The document discusses challenges and opportunities for indigenous education in the 21st century. It notes that while indigenous schooling has made progress in closing the gap, more work is needed to develop curriculum that addresses modern issues like climate change, food and water shortages, and digital literacy. The presentation proposes 10 big questions that could form the basis for a modernized indigenous curriculum focusing on these types of challenges. It also highlights the need to boost indigenous participation in STEM fields to develop leadership able to guide communities through complex problems.
This document discusses Engineers Without Borders Australia's (EWB) school outreach program which aims to inspire Aboriginal and Torres Strait Islander students to pursue careers in STEM. It outlines EWB's approach of using humanitarian engineering and community-driven projects to challenge stereotypes of engineering. As part of the outreach, the document describes an activity where students learn about appropriate technology by building floating houses with limited, low-cost materials.
Here are the materials you have to choose from:
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You have 30 minutes to design and build your enclosure. Good luck!
Lecture 1 Why do I Need a Teacher When I have got Google by Dr. M Reza-Motahar Reza
The document discusses a lecture series given by Ian Gilbert on the topic of "Why Do I Need a Teacher When I’ve got Google?". It provides biographical information about Ian Gilbert and an outline of the topics that will be covered in his lecture, including the future of the world being in the hands of teachers and chapters on saving the world and the future coming. It also discusses challenges facing the world and growth in countries like India and China.
This is a presentation used by our organization to create interactive discussions in the scientific community. The intention is to share current trends and data in support of discussions about what we really want, for the future of science, for scientists in training, and for society.
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The document provides updates on various student organizations at Oklahoma State University's College of Engineering, Architecture, and Technology. It discusses successful events held by groups like the Student Council, National Society of Black Engineers, Cowboy Motorsports, Architectural Engineering Institute, Engineers Without Borders, Society of Petroleum Engineers, Society of Hispanic Professional Engineers, and Alpha Omega Epsilon sorority. It also announces new CEAT Ambassadors who will represent the college to prospective students, alumni, and donors.
This document discusses emerging trends in science, technology, jobs, and education. It notes that jobs are changing rapidly due to new technologies and will increasingly require skills in STEM fields. Examples are given of new types of jobs in areas like mechatronics, biotechnology, and health careers. Interviews with employers illustrate growing opportunities in fields like aerospace, advanced manufacturing, and energy that offer middle-to-high wages but require ongoing training and multi-disciplinary skills. The challenges of preparing students for this changing environment are also addressed.
This document discusses Engineers Without Borders Australia's (EWB) school outreach program which aims to inspire Aboriginal and Torres Strait Islander students to pursue careers in STEM. It outlines EWB's approach of using humanitarian engineering and community-driven projects to challenge stereotypes of engineering. As part of the outreach, the document describes an activity where students learn about appropriate technology by building floating houses with limited, low-cost materials.
Here are the materials you have to choose from:
- Aluminum foil
- Plastic wrap
- Wax paper
- Construction paper
- Cardboard
You have 30 minutes to design and build your enclosure. Good luck!
Lecture 1 Why do I Need a Teacher When I have got Google by Dr. M Reza-Motahar Reza
The document discusses a lecture series given by Ian Gilbert on the topic of "Why Do I Need a Teacher When I’ve got Google?". It provides biographical information about Ian Gilbert and an outline of the topics that will be covered in his lecture, including the future of the world being in the hands of teachers and chapters on saving the world and the future coming. It also discusses challenges facing the world and growth in countries like India and China.
This is a presentation used by our organization to create interactive discussions in the scientific community. The intention is to share current trends and data in support of discussions about what we really want, for the future of science, for scientists in training, and for society.
The document summarizes several funding presentations and announcements from the Engineering Council general meeting on April 28, 2010. It discusses funding received by societies such as SHPE, Chi Epsilon, EWB, and ANS to attend conferences like the ACI Convention, RLDC, EWB International Conference, and the American Nuclear Society Student Conference. It also summarizes roundtable research meetings from GESO and the Krug Lecture hosted by Alpha Chi Sigma.
