Preparing for the tide: skills and education of the 21st century' is the summary of previous GEFF sessions that was presented in Sao Paulo in August 2015. The report focused on the looming global changes and challenged that could only be faced with rebuilt educational ecosystems at different levels and new skills obtained worldwide. The prominent feature of this event was a list of key literacies for every person who would live in the world of self-guided lifelong learning. The message, announced in Sao Paolo, was touched with a sense of urgency, since the forthcoming socioeconomic crises are inevitable and overwhelming with only new network-based adduction being able to resolve them
Global Education Futures Agenda by Pavel Luksha & Dmitry PeskovPavel Luksha
The Global Education Futures Agenda is the result of four years of work that involved thousands of educational experts in Russia and worldwide. This presentation provides some of the key schemes of the Foresight Report published in early 2014, one of the most comprehensive reports on the future of education up to date,
unimagined Shores: Jobless Futures and Digital GlobalizationAlan Bruce
Overview of the prfound and systemic changes in the job market and labor market access for marginaized groups, especially those impacted by disability. The presentation focuses on the impact of both globallization and new digital tecnologies. It posits a future where traditional jobs will disappear to be replaced by flexible employment structurres built around innovative socio-communicative competences and transferable methods of certification and accreditation.
Preparing for the tide: skills and education of the 21st century' is the summary of previous GEFF sessions that was presented in Sao Paulo in August 2015. The report focused on the looming global changes and challenged that could only be faced with rebuilt educational ecosystems at different levels and new skills obtained worldwide. The prominent feature of this event was a list of key literacies for every person who would live in the world of self-guided lifelong learning. The message, announced in Sao Paolo, was touched with a sense of urgency, since the forthcoming socioeconomic crises are inevitable and overwhelming with only new network-based adduction being able to resolve them
Global Education Futures Agenda by Pavel Luksha & Dmitry PeskovPavel Luksha
The Global Education Futures Agenda is the result of four years of work that involved thousands of educational experts in Russia and worldwide. This presentation provides some of the key schemes of the Foresight Report published in early 2014, one of the most comprehensive reports on the future of education up to date,
unimagined Shores: Jobless Futures and Digital GlobalizationAlan Bruce
Overview of the prfound and systemic changes in the job market and labor market access for marginaized groups, especially those impacted by disability. The presentation focuses on the impact of both globallization and new digital tecnologies. It posits a future where traditional jobs will disappear to be replaced by flexible employment structurres built around innovative socio-communicative competences and transferable methods of certification and accreditation.
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
My presentation at The Northern Universities Consortium (NUCCAT) annual conference in Manchester on 19 November 2015. See: http://www.richard-hall.org/2015/11/18/student-achievement-in-the-digital-age-how-emergent-technologies-can-enhance-the-academic-experience/
Who needs a teacher in the 21st century Higher Education?Victor Van Rij
Presentation to the 2014 , UNESCO, IITE conference held from 14-15 October in Moscow, New challenges for Pedagogy and Quality of Education, MOOCs, Clouds and Mobiles
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
dismantling the curriculum in higher educationRichard Hall
My presentation at the Bishop Grosseteste University, Learning and Teaching Conference, 22 June 2015. Notes here: http://www.richard-hall.org/2015/06/19/on-dismantling-the-curriculum-in-higher-education/
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
My presentation at The Northern Universities Consortium (NUCCAT) annual conference in Manchester on 19 November 2015. See: http://www.richard-hall.org/2015/11/18/student-achievement-in-the-digital-age-how-emergent-technologies-can-enhance-the-academic-experience/
Who needs a teacher in the 21st century Higher Education?Victor Van Rij
Presentation to the 2014 , UNESCO, IITE conference held from 14-15 October in Moscow, New challenges for Pedagogy and Quality of Education, MOOCs, Clouds and Mobiles
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
dismantling the curriculum in higher educationRichard Hall
My presentation at the Bishop Grosseteste University, Learning and Teaching Conference, 22 June 2015. Notes here: http://www.richard-hall.org/2015/06/19/on-dismantling-the-curriculum-in-higher-education/
BRICS Collaboration in Skills Development: Results of Foresight & Russian Proposals' focuses on the results of the BRICS Skills Development Working Group Foresight session that took place in Moscow on July 5-6, 2015. The session determined the main mid-term focal areas of BRICS collaboration in skills development, from consolidating the union to becoming the global problem-solver, as well as worked out a roadmap for 2015-2018 with a number of priorities in skills development cooperation. On Russia's part, a number of initiatives were laid out, such as foresight of skills and educational formats, exchange of best practices, including dual education, hosting the WorldSkills BRICS Competition and providing an educational platform for skills development in advanced industries
Preparing for the tide: skills and education of the 21st century is the results of previous Global Education Futures sessions (including the discussions in Sao Paolo, Brazil, August 2015), that were for the first time presented in Russian at the International conference on new technologies in education EdCrunch 2015, Moscow, Russia in September 2015. The focus of discussion was global challenges that define requirements for future skills and for a necessary design of new educational reality.
