Cognizant's Making the Future initiative seeks to inspire young learners to pursue STEM fields through hands-on learning opportunities. It was developed in response to declines in US math/science proficiency, STEM interest, and creativity. The flagship program is an after-school and summer program where children make projects like robots, software, or crafts with support from facilitators. Cognizant plans to launch the program in 10-20 US locations in summer 2012 and grow it over 5 years.
Cognizant's Making the Future initiative seeks to inspire K-12 students to pursue STEM disciplines through hands-on learning opportunities. It does this by advocating for STEM education reform, supporting nonprofit STEM programs, offering scholarships, and launching an after-school and summer program where students complete hands-on projects. The flagship program will launch in 10-20 locations in 2012 and aims to develop skills like creativity, collaboration and problem-solving to prepare students for future careers and challenges.
The document discusses the need to prepare students for 21st century jobs through challenging and engaging education that fosters creativity, courage, and critical thinking. It introduces Destination Imagination and Space Camp programs that partner to provide project-based learning challenges complementing classroom education and developing skills like problem-solving, collaboration, and communication. Sample classroom activities are provided to illustrate challenges that can be done in a classroom to help students develop 21st century skills through STEAM concepts.
Leda Muñoz - Tecnologias e Aprendizado - CICI2011CICI2011
The Omar Dengo Foundation is a non-profit organization in Costa Rica that is responsible for designing, implementing, and evaluating the country's National Informatics Educational Program in partnership with the Ministry of Education. In 2010, the foundation's activities benefited almost 470,000 students, representing 62.3% of Costa Rica's student population. The foundation also offers educational services and products based on information and communication technologies to other sectors. It was founded over 20 years ago and has accumulated experience working with national and international partners on projects focused on introducing information and communication technologies into school systems to improve education quality and develop 21st century skills.
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Dr. Heidi Hayes Jacobs discusses the need to update school curriculum for a changing world. She argues that curriculum teams must determine what to cut, keep, and create to prepare students for 2025 rather than past years. The presentation provides many examples of revising and upgrading elements of curriculum like content, skills, and assessments to address contemporary issues and global competencies. Dr. Jacobs advocates personalizing learning through tools like digital portfolios and emphasizing literacies like media and cultural literacy.
Trendvoorspellingen opleidingsmarkt 2020 | Trends & forecast educational mark...Christiaan Tome
The document discusses trends predicting changes in the education market by 2020. It argues that traditional education models will be disrupted and transformed. Entrepreneurs are challenging the status quo through innovative learning platforms that are student-centric, personalized, and provide interactive, self-paced education. By 2020, education systems are predicted to be hybrid models that blend online and in-person learning, customizable to individual students' needs and interests in a motivating way.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
Cognizant's Making the Future initiative seeks to inspire K-12 students to pursue STEM disciplines through hands-on learning opportunities. It does this by advocating for STEM education reform, supporting nonprofit STEM programs, offering scholarships, and launching an after-school and summer program where students complete hands-on projects. The flagship program will launch in 10-20 locations in 2012 and aims to develop skills like creativity, collaboration and problem-solving to prepare students for future careers and challenges.
The document discusses the need to prepare students for 21st century jobs through challenging and engaging education that fosters creativity, courage, and critical thinking. It introduces Destination Imagination and Space Camp programs that partner to provide project-based learning challenges complementing classroom education and developing skills like problem-solving, collaboration, and communication. Sample classroom activities are provided to illustrate challenges that can be done in a classroom to help students develop 21st century skills through STEAM concepts.
Leda Muñoz - Tecnologias e Aprendizado - CICI2011CICI2011
The Omar Dengo Foundation is a non-profit organization in Costa Rica that is responsible for designing, implementing, and evaluating the country's National Informatics Educational Program in partnership with the Ministry of Education. In 2010, the foundation's activities benefited almost 470,000 students, representing 62.3% of Costa Rica's student population. The foundation also offers educational services and products based on information and communication technologies to other sectors. It was founded over 20 years ago and has accumulated experience working with national and international partners on projects focused on introducing information and communication technologies into school systems to improve education quality and develop 21st century skills.
