The document outlines an i-STEAM curriculum being developed by ORT Israel that aims to empower students with 21st century skills through project-based, interdisciplinary learning in innovation, science, technology, engineering, art, and math. It will be piloted in 3 high schools over 3 years, involving 600 students and 30 teachers annually. The program seeks to increase the number of students studying STEM fields, girls in technology and engineering, and students from low socioeconomic backgrounds pursuing careers in those areas. It will build partnerships with industry and develop innovative teaching methods using digital tools to encourage skills like critical thinking, collaboration, and entrepreneurship.
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This paper aims at
- Identifying the missing links in architectural education and practice;
- Identifying the challenges in Architectural education and practice;
- Changing trends in Architecture;
- Suggests ways to broaden the Architectural experience
The vision of India’s new education system has accordingly been crafted to ensure that it touches the life of each and every citizen, consistent with their ability to contribute to many growing developmental imperatives of this country on the one hand, and towards creating a just and equitable society on the other. We have proposed the revision and revamping of all aspects of
the education structure, its regulation and governance, to create a new system
that is aligned with the aspirational goals of 21st century education, while remaining consistent with India’s traditions and value systems.The Government had initiated the process of formulating a New Education Policy through the consultation process for an inclusive, participatory and holistic approach, which takes into consideration expert opinions, field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.The Committee for preparation of the draft National Education Policy submitted its report to the Ministry on 31.05.2019. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MHRD’s website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public. The draft NEP is based on the foundational pillars access, affordability, equity, quality and accountability.
Post submission of Draft Report States/UTs Governments and Government of India Ministries were invited to give their views and comments on Draft National Education Policy 2019. A brief summary of the Draft National Education Policy 2019 was circulated among various stakeholders, which was also translated in 22 languages and uploaded on the Ministry’s website. Meetings with State Education Secretaries of School Education and with State Secretaries of Higher & Technical Education were held.An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha.Currently exercise of formulation of National Education Policy is ongoing and it will be finalised shortly.
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
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.
Four Key Notes of Global Education in IR 4.0Uwes Chaeruman
Note:
1. IR 4.0 and Its Implication to Higher Education
2. Changing the Way We Teach in Digital & Cyber Physical Era
3. Applying New Model of Instructional Design
4. Do not Sacrifice Effectiveness for the Shake of Efficiency
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
Over the course of the last year Cathy Ellis has been working with Professor Sugata Mitra and more recently with associates at Harvard School of Education, MIT Media Lab and EdX exploring the implications of this approach and planning a series of controlled curriculum experiments which will be conducted in a number of VET settings over the coming academic year. These experiments will seek to examine the following questions:
Have we reached the point where learning to learn has become a fundamental capability for the VET student and what does this mean in practice?
Can we take the concept of Self-Organised Learning as pioneered by Sugata Mitra in the primary sector and apply it to VET?
Will Self-Organised Learning better equip our students to manage the challenges of continual change in the workplace as previously sought after vocational competencies are rendered obsolete in a world characterised by ‘plug and play’?
In her demo Cathy will outline the work done to date and share the initial findings from the first round of experiments which are planned to take place in October 2012.
Erasmus + K1 in GRANADA, Spain, course aimed at teachers who want to impart an innovative education, adapted to the 21st century.
More information aifed@aifed.es
This is a presentation I prepared for a course on emerging technologies and concepts for my students. I discuss the concept of Education 4.0 as a tool to help to rethink education to better align future workers, today's life-long learners, with the new business requirements of industrie 4.0
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
This paper aims at
- Identifying the missing links in architectural education and practice;
- Identifying the challenges in Architectural education and practice;
- Changing trends in Architecture;
- Suggests ways to broaden the Architectural experience
The vision of India’s new education system has accordingly been crafted to ensure that it touches the life of each and every citizen, consistent with their ability to contribute to many growing developmental imperatives of this country on the one hand, and towards creating a just and equitable society on the other. We have proposed the revision and revamping of all aspects of
the education structure, its regulation and governance, to create a new system
that is aligned with the aspirational goals of 21st century education, while remaining consistent with India’s traditions and value systems.The Government had initiated the process of formulating a New Education Policy through the consultation process for an inclusive, participatory and holistic approach, which takes into consideration expert opinions, field experiences, empirical research, stakeholder feedback, as well as lessons learned from best practices.The Committee for preparation of the draft National Education Policy submitted its report to the Ministry on 31.05.2019. The Draft National Education Policy 2019 (DNEP 2019) was uploaded on MHRD’s website and also at MyGov Innovate portal eliciting views/suggestions/comments of stakeholders, including public. The draft NEP is based on the foundational pillars access, affordability, equity, quality and accountability.
