). It emphasizes that open education and improving learning quality through frameworks like the OpenEd Framework that address quality at the macro, meso, and micro levels. The presentation also highlights the need for quality in open education, OER, and MOOCs and ways to enhance open education, resources, and courses.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Rising to the challenge of the digital ageRhona Sharpe
This document summarizes a presentation on developing digital leadership in higher education. It discusses the need for organizational responses and shared leadership to meet challenges of the digital age. It suggests preparing learners for a global, networked society; ensuring new business models meet learner expectations; and making it easier to disrupt institutional practices. Examples are provided of developing digital capabilities at Oxford Brookes University through various initiatives like open online courses and building communities of digital leaders.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
This document discusses emerging practices in using digital tools and technology to support teaching and learning in higher education. It provides 10 case studies of institutions that have implemented technologies like virtual reality, augmented reality, simulations, mobile learning and social media. It emphasizes that institutions should view themselves as design organizations that develop new forms of teaching and learning with technology, rather than just responding to innovations. The document also discusses frameworks for evaluating different digital tools based on their impact on learners and resource requirements to help institutions strategically plan technology-enhanced learning projects.
Presentación marco para una conversación con STEPS Centre sobre cómo lograr que las organizaciones trabajen en red, a partir de la experiencia en el itdUPM
Similar to Hoe blijft de universiteit actueel? Innovatie in het onderwijs (20)
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Ons initiatief is een goed voorbeeld van hoe door een multidisciplinaire aanpak en het tonen van daadkracht en leiderschap snel, adequaat en kwalitatief hoge ondersteuning gegeven kan worden op het gebied van leren en werken op afstand/met ICT aan docenten en medewerkers van een hogeschool. Tijdens deze presentatie willen we graag ingaan op de aanpak en behaalde resultaten van onze multidisciplinaire samenwerking, en daarbij onze lessons learned met jullie delen."
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In een World Cafe setting willen we jullie ontmoeten, om in gesprek te gaan en ervaringen uit te wisselen over de volgende vraagstukken:
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Uitwisseling tussen tafelgenoten:
Welke beleidsmaatregelingen kunnen we nemen om beter te balanceren tussen leerervaringen op de campus en afstand? Hoe kan de campus bijdragen aan het welzijn van studenten?
Hoe nemen we drempels bij docenten (tijd / capaciteit) weg om het onderwijs om te vormen naar blended onderwijs van hoge kwaliteit?
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"Het is een uitdaging om goed hybride onderwijs te geven. Hoe zorg je in een hybride setting voor activering van beide groepen deelnemers? En hoe creëer je gelijkheid van beide groepen? Hybride onderwijs is een vorm die blijvend is. Er zijn altijd studenten die vanwege omstandigheden niet fysiek aanwezig kunnen zijn. Dus iets om rekening mee te houden in je onderwijsontwerp.
In deze sessie gaan we in ronde tafelgesprekken met elkaar brainstormen over goede hybride onderwijsvormen. Ter inspiratie zullen ook een aantal verrassende hybride onderwijsvormen gedeeld worden. Doe mee en doe inspiratie op."
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Hoe blijft de universiteit actueel? Innovatie in het onderwijs
1. Discover the world at Leiden UniversityDiscover the world at Leiden University
Hoe blijft de universiteit actueel?
Innovatie in het onderwijs
Leiden University - Centre for Innovation
If we knew what we were doing,
it would not be called research, would it?
Albert Einstein
Gideon Shimshon | Twitter: gideon.shimshon | g.j.shimshon@cdh.leidenuniv.nl
2. Discover the world at Leiden University
Lijn
1. Trends
2. Innovatie?
3. Voorbeelden
• Build to Learn
• Engaging students
• Cross disciplinary
• Leer/Werk omgeving en techonologie
4. Lessons learned
3. Discover the world at Leiden University
Trends
Trend 1: Build to Learn
Academic practice increasingly acknowledges the need to safeguard relevant outcomes and results, be
it in societal or commercial sense.