A short version of the MissionV Presentation given by James Corbett and Margaret Keane at the Irish Centre for Talented Youth Conference, March 5th 2010.
Dr. Heidi Hayes Jacobs discusses the need to update school curriculum for a changing world. She argues that curriculum teams must determine what to cut, keep, and create to prepare students for 2025 rather than past years. The presentation provides many examples of revising and upgrading elements of curriculum like content, skills, and assessments to address contemporary issues and global competencies. Dr. Jacobs advocates personalizing learning through tools like digital portfolios and emphasizing literacies like media and cultural literacy.
Trendvoorspellingen opleidingsmarkt 2020 | Trends & forecast educational mark...Christiaan Tome
The document discusses trends predicting changes in the education market by 2020. It argues that traditional education models will be disrupted and transformed. Entrepreneurs are challenging the status quo through innovative learning platforms that are student-centric, personalized, and provide interactive, self-paced education. By 2020, education systems are predicted to be hybrid models that blend online and in-person learning, customizable to individual students' needs and interests in a motivating way.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
MissionV - Virtual Worlds Technology for the support of High Potential Students MissionV
Presentation given in Second Life by Margaret Keane of MissionV Education Ltd at the Bavarian Center for Gifted and Talented Children Global Gifted Conference, May 28th 2011
Computational thinking and making in the age of machine learningHenriikka Vartiainen
This document discusses the challenges and opportunities that machine learning and artificial intelligence present for design and technology (D&T) education. It notes that students' lives will increasingly involve AI and machine learning, which enables new types of automated jobs. The document argues that D&T education should focus on developing students' data agency, curiosity, creativity, sense-making skills, and design skills that are difficult to automate like social-emotional intelligence. It asserts that when machines perform routine tasks, they can free up people to focus on more imaginative work.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
The document discusses learning and teaching computer science skills in the 21st century. It addresses how learning needs to change and adapt to keep up with the constantly changing world. Key ideas discussed include:
- Learning through play, imagination, and peer-to-peer learning is important for embracing change.
- A focus on skills like critical thinking, problem solving, and learning how to learn is needed more than specific skills or knowledge.
- Figures like Piaget, Papert, and Vygotsky influenced views of how children learn through constructivism and constructionism.
- Programming languages like Logo, Scratch, and Snap were developed to help children learn through making and constructing programs.
- Computer science
LEO-NET Erasmus+ Consortia 6 April Barcelona 2017 - @nickvbredaNick van Breda
What to take into consideration preparing future proof students on a fast changing jobmarket. How to implement new formats into current standards and change the way our Universities apply learning in their schools. How to put CSR more in the centre of learning were topics we discussed. 400M extra grant has been granted by the European Comission to further support changemakers in doing Voluntairy work and working for social enterprises. One day no business without a purpose will exist anymore.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
National Education Technology Plan 2010carrietales
The document discusses key points from the National Education Technology Plan (NETP) which calls for a "revolutionary transformation" of education through technology. It outlines 5 essential areas including learning, assessment, teaching, infrastructure, and productivity.
The NETP proposes a model of learning powered by technology across these 5 areas. It emphasizes the need for collaboration, leadership, investment, and partnerships to implement its vision. The goal is to prepare students with 21st century skills and make learning more engaging through the use of technology.
The document recommends standards and resources that leverage technology principles from learning sciences. It also suggests using technology to improve formative and summative assessments to drive instruction and continuous learning. Finally, it proposes
This document provides an overview of issues related to creativity in US schools. It discusses how standardized testing focuses too much on left-brain skills and does not encourage creativity. It argues that creativity is needed for innovation but is declining based on test scores. While reforms aim to fix the system, the education provided needs to change to prepare students for the 21st century. The document provides supporting evidence and perspectives from experts to make the case that the US education system needs to better foster creativity to succeed in the future.
Inspire a Digital Generation: Thinking Differently About our AchievementsMark Brown
1. Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes, and blended learning may reinforce the status quo rather than disrupt it.
2. There is a growing gap between formal and informal learning as learners are globally connected and expect a new type of education. Emerging business models and new providers also threaten the traditional university model.
3. Blended learning must be re-visioned to disrupt dominant paradigms, teach differently, and inspire learning for change and transformation to prepare learners for an uncertain future.