What is more a new media product for the Russian expert community in educational sphere was presented. It is an interactive map of “Global Education Futures” foresights, embracing results of the 5-years work with thousands of Russian educational experts. This material was verified globally and was highly appreciated by world educational leaders. This material became a basis and an impetus for “Global Education Futures” project. The interactive map is available at map.edu2035.org
Keynote address (Feb, 2016) to the educators in the Fort Nelson school district. We all know that we cannot teach a child without a concection... without a relationship. In the hustle and bustle of our jobs as educators, we often forget our why, the reason we got into education, of trying to make a difference with kids. In this talk, 6 Keys to Connecting are shared and discussed with the challenge of creating a more positive climate and better connections with kids in our classrooms, schools, and organizations.
Leadership and Social Media in EducationCharlene Li
"Leadership and Social Media" examines the use of social media in public education, with examples from California and other public schools. By Charlene Li at the ACSA Superintendents Symposium, January 30, 2013 in Monterey, CA
Recent presentation offering a broad introduction to to the digital age. Social media plays a key role in this PPT, but the real topic is networks and how individuals and organizations are seeking advantage through the wise use of networks.
Future Flight Fridays: Public Trust in Future FlightKTN
‘Public Acceptance’ can be a challenging theme for Future Flight consortia to approach. Hear from Professor Edmond Awad on the ‘Moral Machine’, Professor Susan Molyneux-Hodgson discussing responsible innovation and technical democracy and Professor Sarah Hartley on moving from public acceptance to knowledge co-production.
This session will focus on:
- What ‘public acceptance’ means, and key challenges consortia face around public trust and acceptance of new technologies in the context of the Future of Flight
- Research areas and approaches to understanding barriers of public trust and acceptance of future of flight challenge proposals
- Potential Tools for public engagement and data collection, drawing a picture on the public perception of ethical implications, trust, and responsibility
- Areas such as the Ethics of Technology; Responsible Innovation; Interdisciplinary collaboration; Public Engagement and Computational Social Science
Social Media for The Scientific Community (and scientists) AOCS presentationKrista Neher
Krista Neher (www.kristaneher.com) the CEO of Boot Camp Digital gave this presentation at the annual AOCS (Your Global Fats and Oils Connection) at their annual conference in Long Beach California.
Krista presented on how scientists and the scientific community can harness the power of social media to better collaborate and communicate.
This presentation includes:
- Introduction to social media
- Why social media is important
- The changing state of our environment
- How the scientific community can use social media
- Case studies and examples of how the scientific community is using social media to collaborate
- The benefits of social media
Krista Neher is a professional international social media speaker, bestselling author of the Social Media Field Guide, co-author of the first textbook on social media marketing and the CEO of Boot Camp Digital.
The WYRED (netWorked Youth Research for Empowerment in the Digital society) project has celebrated its fifth face-to-face meeting in Istanbul (Turkey) from November 19th–21st. This represents the work done by TAU partner regarding the WP4 (Delphi).
The problem with ‘digital generation’: A study of adult digital content creat...Middlesex University
The problem with ‘digital generation’: A study of adult digital content creators
Karl Mannheim (1952 [1928]) wrote about problems associated with use of the term ‘generation’. He argued that generational consciousness within a generation is not necessarily homogeneous or coherent, as there will be divergent views and practices within any group. Indeed one of the main criticisms arising from comparisons and differentiation between people in pre-defined generational groups is that standardised assumptions and pre-conceptions are made about how they behave and their ability to learn. This is particularly problematic in the digital era when use of the terms ‘digital generation’ and ‘net generation’ (Tapscott, 2008) are used for the categorisation of age delineation (Buckingham, 2006).