The document provides updates on various student organizations at Oklahoma State University's College of Engineering, Architecture, and Technology. It discusses successful events held by groups like the Student Council, National Society of Black Engineers, Cowboy Motorsports, Architectural Engineering Institute, Engineers Without Borders, Society of Petroleum Engineers, Society of Hispanic Professional Engineers, and Alpha Omega Epsilon sorority. It also announces new CEAT Ambassadors who will represent the college to prospective students, alumni, and donors.
This document discusses emerging trends in science, technology, jobs, and education. It notes that jobs are changing rapidly due to new technologies and will increasingly require skills in STEM fields. Examples are given of new types of jobs in areas like mechatronics, biotechnology, and health careers. Interviews with employers illustrate growing opportunities in fields like aerospace, advanced manufacturing, and energy that offer middle-to-high wages but require ongoing training and multi-disciplinary skills. The challenges of preparing students for this changing environment are also addressed.
The document discusses the importance of incorporating a global dimension into education by preparing students to understand global issues and their role in the wider world. It emphasizes that students are more engaged when the curriculum is relevant and allows them to take ownership of their learning. A 21st century curriculum should help students recognize their responsibilities as global citizens and examine their own values and attitudes in relation to global challenges.
The Department of Science and Technology launched the I-Salt project in Alaminos, Pangasinan to introduce salt ionization technologies to local salt makers. The project utilized a saturated brine feed reservoir, spin dryer, and iodizing machine developed by DOST's Industrial Technology Development Institute and Philippine Council for Industry, Energy, and Emerging Technology Research and Development. The technologies help produce finer and purer salt with reduced moisture, allowing for uniform infusion of 30-70 ppm of iodine.
Join the winners of the National Collaborating Centre for Public Health (NCCPH) Knowledge Translation (KT) Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students and recent graduates are leading the field in terms of innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.
Melissa MacKay, PhD Candidate, Public Health, University of Guelph – Maintaining trust through effective crisis communication during emerging infectious disease
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The annual report summarizes environmental activities at UCL's Environment Institute over the past year. It describes how the Institute facilitates interdisciplinary research across UCL schools and departments on environmental issues. Several notable events are highlighted, including the Sustainability Concepts and Materials Conference that brought together different disciplines, and activities under each of the Institute's research themes on biodiversity, climate change, environmental governance, migration, sustainable cities, and water security. The report concludes by encouraging readers to follow the Institute's social media to learn about upcoming events in 2012-2013.
What is Science and Scientific Research? Take a look at the slideshow to find out. Contact us on www.onestepup.in and book a career counselling session with us.
Students of the 21st century Civics and Citizenship require new skills of digital and global citizenship. The skills that need to be taught, a look at some global projects to get involved in and how to meet other educationalists to share projects/classes with will be outlined in this session. Stories from our classroom will be shared, eg a discussion on racism in real time with years 6/7 students in India. Learn how exciting technology can make the classroom, how vital digital citizenship is and some great activities to apply in the classroom.
NSF IUSE Ideas Lab In Engineering: Provoking Action!boralogix
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This document provides information about the GCSE Geography course offered at Abbeyfield School, including example careers of people who studied Geography, the skills developed in the course, exam board and structure, topics covered, and reasons for choosing Geography. The course covers both physical and human geography topics like weather, climate, rivers, coasts, urban issues, development, and industry. Students are assessed through two exams and a controlled assessment consisting of a fieldwork study and cross-unit task.
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This document describes the Sciencebook Trust (TST), a nonprofit organization that aims to encourage understanding of STEM topics related to climate change, sustainability, and innovation among young people. It does this through an online book at www.sciencebook.org.uk and engaging activities. TST collaborates with individuals, organizations, and young people to inspire the next generation. It uses an intergenerational and cross-sector model of engagement and communication to benefit a wide, inclusive network. The document provides examples of past events and contributions from scientists, educators, and students to the online book. It outlines plans to expand content and reach more young people through various youth organizations.