Post submission of Draft Report States/UTs Governments and Government of India Ministries were invited to give their views and comments on Draft National Education Policy 2019. A brief summary of the Draft National Education Policy 2019 was circulated among various stakeholders, which was also translated in 22 languages and uploaded on the Ministry’s website. Meetings with State Education Secretaries of School Education and with State Secretaries of Higher & Technical Education were held.An Education Dialogue with Hon’ble MPs of Andhra Pradesh, Telangana, Tamil Nadu, Puducherry, Kerala, Karnataka & Odisha.Currently exercise of formulation of National Education Policy is ongoing and it will be finalised shortly.
This is a presentation delivered this May 23, 2011, at the University West (Hogskolan Vast) in Trollhattan, Vastra, Gotaland, Sweden, as the focal point of the round table discussion of the faculty of Digital Media and Informatics.
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.
Four Key Notes of Global Education in IR 4.0Uwes Chaeruman
Note:
1. IR 4.0 and Its Implication to Higher Education
2. Changing the Way We Teach in Digital & Cyber Physical Era
3. Applying New Model of Instructional Design
4. Do not Sacrifice Effectiveness for the Shake of Efficiency
Many countries are seeking a radical transformation of the process and outputs of skill formation as solutions to the economic crisis are sought. One of the consequences of the reality of exponential technological change for the VET curriculum, which has been the cornerstone of skills formation, is that it is already outdated by the time students start their course as the pace and impact of technological change in the workplace removes the need for previously taught skills. Skills obsolescence therefore needs to become a factor in the planning and delivery of the VET curriculum so that it is reviewed and changed on a more regular and routine basis than hitherto. This means more than deploying digital technologies to the aims, objectives, content, activity and assessment of traditional skills formation but reframing skills education itself so that it is presented to the students as a ‘curriculum of problems’ around which resources become available as required. What we see emerging is a heuristics-based model defined by the skills of search, critiquing, collaboration and curation and the practice of real-time application of knowledge.
Over the course of the last year Cathy Ellis has been working with Professor Sugata Mitra and more recently with associates at Harvard School of Education, MIT Media Lab and EdX exploring the implications of this approach and planning a series of controlled curriculum experiments which will be conducted in a number of VET settings over the coming academic year. These experiments will seek to examine the following questions:
Have we reached the point where learning to learn has become a fundamental capability for the VET student and what does this mean in practice?
Can we take the concept of Self-Organised Learning as pioneered by Sugata Mitra in the primary sector and apply it to VET?
Will Self-Organised Learning better equip our students to manage the challenges of continual change in the workplace as previously sought after vocational competencies are rendered obsolete in a world characterised by ‘plug and play’?
In her demo Cathy will outline the work done to date and share the initial findings from the first round of experiments which are planned to take place in October 2012.
Erasmus + K1 in GRANADA, Spain, course aimed at teachers who want to impart an innovative education, adapted to the 21st century.
More information aifed@aifed.es
Enabling Motivated Instruction Outcomes through Technology Accessijtsrd
The research was conducted at Cebu Technological University Barili Campus, Barili, Cebu as a bases for Proposed Curriculum and technology integration Instructional Guide Through Departmental LAC sessions to strengthen the Domains and Objectives during actual instructional setting. The 650 respondents 600 Students and 50 Teachers distributed from three secondary schools in Toledo City Division namely Luray II National High School, Matab ang National High School and Toledo City Science High School wherein Descriptive –Correlation and Purposive sampling was used for the distribution of survey questionnaire instrument which aims to assess the level of technology Implementation integration in instruction in senior high school curriculum through its domains and objectives such as classroom activities, Research Works, Product Performance Task Monthly School Celebration Activities, Faculty Professional Communication, Learners Extrinsic motivation towards academics and Learners Monthly Percentage Attendance as well as to determine the barriers and challenges occur during the implementation of technology integration towards curriculum instruction a basis for upgraded instructional guide to be developed. Gathered data were treated using total weighted points, weighted mean, and correlations. Based on the findings and after a careful analysis and interpretation of the study, it is concluded that enabling motivated instructional guide through technology access is the best way to enhance learners 21st century skills. Maria Katrina S. Macapaz "Enabling Motivated Instruction Outcomes through Technology Access" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33301.pdf Paper Url: https://www.ijtsrd.com/management/management-development/33301/enabling-motivated-instruction-outcomes-through-technology-access/maria-katrina-s-macapaz
Description: IQAIST: Improving Quality and Accessibility in In-Service Trainings for Teachers
Project number: 2014–1–IT02–KA201–004226
In Service Training for Teachers: project funded with support from the European Commission through Erasmus+ Program
Erasmus+ Key Action 2:
This project is a Strategic Partnership in the field of school education. The new Erasmus+ programme aims to support actions in the fields of Education, Training, Youth and Sport for the period 2014- 2020. The Key Action 2 supports the development, transfer and/or implementation of innovative practise at organisational, local, regional, national or European levels.