Trend 2: engaging students
Students increasingly expect academic education and the gaining of knowledge to go hand in hand
with (new) practical (21stcentury) skills such as planning, finance, coding, data visualisation etc. For
them, employability in a fast-paced world is not negotiable.
Trend 3: crossing disciplines
Increasingly complex societal problems asks for knowledge(workers) with an inter- and trans-
disciplinary approach; expecting more and better ideas from new ventures between different fields of
expertise.
Trend 4: reshaping the learning/workplace and the impact of technological trends
Technological advances (be it digital or material innovations) increasingly shape the physical
environment in which students learn, study and work; the university building of the future will look
very different from the ones we have today.
4. Discover the world at Leiden University
in•no•va•tion (ɪnəˈveɪʃ(ə)n) Making changes to something established by
introducing something new. The New Oxford Dictionary of English.
Incremental vs Systemic/radical innovation
Gebaseerd op Henderson and Clark 1990 en forster 1986)
T
1
T
2
Technical/Social Limit
Time
Innovatie
5. Discover the world at Leiden University
“I’M A BIOLOGY MAJOR” WAS REPLACED BY “I’M
LEARNING HUMAN BIOLOGY TO ELIMINATE WORLD
HUNGER.” OR “I’M LEARNING COMPUTER SCIENCE AND
POLITICAL SCIENCE TO REBUILD HOW CITIZENS ENGAGE
WITH THEIR GOVERNMENTS.”
Source: http://www.stanford2025.com/purpose-learning/
Onderwijs vernieuwing
7. Discover the world at Leiden University
Onderwijs Innovatie ecosysteem
Teachers'
Academy
Onderzoek
CROHO
Centre for
Innovation
ICT
&
Onderwijs
ICLON
Instellings
Strategie
8. Discover the world at Leiden University
Learning Innovation
Centrale vraag: Hoe kan universitair/academisch onderwijs er over 20 jaar uitzien?
Research Innovation
Centrale vraag: Welke technologische trends veranderen het karakter van onderzoek in o.a. gamma
wetenschappen?
Ondernemerschap
Centrale vraag: Hoe en met welke ondernemerschapsvaardigheden en kennis rusten we studenten toe met het oog
op loopbaan en onderzoeksvalorisatie?
Cluster Netwerken
Centrale vraag: Welke partijen hebben we nodig om bovenstaande doelen te bereiken
Technologische trends
Online leren, Visualisatie, Serious gaming, Big Data (analytics), System of systems….
Visie
9. Discover the world at Leiden University
Project gericht op nog onbekend
einddoel
Project gericht op een vooraf
gedefinieerd einddoel
Doel Globaal idee, onbekend Nauwkeurig omschreven
Beoordeling Op effectiviteit Op efficiency
Methodologie Agile Prince2/PMI
Kenmerken Onderzoekend Doelgericht
Opties open Opties inperken
Bandbreedte in budget, tijd en aanpak Budget, tijd en aanpak vooraf vastgesteld
Procesbenadering met doel Inhoudsbenadering met proces
Fail fast Prevent failure
Project team: Flexibel en multidisciplinair Project team: vooraf gedefinieerde expertise
Inhoud Ruimte en vertrouwen vanuit de top Aansturing en opdracht vanuit de top
Relatie stakeholders Relatie shareholders
Attitude Ondernemend / exploratief Planmatig / doelgericht
PM als leerprocess PM als deliveryprocess
Innovatie aanpak
Gebaseerd op: Sridhar Nerur and Venu Gopal Balijepally 2007
16. Discover the world at Leiden UniversitySource: cc by GabboT
(Technology) trends 2015-2016
• Online Learning
• Big-, Open data & visualisation
• Gamification & Citizen Science
• The internet of things
• Robotics
• Wearable tech
• Mind melt experiments
• 3D Printing
• …
• Bio enhancement
• Designer baby’s
• DIY bio
• …
17. Discover the world at Leiden University
Labs en partnerships
Flexibele ontwikkel en onderzoek omgeving voor onderzoekers,
externe partijen en studenten
Agile
Excelence
Lab
Online &
Open
Learning
Lab
Peace
Informatics
Lab
Visuals
Lab
Data for
Food Lab
? ?