This document discusses organizing higher education in animal welfare in a changing society. It analyzes open educational practices and how they can enable sustainable and inclusive knowledge development in animal welfare globally. The research aims to understand new ways of organizing higher education and how open educational resources (OER) can help analyze interconnected activity systems related to different animal welfare stakeholders. It also discusses using design research to develop infrastructures for knowledge sharing between universities and societies.
The document describes the InnoBox Science and Engineering Kit, which aims to address educational needs in South Africa. It contains over 50 science and engineering experiments covering various disciplines like biology, physics, chemistry, and engineering. The experiments are designed to be conducted in resource-limited environments using supplies provided. An initial implementation will take place at a school in South Africa to assess the InnoBox and enhance its sustainability and contents. The goal is to provide a multidisciplinary STEM education using a low-cost, portable kit.
V Rolfe - Open Education in Life Sciences - 27th July 2012Vivien Rolfe
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Abstract: Our future has never been more threatened. Nuclear war was possible, but inaction was basically good enough to avoid it so far. Today, we additionally face the prospect of an overpopulated, undernourished, inequitable, resource-depleted (water, minerals, genes), unsustainable world with self-increasing global warming, and wars for survival. Inaction under these conditions is deadly, and we need to move fast, building a sustainable, decarbonized, circular economy. Researchers of all disciplines need to become active! Better information management and research communication is essential for this, with most of the actions discussed at this conference contributing towards this goal. However: Can we add specific actions? What research is needed most? Can we prioritize some research-related actions to fulfill the requirements of the Sustainable Development Goals? How can we enable, harness and synthesize contributions from all disciplines to that end? What changes to research culture and the way we communicate research does this entail? We will a) organize an unconference workshop Friday morning - please watch the announcement - and b) present the collected ideas.
A lecture by by Prof. Mohamed Labib Salem: Fostering The Roles of Universitie...Prof. Mohamed Labib Salem
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محاضرة من ا.د. محمد لبيب سالم
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This document provides an overview and introduction for an Environmental Geography course. It outlines the following key points:
1) The instructor's contact information and an overview of assignments and evaluation criteria for the course.
2) The course will provide an introduction to environmental science and geography, covering topics like human impacts, ecosystems, population growth, agriculture, climate change and sustainability.
3) The goal of the course is to examine global environmental issues and what can be done to address problems like biodiversity loss from a scientific perspective. It will involve lectures, discussions and hands-on assignments.
Capilano university program-guide 2016 -2017 iamprosperous
The document is a program guide for Capilano University that provides information about the university and its programs. It describes Capilano University as a vibrant university located in North Vancouver with stunning natural surroundings and close proximity to downtown Vancouver. It emphasizes Capilano University's approach to hands-on, practical learning that prepares students well for their careers. The guide provides details on the various credentials offered, including bachelor's degrees, diplomas, certificates, and continuing education programs across different faculties like Arts & Sciences, Business, Education, and Fine & Applied Arts.
The universities from Canada are preferred by more than 130,000 international students yearly. Offering a high-quality teaching system, Canada is also rich in possibilities and cultures. Research, scientific publications and international collaborations are three of the aspects that Canada and its universities focus on. for more details please visit our website http://newedgecs.com
Excellence & Equity in Maths, STEM and Higher EducationMATSITI
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Value Our Education, Value Our Future: Transforming Mathematics Education
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Respect, Relationships, Reconciliation: Resources for pre-service teachers.MATSITI
This document discusses resources for teaching Aboriginal and Torres Strait Islander education to pre-service teachers. It provides an overview of the Respect, Relationships, Reconciliation (3Rs) modules, which aim to provide knowledge and skills aligned with the Australian Professional Standards for Teachers. The 3Rs modules have been trialled and found easy to incorporate into different contexts. Feedback indicates the resources facilitate deep discussion, reflection and learning about Indigenous identities, cultures and anti-racism strategies. Next steps are recommended to further support the use of the 3Rs modules across initial teacher education programs.