Gifted Education And 21st Century Skillsguest38cccd
The document discusses the need for 21st century skills in all classrooms to prepare students for their future. It outlines key 21st century skills like creativity, problem solving, communication and technology literacy. It argues that these skills have traditionally been taught to gifted students, but are now essential for all students. Effective teaching methods need to shift from direct instruction to facilitating learning, critical thinking and collaboration to develop these skills.
The document discusses how social media and online learning can help students reach their educational and career goals, noting that today's learners and work environments require strong collaborative skills, and that schools need to adapt by incorporating more collaborative assignments, interactive activities, and real-world projects to help students develop these important competencies for future success.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
An update from the Head of School on the recently completed strategic plan framed within the framework of data trends and models for "schools of the future" - SGS being one of them!
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
This document provides an overview of challenge-based learning (CBL). It defines CBL as a collaborative learning experience where students work with teachers to learn about real issues, propose solutions, and take action. The document discusses how CBL taps into student curiosity, focuses on authentic global challenges with local solutions, and allows students to hone 21st century skills. Examples of CBL challenges are provided, as well as guidance on implementing the CBL framework and using digital tools to support CBL in the classroom.
The COVID-19 legacy: What does the future hold for international schools?Mark S. Steed
A Webinar given on 23rd September 2020 which discusses the likely impact of Covid-19 school disruption on the future of schooling. It looks in particular at
the Future of Teaching & Learning,
the Future of Assessment and Qualifications
the Future of Continuing Professional Development, and
the Future of International School Teacher Recruitment.
The webinar concludes with a discussion about the qualities that school leaders will need in the future.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
This document discusses how multiple intelligences theory and educational technology can be combined to create multiple entry and exit points for learning. It begins by reviewing the implications of multiple intelligences theory and the common affordances of multiple intelligences and educational technology. It then provides examples of how different technologies can engage multiple intelligences, such as digital storytelling, simulations, and CAD programs. The document concludes by arguing that combining multiple intelligences theory and educational technology leads to deeper learning, levels the playing field for different types of students, and inspires excellence by encouraging critical thinking over memorization.
This document provides a vision for lifelong learning and education in the year 2020, enabled by advances in educational technology. Key elements include:
1) Intelligent toys that track children's learning from an early age and provide personalized feedback and recommendations to parents and teachers.
2) Game-based and virtual reality learning environments in preschool that assess students and provide adaptive, collaborative learning experiences.
3) Ubiquitous connectivity and personalized digital libraries in high school that facilitate project-based and community-focused learning through tools like augmented reality, simulations, and virtual mentors.
4) A scenario describing a kindergarten student's personalized learning experience using technologies like intelligent toys, virtual field trips, and
Final File - India's Best Design Institutes that Makes Creative Minds, 2024_...theknowledgereview1
This edition features a handful of business India's Best Design Institutes that Make Creative Minds, 2024 that are at the forefront of leading us into a digital future
This document discusses the benefits of incorporating robotics classes and hands-on robotics activities into education. It argues that robotics inspires students' interest in science and innovation, helps develop important job skills, and encourages an active learning approach. Hands-on robotics moves students beyond the computer screen into an interactive social environment. It engages students physically and emotionally through creative, project-based learning. These types of activities help students improve collaboration skills and develop their problem-solving and design thinking abilities, better preparing them for success in the 21st century.
Computational thinking and making in the age of machine learningHenriikka Vartiainen
This document discusses the challenges and opportunities that machine learning and artificial intelligence present for design and technology (D&T) education. It notes that students' lives will increasingly involve AI and machine learning, which enables new types of automated jobs. The document argues that D&T education should focus on developing students' data agency, curiosity, creativity, sense-making skills, and design skills that are difficult to automate like social-emotional intelligence. It asserts that when machines perform routine tasks, they can free up people to focus on more imaginative work.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
The document discusses learning and teaching computer science skills in the 21st century. It addresses how learning needs to change and adapt to keep up with the constantly changing world. Key ideas discussed include:
- Learning through play, imagination, and peer-to-peer learning is important for embracing change.
- A focus on skills like critical thinking, problem solving, and learning how to learn is needed more than specific skills or knowledge.