Centro tecnologico-de-educacion-englishINNOVO USACH
Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
Centro tecnologico-de-educacion-englishINNOVO USACH
Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
Empowering NextGen Mobility via Large Action Model Infrastructure (LAMI): pav...
iSTEAM SUMMARY
1. iSTEAM SUMMARY
1. I-STEAM Overall objective
ORT Israel is developing and implementing a new project based learning (PBL) curriculum based on Innovation,
Science, Technology, Engineering, Art and Mathematics (i-STEAM). This i-STEAM-PBL curriculum will empower young
students with essential knowledge, skills and values relevant to the 21st century. This project is a radical innovation
R&D incubator with a strong experimental field study component. During the life cycle of the program it will impact
and upgrade the Israeli education system towards the next generation of science, technology and engineering
curricula delivered in Israeli High schools. Graduates of the program will become Israel’s new hi-tech leaders,
academic high achievers and future entrepreneurs.
i-STEAM PBL is a unique integrative program introducing core science and technology subjects infused with genius
elements and utilizing:
1. Interdisciplinary approach and theme
2. Engineering and inventive thinking in the core of the curricula
3. Partnership with Israeli and leading global high-tech industry as a case study cultivating inspiration and
career development
4. Exploration of moral dilemmas (ELSA - Ethical Legal and Social Aspects)
The new i-STEAM program will build layer upon layer each student’s capabilities, start-up self-esteem and
competence based on ORT's deep success in PBL (Project Based Learning) pedagogical approach.
The program will challenge students to expand their intellect and skills in the areas of inquiry, research, critical
thinking, problem seeking and solving, team work, presentation, time & resource management, financial literacy and
much more.
ORT Israel anticipates moving in this multi-tiered approach to winning success and achieving
I-STEAM’s mission, vision, values and goals by establishing the I-Steam Academy in each ORT Israel campus. ORT
Israel hopes that the success of this pilot project will be adopted across the Israeli education system.
1. The needs addressed by this project
This project will answer the need to fill the gap between education and the real world. It will:
a) Greatly increase the number of students studying science, technology and engineering.
b) Greatly increase the number of girls studying technology and engineering.
c) Increase the number of students from the social periphery that will embark on a career path in engineering,
science and technology.
d) Strengthen meaningful partnerships between advanced and Hi-Tech industries and education
e) Train leading and innovative teachers and young trainers (school students) in the i-STEM PBL approach.
f) Create a school learning environment that encourages entrepreneurship and innovativeness with emphasis
on PBL.
g) Develop a virtual campus to encourage autonomous learning alongside learning in communities of students
and teachers while grasping digital tools and platforms.
2. 2. Primary target populations and numbers of people affected by the program.
Three high schools will be carefully selected to be part of a three year pilot program. The focus will be on schools
from Israel’s social periphery but that have a strong management structure and a desire to be involved in the pilot
project and a drive to succeed. Annually 600 pupils and 30 teachers will be involved in the project with a development
team of 10 people at the ORT Israel R&D Centre.
Further stages (from the 4th
year) will include expanding to ORT Israel Network’s 200 + educational institutions and
other education systems in Israel and abroad.
3. Main Strategies and activities, geographic focus
A) The multi-disciplinary project based learning (PBL) program will be developed and introduced first as a pilot
project and afterwards rolled out across the ORT Israel School Network. The project will break down the
school walls and the barriers between various disciplines. The learning process will be conducted across
multi age groups that will operate as learning teams. This model will lead students to teach each other and
learn together. Emphasis will also be placed on the involvement of partnerships with local industry,
academic institutions and the community. Each team will be assigned an educator that will learn together
with the team. The teachers will teach less both the students and teachers will learn more. It will be a
journey from the safe and the known towards the unknown; a journey of creativity, innovation and
entrepreneurship.
B) Content and tools to be developed in the project include:
a. Cross disciplinary studies creates a new vocabulary and way of thinking to make use of learning
management systems (LMS), e-learning courses and massive on line open courses (MOOC) in all the
STEAM disciplines.
b. The cross disciplinary studies will be based on research developed by Professor Catherine Snow, of
the Harvard Graduate School of Education for the US based Strategic Education Research
Partnership (SERP) designed to improve linguistic literacy skills and expanding the vocabulary of the
student. This approach will serve as the basis for projects and lead to improved skills and language.
c. Cooperative learning tools, PBL and specially designed learning platforms.
d. Methodology to develop entrepreneurial innovation skills in the engineering and science fields with
heavy involvement from industry start-ups and advanced hubs.
e. Various assessment and evaluation tools using advanced LMS technology.
f. Creating a virtual learning environment (campus) including a knowledge portal, VOD library, video
conference tools and mobile learning environment (m-learning).
g. Teacher training program that will include mentoring skills, partnering and collaboration methods,
and leadership and coaching capabilities.
C) Schools for the pilot will be selected from a wide range of areas. Implementation of the program after the
pilot stage will first emphasise schools from Israel’s social periphery.