This research investigates 36 UK adults using digital technology as they participate in the practices of content creation, distribution and sharing online as a form of vernacular creativity. It views participants not as members of a pre-defined generation, but as individuals within an age range. Consequently, generational preconceptions were suspended in favour of an approach linked to the modes of communication and technologies available and familiar to them in their early life and to their own personal circumstances and backgrounds. Research revealed that adopting digital technologies acted as enablers in facilitating the unlocking of suppressed behaviour and creative desires across the age spectrum. In addition the research findings offer a nuanced set of conclusions where both commonly held actions of purpose and age related circumstances are important. These are alternative to the over-simplistic and sometimes polemical perception that the so-called ‘digital generation’ are more digitally adept and literate than older internet users.
Bibliography
Buckingham, D. (2006), Is there a Digital Generation? In: David Buckingham & Willett, R. (eds.) Digital Generations: Children, Young People and New Media. Mahwah, NJ: Erlbaum.
Mannheim, K. (1952 [1928]), The Problem of Generations. In: Kecskemeti, P. (ed.) Essays on the Sociology of Knowledge. New York, NY: Oxford University Press.
Tapscott, D. (2008), Grown Up Digital, New York, NY, McGraw-Hill.
Engaging Youth & Young Adults in Social MediaBrittany Smith
Social media continues to be an important tool for youth and young adults to connect with the world and with each other. Get the latest research and statistics on how youth and young adults are using social media, and how your organization can strategically use social media to engage with youth and young adults. Learn what platforms youth and young adults are using and how you can create a simple social media strategy to more effectively reach this audience.
Water is a scarce resource and it is vital for all. However, we are faced with enormous challenges in preserving water as a resource and of good quality. The stakeholders are many and very diverse making Water Management very challenging. The presentation explores how social media may reach the diverse stakeholder audiences based on the experiences from an EU-funded project STEP-WISE. XPRO Consulting was responsible for the Communication and Dissemination activities of the two-year project.
Social media may advance water managementXeniaTheo
Internet and its social media have connected people, communicated ideas, made people aware of issues, events and advancement. You might think that social media are for teenagers and youngsters, but undoubtedly, they bring options in climate change and water issue awareness as well as solution possibilities among the professionals. However, do they really build communities of practice, help knowledge management and transfer and can they truly improve water management? Can they help bridge the communication gap between research, policy and industry? How do they facilitate communication to non-scientists and the wider public?Internet and its social media have connected people, communicated ideas, made people aware of issues, events and advancement. You might think that social media are for teenagers and youngsters, but undoubtedly, they bring options in climate change and water issue awareness as well as solution possibilities among the professionals. However, do they really build communities of practice, help knowledge management and transfer and can they truly improve water management? Can they help bridge the communication gap between research, policy and industry? How do they facilitate communication to non-scientists and the wider public?
The presentation will discuss the possibilities and glitches based on the presenters’ experience gathered from two EU-funded projects and the WISE-RTD Water Knowledge Portal as well as other social media. The presenter hopes to highlight social media’s upsides and downsides and how they can provide a strong communication channel to scientists, policy makers and implementers, water professionals and the public.
Similar to Laouris Yiannis. Future Worlds Center (20)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
5. Engaging >1000 young leaders in
global activism
Global Education Futures Moscow:
29 Feb – 2 Mar 2016
6.
7. • Increase youth participation and
collaboration in decision making processes
• Empower young people invent innovative
actions to reinvent democracy
Key Objective
8.
9.