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This document summarizes a job posting for a Postdoctoral Research Fellow position within Deakin University's Blue Carbon Lab. The position involves undertaking research that translates blue carbon science into policy and practice, with a focus on developing expertise in blue carbon and operationalizing marketable blue carbon projects. Key responsibilities include conducting independent research, publishing research findings, contributing to teaching, collaborating with research teams and stakeholders, and project management. Applicants should have a PhD relevant to blue carbon, emerging research experience, excellent communication and collaboration skills, and a passion for research impact. The successful applicant will be expected to make research contributions and develop industry and government partnerships.
This document provides information about the GCSE Geography course offered at Abbeyfield School, including example careers of people who studied Geography, the skills developed in the course, exam board and structure, topics covered, and reasons for choosing Geography. The course covers both physical and human geography topics like weather, climate, rivers, coasts, urban issues, development, and industry. Students are assessed through two exams and a controlled assessment consisting of a fieldwork study and cross-unit task.
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9
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Indigenous Schooling in the 21st Century and the Digital Inclusion Agenda
1. ELFS – Faculty of Sciences
Faculty of Sciences
What school Teachers will Encounter: Indigenous Schooling in the 21st Century
and The Digital Inclusion Agenda and the Ten Big Questions.
Dr Lester-Irabinna Rigney
BE.d, ME.d, PhD, MACE
Professor, Dean Indigenous Education
MATSITI Conference Cairns
14-15 October 2013
Life Impact | The University of Adelaide
Life Impact | The University of Adelaide
2. ELFS – Faculty of Sciences
Dr Lester-Irabinna Rigney Writings
2011 ACER
Nola Purdie
Publisher: APi Network,
Curtin University of Technology
2006
Life Impact | The University of Adelaide
3. ELFS – Faculty of Sciences
Which Australian map have you
been taught
Life Impact | The University of Adelaide
4. ELFS – Faculty of Sciences
Which Australian map have you
been taught
Life Impact | The University of Adelaide
5. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
6. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
7. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
8. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
9. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
10. ELFS – Faculty of Sciences
Classroom Portraits Julian Germain’s
Life Impact | The University of Adelaide
11. ELFS – Faculty of Sciences
Rebecca Richards - Australia's First
Aboriginal Rhodes Scholar to Oxford
University .
Life Impact | The University of Adelaide
12. ELFS – Faculty of Sciences
1960 – 2000 Indigenizing Schools
Challenges, Demand and Priorities.
1.Aboriginal Education - Teachers, Curriculum,
Leaders.
2.Linguistics – Language maintenance revival.
3.Law – Land Rights, Sovereignty, Human Rights.
4.Anthropology - Identity, community.
5.Medicine – Health practitioners, nurses, doctors.
6.ACCESS, EQUITY, EO.
- Humanities, Social Sciences, Health Science,
Professions
Life Impact | The University of Adelaide
13. ELFS – Faculty of Sciences
Indigenous Studies
Indigenous Perspectives
Education
Health
Science
Arts
Humanities
Engineer and Tech
Languages
Social Science
Math
Science
Vertical
Indigenous Studies
CORE Curriculum 8 - key learning Areas
Horizontal
Indigenous Perspectives
Life Impact | The University of Adelaide
14. ELFS – Faculty of Sciences
2000 - Indigenizing Schools
Wicked Problems, Grand Horizon Challenges
Biodiversity loss
Literacy -Numeracy
Carbon
Renewable Energy
World food shortage
Fresh water fall - Sea level rise
Climate Change
Digital Literacy/Revolution as entrance to next
generation
economies
- Science, Computer Sciences, Engineering,
Professions, Mathematics
Life Impact | The University of Adelaide
15. ELFS – Faculty of Sciences
The Wicked Problems and their Solutions
Life Impact | The University of Adelaide
16. ELFS – Faculty of Sciences
Why Change is Needed?
1. Indigenizing Schools for Catch up
- Parity
- Re-active
2. Balance between Aboriginal determined futures and
academy has been lost and we need to re-establish it.