- Figures like Piaget, Papert, and Vygotsky influenced views of how children learn through constructivism and constructionism.
- Programming languages like Logo, Scratch, and Snap were developed to help children learn through making and constructing programs.
- Computer science
LEO-NET Erasmus+ Consortia 6 April Barcelona 2017 - @nickvbredaNick van Breda
What to take into consideration preparing future proof students on a fast changing jobmarket. How to implement new formats into current standards and change the way our Universities apply learning in their schools. How to put CSR more in the centre of learning were topics we discussed. 400M extra grant has been granted by the European Comission to further support changemakers in doing Voluntairy work and working for social enterprises. One day no business without a purpose will exist anymore.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
National Education Technology Plan 2010carrietales
The document discusses key points from the National Education Technology Plan (NETP) which calls for a "revolutionary transformation" of education through technology. It outlines 5 essential areas including learning, assessment, teaching, infrastructure, and productivity.
The NETP proposes a model of learning powered by technology across these 5 areas. It emphasizes the need for collaboration, leadership, investment, and partnerships to implement its vision. The goal is to prepare students with 21st century skills and make learning more engaging through the use of technology.
The document recommends standards and resources that leverage technology principles from learning sciences. It also suggests using technology to improve formative and summative assessments to drive instruction and continuous learning. Finally, it proposes
This document provides an overview of issues related to creativity in US schools. It discusses how standardized testing focuses too much on left-brain skills and does not encourage creativity. It argues that creativity is needed for innovation but is declining based on test scores. While reforms aim to fix the system, the education provided needs to change to prepare students for the 21st century. The document provides supporting evidence and perspectives from experts to make the case that the US education system needs to better foster creativity to succeed in the future.
Inspire a Digital Generation: Thinking Differently About our AchievementsMark Brown
1. Most technology-enhanced learning initiatives reinforce traditional pedagogy and educational outcomes, and blended learning may reinforce the status quo rather than disrupt it.
2. There is a growing gap between formal and informal learning as learners are globally connected and expect a new type of education. Emerging business models and new providers also threaten the traditional university model.
3. Blended learning must be re-visioned to disrupt dominant paradigms, teach differently, and inspire learning for change and transformation to prepare learners for an uncertain future.
Gifted Education And 21st Century Skillsguest38cccd
The document discusses the need for 21st century skills in all classrooms to prepare students for their future. It outlines key 21st century skills like creativity, problem solving, communication and technology literacy. It argues that these skills have traditionally been taught to gifted students, but are now essential for all students. Effective teaching methods need to shift from direct instruction to facilitating learning, critical thinking and collaboration to develop these skills.
The document discusses how social media and online learning can help students reach their educational and career goals, noting that today's learners and work environments require strong collaborative skills, and that schools need to adapt by incorporating more collaborative assignments, interactive activities, and real-world projects to help students develop these important competencies for future success.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
An update from the Head of School on the recently completed strategic plan framed within the framework of data trends and models for "schools of the future" - SGS being one of them!
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
This document provides an overview of challenge-based learning (CBL). It defines CBL as a collaborative learning experience where students work with teachers to learn about real issues, propose solutions, and take action. The document discusses how CBL taps into student curiosity, focuses on authentic global challenges with local solutions, and allows students to hone 21st century skills. Examples of CBL challenges are provided, as well as guidance on implementing the CBL framework and using digital tools to support CBL in the classroom.
The COVID-19 legacy: What does the future hold for international schools?Mark S. Steed
A Webinar given on 23rd September 2020 which discusses the likely impact of Covid-19 school disruption on the future of schooling. It looks in particular at
the Future of Teaching & Learning,
the Future of Assessment and Qualifications
the Future of Continuing Professional Development, and
the Future of International School Teacher Recruitment.
The webinar concludes with a discussion about the qualities that school leaders will need in the future.
RJohnson Portfolio USAID Project Report Example STEM activities (10 pages)beccane
This document provides examples of STEM projects completed by schools in the SAInS (School Action for Innovations in Science) program in Indonesia. It describes two exemplary projects:
1) At SMA 1 Kepanjen, students conducted an interdisciplinary project on the economic and environmental potential of landfill waste. They studied decomposition biology, biogas extraction, and the social impacts on waste pickers through fieldwork at the local landfill.