18. Discover the world at Leiden University
Learning by doing by Learning by Doing….
PSY
CSEDU
Application and verification
of psycholinguistic findings
Instructional design
of videos
Actionable
learning analytics
• Segment users on
level of
understanding
• Offer different / extra
content
19. Discover the world at Leiden University
Trend 4: reshaping the learning/workplace and the
impact of technological trends
20. Discover the world at Leiden University
Open and Online Learning
Ideas
• Scale
• Crossovers
• Flexibility
• Global network
• Speed
21. Discover the world at Leiden University
Experiment in collaboration:
Joint global blended MA course with partners
22. Discover the world at Leiden University
Fysieke omgeving
• Focus op aanraking en ervaring (congruent online
en fysieke omgeving)
• Begin klein en schaal op als mogelijk
• Ontwikkelen van ‘learningspaces’ & Makerspaces
• Kijk goed naar gebruikers en hun gedrag
• Persoonlijke omgeving en kleinschalig
• Lowtech met grote impact, voorbeeld: Wielen
• Zo flexibel (opstapelbaar, inklapbaar) mogelijk
• Verschillende type ruimtes
• Aansluiting arbeidsmarkt
Sources: Institute-wide Task Force on the Future of MIT Education /Stanford d-school point of view
24. Discover the world at Leiden University
CFI uitgangspunt: Verandering
Kern waarden
1. Lead by example
2. Embrace experimentation & excellence
3. Challenge conventions
4. Keep your promise
5. Connected to others
6. Have fun
36. Discover the world at Leiden University
De agile methodiek / innovatie proces is in de opzet van het Living Lab geborgd door het
koppelen van onderzoek rond agile en innovatie management aan het project.
Selectie Publicaties C4I:
•Stettina, C. J., & Heijstek, W. (2011). Five agile factors: helping self-management to self-reflect. In Systems,
Software and Service Process Improvement (pp. 84-96). Springer Berlin
•Stettina, C.J., & Kroon, E. (2013) Is there an Agile Handover? An Empirical Study of Documentation and
Project Handover Practices Across Agile Software Teams. In: Proceedings of the 19th International ICE-IEEE
ITMC Conference on Engineering, Technology and Innovation (ICE)
•Kathrin Goldammer and Ulrich Mans, Why We Need High-tech Politics to Make Renewables a Success
Story, DOI 10.1515/green-2013-0006 Green 2013; aop, IASS Potsdam
•Heemskerk, E. Mans, U, Volkert, D. Understanding Cross-sectoral collaboration in elite networks: The
German Energiewende. Sunbelt Conference Paper
Literatuur
Innovatiestrategie C4I: Wetenschappelijke grondslag
37. Discover the world at Leiden UniversityDiscover the world at Leiden University
Future Friday: Every Friday Living Lab
Facebook: Centre for Innovation
E-mail: c4i@cdh.leidenuniv.nl
Twitter: c4innovation
”The road to success is
always under
construction”
Lily Tomlin
Editor's Notes
Visie
Aanpak
Changing Meeting Routines!
The bad news is: its not for free: just telling others innovation is good is not going to help for long. You need to free budget. BUT: don’t overdo it. If the street musician was paid a good salary, he would stop playing on the street. Keep it to limited support and have teams think themselves about sustainabile solutions.
Building clusters of courses that could stack to an MA program level. WE would like to collaborate and experiment with linking clusters of MOOCs. This impacts: current designs significantly.