3. Indigenizing the Schools for the Horizon
- Proactive to Wicked Problems
- Build on momentum from past 3 decades of
Indigenizing the Academy
- Build a modern, digital ready 21st century
Indigenous education
Life Impact | The University of Adelaide
17. ELFS – Faculty of Sciences
What should we hope to achieve?
• Relevance of curriculum innovation
in our discipline areas of Aboriginal
Studies – Aboriginal Education.
• Addressing the under theorisation of
Aboriginal in the Wicked Problems
• Produce Aboriginal leaders able to
- Guide the next generation
through wicked problem,
- 21st Century digital literacies
and economies,
- STEM related Careers
Life Impact | The University of Adelaide
18. ELFS – Faculty of Sciences
Canada, USA and Australia Indigenous higher
education attainment factors include:
-Enrolment & Commencement
considerably less than others
• Most enrolments Health, Law,
education, Nursing
• low numbers in science,
Maths technology, and
architecture, Engineering
• Retention and success rates
approx. 30 % lower
• In Australia an increase of
over 600% required for number
of PhD candidates to reach
population parity
Life Impact | The University of Adelaide
19. ELFS – Faculty of Sciences
Q&A - remote and live audiences
Life Impact | The University of Adelaide
20. ELFS – Faculty of Sciences
As the global community looks for ways to meet the Millennium Development
Goal (MDG) of halving the share of people in poverty by 2015 from it s 1990
level , it cannot afford to ignore the plight of indigenous peoples .
Hall and Patrinos (2006)
Life Impact | The University of Adelaide
21. ELFS – Faculty of Sciences
Taylor 2006
Life Impact | The University of Adelaide
22. ELFS – Faculty of Sciences
Temporary Mobility
Life Impact | The University of Adelaide
23. ELFS – Faculty of Sciences
What does Aboriginal Education in the 21st
Century look like?
Life Impact | The University of Adelaide
24. ELFS – Faculty of Sciences
Life Impact | The University of Adelaide
25. ELFS – Faculty of Sciences
Demography Trends
Tony Vinson (2007) Dropping
Off the Edge
Life Impact | The University of Adelaide
26. ELFS – Faculty of Sciences
Hope
•
(BER) Building the Education
Revolution $16.2 billion
•
National Curriculum
•
Closing Gap
•
(NBN) National Broadband Network
$43 billion;
•
(EYLF) Early Years Learning
Framework
•
(NTER) NT Emergency Response
$587 Million (07-08)
•
(NPST) National Professional
Standards for Teachers
Life Impact | The University of Adelaide
27. ELFS – Faculty of Sciences
Life Impact | The University of Adelaide
28. ELFS – Faculty of Sciences
Professor Rigney’s 10 Big Questions
for a modern Aboriginal curriculum
28
Life Impact | The University of Adelaide
29. ELFS – Faculty of Sciences
The Ten Big Questions
1. How did Aboriginal cultures begin?
2. How does the Earth work?
3. What is life, what is culture and Language?
4. How are Aboriginal cultures evolving on Earth?
5. How do we unravel the causes of Aboriginal disease?
6. Why does climate change from an Aboriginal view?
7. How can we feed the World sustainably?
8. How can we reduce our reliance on governments?
9. How will we conserve Aboriginal diversity?
10. Where will the science and digital revolution
take us?