2) At SMA Kornita Bogor, students used 3D printers to create tactile books for blind children. Working with a local school for the blind, they designed 3D models, printed them, and assembled the books to support literacy for
This document discusses how multiple intelligences theory and educational technology can be combined to create multiple entry and exit points for learning. It begins by reviewing the implications of multiple intelligences theory and the common affordances of multiple intelligences and educational technology. It then provides examples of how different technologies can engage multiple intelligences, such as digital storytelling, simulations, and CAD programs. The document concludes by arguing that combining multiple intelligences theory and educational technology leads to deeper learning, levels the playing field for different types of students, and inspires excellence by encouraging critical thinking over memorization.
This document provides a vision for lifelong learning and education in the year 2020, enabled by advances in educational technology. Key elements include:
1) Intelligent toys that track children's learning from an early age and provide personalized feedback and recommendations to parents and teachers.
2) Game-based and virtual reality learning environments in preschool that assess students and provide adaptive, collaborative learning experiences.
3) Ubiquitous connectivity and personalized digital libraries in high school that facilitate project-based and community-focused learning through tools like augmented reality, simulations, and virtual mentors.
4) A scenario describing a kindergarten student's personalized learning experience using technologies like intelligent toys, virtual field trips, and
Final File - India's Best Design Institutes that Makes Creative Minds, 2024_...theknowledgereview1
This edition features a handful of business India's Best Design Institutes that Make Creative Minds, 2024 that are at the forefront of leading us into a digital future
This document discusses the benefits of incorporating robotics classes and hands-on robotics activities into education. It argues that robotics inspires students' interest in science and innovation, helps develop important job skills, and encourages an active learning approach. Hands-on robotics moves students beyond the computer screen into an interactive social environment. It engages students physically and emotionally through creative, project-based learning. These types of activities help students improve collaboration skills and develop their problem-solving and design thinking abilities, better preparing them for success in the 21st century.
Elastic Learning Network - Let's Get Started - MelbourneBrendan O'Keefe
Play, Learn, Tinker, Teach, Create, Make, Share
Elastic Learning Network is a next generation learning network in Melbourne.
Assisted by a Community Engagement Manager, a community of designers, educators, youth workers, mentors, parents and subject matter experts collaborate within this network. They partner with libraries, museums, galleries, youth services, schools, universities and community organisations. These organisations and individuals seek to explore new and improved ways to work together, share resources and design integrated learning experiences in and around Melbourne.
Digital storytelling learning projects engage and inspire students by combining storytelling with digital media like graphics, audio, video and music. When students collaborate on digital storytelling projects, they develop research, critical thinking, communication and technical skills while learning about real-world topics. Creating digital stories allows students to take ownership of their learning and find their unique voice.
The document discusses participatory approaches to learning with digital technologies. It describes different levels of participation in design from children and teachers providing input as "native informants" to equal stakeholder roles in co-design. Key aspects of changing educational paradigms are also summarized, including personalization, learner voice, use of new technologies, and links to informal learning. Examples of participatory projects involving co-design with users are provided.
The document discusses integrating technology into teaching and learning. It aims to provide education on using technology in instruction, acquaint students with information technology, and engage learners with practical technology applications. This will help develop higher-level thinking and creativity among students. The document also discusses how technology has changed the way students learn and teachers teach, from the old style of teaching to methods more suitable for the new digital generation. It outlines six new digital fluencies needed for students in the 21st century.
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]
We live in a world where 263 mill children are out of school, and over 600 million do not learn the basics (Reading and Maths). Our innovative mobile technology provides mass customization of education, leveraging on game mechanics, social networks and incentives—quality and personalized learning at scale. Millions of children around the world are not learning or receive an education which fails to provide them with the technical, critical thinking and problem-solving skills they need to enter the changing workforce of the future and transform their lives.
Reel Works provides free filmmaking programs for NYC youth using a unique mentoring model. They challenge at-risk youth to tell their own stories and have their voices heard, helping them build skills in literacy, leadership, and self-confidence. The digital media revolution has impacted how media is created and consumed, leading to new opportunities for out-of-school learning programs like Reel Works. To stay relevant, Reel Works must recognize that youth experience multiple media platforms and embrace a multidisciplinary, collaborative approach while maintaining their focus on storytelling.
Introducing the New Student Vision for Enabled, Empowered and Engaged LearningJulie Evans
This new student vision focuses on social-based learning, un-tethered learning using personal mobile devices anywhere and anytime, and digitally rich learning using tools like virtual reality, digital textbooks, games, and tablets.
Itga june 2011 partnerships in action -handoutsbethparfitt
This document discusses designing partner projects between academic courses and local organizations to promote creative change. It provides questions for instructors and university colleagues to consider when developing such projects, including potential partners, resources, timelines, and benefits. Partner projects can connect students to real-world experience while addressing community needs and stimulating relationships between the university and local areas.
The document discusses a vision for innovative teaching and learning focused on collaboration, creativity, and lifelong learning. It emphasizes the importance of turning novice learners into expert learners who know how to learn strategically. It also discusses the need to teach students to respect the past but live in the future, and that educators must train themselves for the 21st century. Emerging technologies like cloud computing, mobile devices, and game-based learning are transforming education. Digital literacy now involves skills like design, sharing, analyzing information, and digital citizenship. Connected learning through networks allows individuals and educators to get smarter by learning from each other.
Itga june 2011 partnerships in action -handoutsbethparfitt
This document discusses designing partner projects between academic courses and local organizations to promote creative change. It provides questions for instructors and university colleagues to consider when developing such projects, including potential community partners, how to connect projects to course learning objectives, managing student participation and time commitments, and benefits for students, the campus community, and local partners. Guidelines are offered for structuring partner projects as course assignments by establishing clear learning goals and expectations, roles of project partners, timelines, and how student work will be evaluated.
Social Innovation at The New School November 2015kahanem
The New School was founded in 1919 to provide an alternative to traditional education that focused on intellectual constraints. It now has over 10,000 students across 135 undergraduate and graduate programs focused on collaborative and interdisciplinary learning. The New School prepares students for changing work environments through experiential learning opportunities like labs, competitions, and social venture incubators that allow students to apply their skills to real-world problems. Signature programs include New Challenge, which provides funding for student ideas, and labs focused on design, community development, games, and more that give students hands-on experience developing solutions to issues.
The smart education for smart ecosistems. sheila romera.sheila romera
Cities are changing rapidly with new technologies, posing challenges for education systems to prepare citizens. Smart city leaders must ensure residents have digital skills to participate fully. Education for smart cities requires moving beyond traditional student-teacher models and involving other community stakeholders. Learning environments across a city can cultivate creative skills for innovation. Schools should use technology to improve collaboration, engagement, and prepare students for 21st century jobs. Education has a role in teaching civic values and supporting lifelong learning and creativity to positively impact communities.
Here are 5 Key Principles of Maker Education: 1. Hands-On Learning 2. Creativity and Innovation 3. Collaboration and Communication 4. Critical Thinking and Problem-Solving
The document summarizes the Powerful Learning Practice (PLP) project at an independent school. Through PLP, the school connected with other schools globally to establish an ongoing learning community. They developed a digital citizenship curriculum for 7th grade students using online and face-to-face learning. The project achieved embedding digital citizenship into the curriculum using various Web 2.0 tools and standards. Participants learned how to better engage students and inform teachers about 21st century learning approaches.
2. Our Mission
Cognizant’s Making the Future
education initiative seeks to
inspire young learners to
pursue science, technology,
engineering and math
disciplines by creating
fun, hands-on learning
opportunities. Let’s make
the future together.
3. inspireD to make
In a speech to the National Academy
of Sciences, President Obama put out
a call to “Think about new and creative
ways to engage young people in science
and engineering, like science festivals,
robotics competitions and fairs that
encourage young people to create, build
and invent—to be makers of things, not
just consumers of things.”
Making the Future’s mission is to do
just that—to create fun, hands-on
learning opportunities for children.
Just as Cognizant works with each
client to ignite the greater company
within, we seek to unleash the passion
of young people in science, technology,
engineering and mathematics (STEM).
We believe strong STEM literacy—
coupled with the 21st century skills of
creativity and collaboration—will help
create a brighter future for our children
and prepare the next generation to
drive innovation and growth in our
global economy.
Making the Future was developed in
response to three troubling trends in the
U.S. that raise serious concerns among
parents, educators, business leaders and
policy makers:
1. A relative decline in math and
science proficiency
2. A decline in interest in the STEM fields
3. A decline in measured creativity
These trends threaten the
competitiveness of the U.S. economy and
quality of life for future generations.
4. Our Mission why making
making? making the future
components
making the future: after-school program
Making the Future draws inspiration Advocacy for change in the way we The After-School and Summer Program is educators and Makers interested in applying
Cognizant’s Making the Future
from the Maker Movement, a broad- deliver STEM education, working with the flagship Making the Future initiative, for a grant to run a Making the Future
education initiative seeks to based community that celebrates the groups like the Business Roundtable and designed in conjunction with the New York program in their communities.
inspire young learners to art of designing and building really cool Change the Equation, a CEO-led initiative Hall of Science, Maker Faire and Make
things, either doing it yourself (DIY) or to cultivate widespread STEM literacy. Magazine. Community-based organizations,
pursue science, technology, like science and children’s museums, will Join Us in Making the Future
with others (DIWO). Makers are driven
engineering and math by the challenge of the projects they Financial, in-kind, and volunteer support run the programs nationwide.
Do you believe in the power of Making and
tackle, while also engaging in design- and for non-profit organizations that inspire
disciplines by creating children through hands-on learning
Children participating in the programs will the positive impact it can have on the lives
project-based learning that can nurture make a project of their choosing. These of children? Are you a committed parent,
fun, hands-on learning creativity and develop proficiency in the opportunities, such as the New York Hall
might range from electronic gadgets, robots educator or Maker? If the answer is “Yes,”
opportunities. Let’s make STEM disciplines. of Science, Citizen Schools and the
and software programs to crafts, music or then we invite you to get involved with
Museum of Science, Boston, Engineering
the future together. Here’s why Making is important: is Elementary program.
technology-enhanced clothing. Facilitators Making the Future.
and mentors will support them over the 20-
To participate in Cognizant’s Making the
Hands-on, project- and design-based College scholarships for students to 40-hour program duration.
Future program, contact us today at
learning approaches are more consistent interested in pursuing STEM degrees. MakingtheFuture@cognizant.com.
Cognizant plans to launch the program at
with the cognitive processes and learning
Our flagship program, the Making 10 to 20 locations around the U.S. in the
styles we attribute to the millennial
the Future After-School and summer of 2012, and grow the program
generation and younger.
Summer Program. over the next five years. We are actively
These approaches spark creativity, identifying community organizations,
critical thinking, collaboration, and
other 21st century learning skills. They
“pull” kids into STEM disciplines by
generating interest and confidence,
rather than pushing them to “do better
in math and science.”
The Maker Movement, with its emphasis
on DIY and DIWO projects, provides
a strong community and supporting
philosophy that inspires this type of
creative learning and can appeal to both
girls and boys across a broad range of
socio-economic backgrounds.
5. making the future: after-school program
The After-School and Summer Program is educators and Makers interested in applying
the flagship Making the Future initiative, for a grant to run a Making the Future
designed in conjunction with the New York program in their communities.
Hall of Science, Maker Faire and Make
Magazine. Community-based organizations,
like science and children’s museums, will Join Us in Making the Future
run the programs nationwide.
Do you believe in the power of Making and
Children participating in the programs will the positive impact it can have on the lives
make a project of their choosing. These of children? Are you a committed parent,
might range from electronic gadgets, robots educator or maker? If the answer is “Yes,”
and software programs to crafts, music or then we invite you to get involved with
technology-enhanced clothing. Facilitators Making the Future.
and mentors will support them over the 20-
To participate in Cognizant’s Making the
to 40-hour program duration.
Future program, contact us today at
Cognizant plans to launch the program at MakingtheFuture@cognizant.com.
10 to 20 locations around the U.S. in the
summer of 2012, and grow the program
over the next five years. We are actively
identifying community organizations,