10. IdeaPrism
• IdeaPrism is a mobile App that
runs on Apple and Android
devices, which allows participants
to enter their ideas, clarifications
and short videos online
22. 35: Lack of
understanding
privacy issues
42: Difficulty to cope
with privacy and
security issues
Does 35 worsen 42
A YES, is result of great majority
A YES is an influence relationship
support
23. Factor 47: LACK OF
USER FRIENDLINESS
Factor 9: EXISTENCE OF SOCIAL
INEQUALITIES
Factor 10: LOW EDUCATIONAL
LEVEL
Factor 30: INADEQUATE
PUBLIC PROMOTION OF
ITS IMPORTANCE
Level IV
Level III
Level II
Level I
Factor 26: FEAR OF NEW TECHNOLOGIES
Factor 40:TECHNO-PHOBIA, THE FEAR OF
TECHNOLOGY
Factor 7: ABSENCE
OF SPECIFIC
SERVICES ORIENTED
TO USER NEEDS
Factor 2: LACK OF
INFRASTRUCTURE
Level V
Level VI Factor 78: LACK OF OPEN DESIGN INTERFACES
Factor 24: LACK OF USER PARTICIPATION IN ICT DESIGN
Factor 41: THE TOO BIG POWER OF TECHNOLOGISTS
Factor 48: POOR
INTERFACE DESIGN
Factor 35: INADEQUATE GOVERNMENT
POLICIES ON SERVICES TO THE PUBLIC
Factor 33: WEAKNESS OF REGULATORY
IMPLEMENTATION OF THE LEGAL FRAMEWORK
Factor 74:LACK OF
STANDARDIZATION OF
QUALITY ISSUES
Factor 67:SPAM
Factor 72:LACK OF THE NEED TO
DEFINE CITIZENS DIGITAL RIGHTS
Factor 4: LOW LEVEL OF DIGITAL LITERACY
Factor 36: LOW INDIVIDUAL INTEREST
ABOUT THE CONTENT AVAILABLE ON
BROADBAND
Factor 11: HIGH COST
OF SERVICE
Factor 63:
TECHNOLOGICAL
DETERMINISM
Factor 17: THE OBSTACLES FOR THE
NEW EASTERN AND CENTRAL EU
MEMBERS ARE DIFFERENT FROM
THOSE OF THE OLD MEMBERS
Factor 16: SOCIAL
RESISTANCE TO PAY THE
COSTS OF BROADBAND
TECHNOLOGY
Factor 45:MORAL PANIC
REGARDING THE
INTERNET
Factor 39: RESISTANCE TO
LEARN NEW PRACTICES
Factor 58: NON USE AS A
DELIBERATE LIFESTYLE
Factor 1: INADEQUATE DEFINITION
OF UNIVERSAL SERVICE
Factor 32: LACK OF LEGAL
FRAMEWORK ON BROADBAND
ISSUES
Factor 18: LACK OF INTEREST
Factor 82: ETHICS
Factor 29: INABILITY TO PREDICT
BENEFITS FOR INDIVIDUALS
Factor 12: LACK OF DIGITAL
CONTENT IN MOTHER
LANGUAGE
Factor 76: LACK OF
INTEROPERABILITY BETWEEN
SYSTEMS
Factor 57: TELECOM FOCUSING ON
3G, WHEREAS PEOPLE ON WIFI
Factor 52: FEAR OF BEING
WATCHED BY THE BIG EYE
Factor 15: LACK OF
COMPETENCE TOWARDS ICT
Factor 19: FEAR OF INTRUSION
AND RISK OF FALSIFICATION OF
PERSONAL DATA
24. Global Scope
• The initiative has a global scope
The UNDEF contract foresees the
involvement of more than 1000 young
change makers from across the world in a
global exercise to re-invent and re-design
systems of governance for the digital era.
• In addition to the five Structured
Democratic Dialogues, the project team
invites other global, regional, or national
initiatives to join with their own funding
and/or with funding secured jointly in order
to expand the scope to more regions and
more people.
33. Liaisons
• This role is for Civil Society
or other regional or national
organizations interested to
liaison and/or organize any
related activities such as:
• Organizing local events
associated with the vision of
the project
• Organizing local and/or
theme specific Structured
Democratic Dialogues
34. Activists
This role is especially for young
or young-in-spirit activists
interested to replicate the core
activities:
• Organize local events
associated with the vision of
the project
• Organize local and/or theme
specific Structured Democratic
Dialogues
35. Project Promoters
• Many individuals, authorities and
organizations are supporting the
project in many ways:
• Placing the project logo in their
website
• Disseminating the call for
participants
• Disseminating the newsletters
• Disseminating the Project
Deliverables
41. From Facebook Idea Prism
IDEAS have properties
They are Responses to a Triggering Question
Have a Father/mother
Coded with a Number
Have CONTENT
Search for similarities: Belong to CATEGORIES
Have short clarification
No idea LOST (Documentation)
Ideas GROW (when discussed)
Search for influence of one idea on another
42. CREATE a dialogue
INVITE “friends”/others to join
CONTRIBUTE ideas
FAVOUR Ideas (like!)
Request CLARIFICATIONS (force ideas to grow to
become more specific, to sharpen in meaning)
Mark ideas for DELETION as irrelevant
CLUSTER ideas (micro-clustering)
EVALUATE ideas for importance, impact,
desirability, feasibility, short/mid/long term, Possibility
of happening without institutional support etc.
ADOPT ideas (people supporting ideas)
Anyone can
45. It is unethical to change a social system without the
authentic engagement of those whose lives will be
influenced by the change
If we try to change it without engaging its stakeholders
in designing it
we will fail
Let’s stop analyzing the past and consciously design our futures
laouris@futureworldscenter.org