29
Life Impact | The University of Adelaide
30. ELFS – Faculty of Sciences
Q&A - remote and live audiences
Life Impact | The University of Adelaide
31. ELFS – Faculty of Sciences
Sophisticated Vocabulary
Old
•
•
•
•
•
•
•
•
•
•
•
•
Recent
Hard drive
URL
Format
DoS
Youtube 2005
Wiki
Terabyte
Blog
Cookie
E-mail
Firewall
Macros
More Recent
• Blackhole Exploit
kit
• Web cloud
• Stuxnet
• Mobile botnet
• WSoD –White
Screen of Death
• TeamViewer
• Virus Sponsored
• AriOS
• iPad 2
• Tuenti
•4shared
•MongoDB
•Ultrabook
•Haswell
•hardware(Sponsored) »
•Tick-tock
•Tri-Gate
•Ivy Bridge
•Sandy Bridge
•Chromebook
•Google+ (Google Plus)
Life Impact | The University of Adelaide
32. ELFS – Faculty of Sciences
Digital Divide Digital Inclusion
Rigney, L-I, Falkner, K, Radoll, P & Williams, M (2013), Digital Inclusion and
Aboriginal and Torres Strait Islander Peoples: A Discussion Paper
”
Tasmania
South Australia
Figure 12 South Australian household Internet access by
remoteness Indigenous and non-Indigenous
Northern
Territory
Life Impact | The University of Adelaide
33. ELFS – Faculty of Sciences
Digital Divide Digital Inclusion
Rigney, L-I, Falkner, K, Radoll, P & Williams, M (2013), Digital Inclusion and
Aboriginal and Torres Strait Islander Peoples: A Discussion Paper
”
Reason for not having
computer
Type Internet Connection
Types of Phone Used at home
Life Impact | The University of Adelaide
34. ELFS – Faculty of Sciences
Sophisticated Numeracy
Recent
•
US Library of Congress 3 Petabyte
• LC has 20 million books and each
requires 1 MB.
• LC printed text, 13 million photos,
even if compressed to a 1 MB JPG
each, would be 13 terabytes.
• The 4 million maps in Geography
Division might scan to 200 TB.
• Over 500k movies; at 1 GB each
they would be 500 terabytes
• Bulkiest 3.5 million sound
recordings, which at one audio CD
each, would be almost 2,000 TB.
• Makes total size of Library perhaps
about 3 petabytes (3,000
terabytes).
· 1 Bit = Binary Digit
·
·
·
·
·
·
·
·
·
·
·
8 Bits = 1 Byte
1024 Bytes = 1 Kilobyte
1024 Kilobytes = 1 Megabyte
1024 Megabytes = 1 Gigabyte
1024 Gigabytes = 1 Terabyte
1024 Terabytes = 1 Petabyte
1024 Petabytes = 1 Exabyte
1024 Exabytes = 1 Zettabyte
1024 Zettabytes = 1 Yottabyte
1024 Yottabytes = 1 Brontobyte
1024 Brontobytes = 1 Geopbyte
Life Impact | The University of Adelaide
35. ELFS – Faculty of Sciences
Some Key Thinkers in the area?
Life Impact | The University of Adelaide
36. ELFS – Faculty of Sciences
Oxford Professor Martin Westall
Young people in the 21st
Century will spend their
adult lives in a
multitasking,
multifaceted, technologydriven, diverse, rapidly
changing world which is
far removed from the
world faced by most of
their teachers at the time
they entered adulthood
Life Impact | The University of Adelaide
37. ELFS – Faculty of Sciences
Oxford Professor Martin Westall
•
•
•
•
•
•
•
•
Schools 24/7
IT no replacement for teacher
Globalism
Problem solving
Communication
News jobs
Sandwich generation
rapid change and turnover
Life Impact | The University of Adelaide
38. ELFS – Faculty of Sciences
Harvard Professor: Tony Wagner
“Despite the best efforts
of educators, schools
are ‘dangerously
obsolete”
“Why don’t even the
best schools fail to
teach the new survival
skills our children
need for the future
“Old world of school New
world of work”
Life Impact | The University of Adelaide
39. ELFS – Faculty of Sciences
Harvard Professor Tony Wagner
Seven Survival skills
•Collaboration across networks
•Effective Oral and Written Communication
•Accessing and analysing information
•Curiosity and imagination
•Agility & adaptability
•Initiative &Entrepreneurialism
Life Impact | The University of Adelaide
40. ELFS – Faculty of Sciences
Anthony Wilhelm
• Access is not enough
• ICT Luxury or essential to
survival?
• Digital ghettos
• New technologies no
recipe for success
• ICT Human rights lag
• Digital surveillance
• Every citizen should know
how to use a computer
• Decline of the nation state
and its laws
Life Impact | The University of Adelaide
41. ELFS – Faculty of Sciences
Partnerships 21 Century USA
‘Framework for
21st Century Skills’
Life Impact | The University of Adelaide
42. ELFS – Faculty of Sciences
Partnerships 21 Century
Core Subjects and 21st Century Themes
Core subjects include: English, reading or language arts ,
World languages
Arts, Mathematics , Economics , Science , Geography , History,
Government and Civics
21st century interdisciplinary themes into core subjects:
• Global awareness, Financial, economic, business and
entrepreneurial literacy, Civic literacy, Health literacy,
Environmental literacy Learning and thinking skills,
Financial, economic, business and entrepreneurial Literacy,
Civic, health and environmental Literacy, Information and
communication technology (ICT), Life Skills, Modern
assessment of 21st Century skills
Life Impact | The University of Adelaide
43. ELFS – Faculty of Sciences
What can I do as a teacher/parent
• Kids love challenges - schools and university are
the right place
• Be Present
• Turn kids on to learning at home and school.
• Reading at home – Be a volunteer - Library
culture
• Move away from same old thing
• Parent partnerships with schools
• Not be tempted by quick fixes
• Do not become a Prisoner of Despair
All problems have a use by date
Life Impact | The University of Adelaide
44. ELFS – Faculty of Sciences
Q&A - remote and live audiences
Life Impact | The University of Adelaide
Editor's Notes
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
Within the curriculum of each state & territory, as well as with the development of a National Curriculum, there are numerous subject [learning] areas. A number of these are considered Key/Core Subject Areas. These are common in all jurisdictions, with additional subject/learning areas also common, though with variation depending on individual state or territory emphases. The same applies to the National Curriculum process, where there is an initial development of core subject/learning areas.
While areas may be common, titles for these vary between states & territories. This is more common with areas other than English [Language], Mathematics and Science. It is even more common with sub-areas within these, especially in secondary years, where individual subjects occur more than areas, as at the Primary level.
Really COAG agenda of closing the gap means Halve the gap no reduce it no NIL
Interview with Professor John Halsey, Sidney Myer Chair of Rural Education and Communities, Flinders University who recently visited Naracoorte to get ideas on what rural people want for their communities. He says he and his staff collected information from Karoonda, Kadina, Kimba, Loxton and Burra. He says they also received information from people at the Naracoorte show. Halsey says people want access to good education and young people need to be retained for future generations. Richardson mentions Lucindale school which keeps the local community alive. Rural and remote communities are under immense pressure from declining population and the "double whammy" of deteriorating services that are rising in cost. At the same time, the role of those communities in producing food, supplying energy and resources, managing water and the environment has never been more important. Halsey refers to the sense that country people feel, that they are not being heard or understood by city-centric Government leaders, in terms of their needs. He says survey results will be put into a report and sent to Government and key agencies. He refers to the closure of rural hospitals and compares funds spent on the Adelaide Oval and city tram lines. Halsey says this sends a message that rural communities are not as important as cities. He mentions Monsignor Cappo who works with the disadvantaged in the city and suggests rural people need to be represented similarly.
In science When we ask students to examine photo syenthesis they become bored quickly. Seeking answers to big question place selective concepts like Photosynthesis within modern challenges like climate change. Similarly When ask students to examine colonial and settler relationships is needs to be within the context of my ten big questions.
Comparing the Web and the Library of Congress
Wagner calls for the reinvention of schools for the 21st Century for the sake of our children who need skills and knowledges to address the successes and ills inherited from the previous generation
Framework for 21st Century Learning
The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skillsstudent outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).
In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving
The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skillsstudent outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).
In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving
The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.
The key elements of 21st century learning are represented in the graphicand descriptions below. The graphic represents both 21st century skillsstudent outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom).