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.
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.
ecoo12 Presentation Oct 26 2012 - Grant MontgomeryGMontgomery10
Tuning into Teenagers ... and now our next phase, iTuning into Teenagers.
How do you support and involve ALL staff in integrating IT into their programs to better engage students and achieve higher levels of achievement? This presentation will examine our journey at Bayside Secondary School over the past several years in addressing this question.
Challenge Based Learning in the iPad classroomMark Richardson
This document outlines Mark Richardson's experience with and advocacy for Challenge Based Learning (CBL) and the use of iPads in CBL classrooms. It provides an overview of CBL, examples of how iPads can enhance CBL projects, and recommendations for specific apps to support each stage of the CBL process from launching challenges to sharing solutions. The document also shares resources for teaching CBL with iPads such as existing CBL units, tutorials for apps, and links to iTunes U courses about CBL.
Doug Wynn has over 30 years of experience in education and media design. He has held numerous roles including teacher, academic chair, technology director, and small business owner. Wynn has expertise in areas such as curriculum design, instructional technology, multimedia production, and career technical education administration. He currently works as a teacher in Nevada, drawing on his extensive and varied professional background.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
Challenge Based Learning (CBL) is an instructional approach that presents students with challenges to solve or products to create. It provides multiple entry points and solutions, focuses on universal challenges with local solutions, and connects multiple disciplines. CBL teaches 21st century skills through authentic projects, uses technology for collaboration, and allows students to publish their work. It assesses both the problem solving process and the quality of students' solutions.
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.
ecoo12 Presentation Oct 26 2012 - Grant MontgomeryGMontgomery10
Tuning into Teenagers ... and now our next phase, iTuning into Teenagers.
How do you support and involve ALL staff in integrating IT into their programs to better engage students and achieve higher levels of achievement? This presentation will examine our journey at Bayside Secondary School over the past several years in addressing this question.
Challenge Based Learning in the iPad classroomMark Richardson
This document outlines Mark Richardson's experience with and advocacy for Challenge Based Learning (CBL) and the use of iPads in CBL classrooms. It provides an overview of CBL, examples of how iPads can enhance CBL projects, and recommendations for specific apps to support each stage of the CBL process from launching challenges to sharing solutions. The document also shares resources for teaching CBL with iPads such as existing CBL units, tutorials for apps, and links to iTunes U courses about CBL.
Doug Wynn has over 30 years of experience in education and media design. He has held numerous roles including teacher, academic chair, technology director, and small business owner. Wynn has expertise in areas such as curriculum design, instructional technology, multimedia production, and career technical education administration. He currently works as a teacher in Nevada, drawing on his extensive and varied professional background.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
Challenge Based Learning (CBL) is an instructional approach that presents students with challenges to solve or products to create. It provides multiple entry points and solutions, focuses on universal challenges with local solutions, and connects multiple disciplines. CBL teaches 21st century skills through authentic projects, uses technology for collaboration, and allows students to publish their work. It assesses both the problem solving process and the quality of students' solutions.
Thanks to Fab Lab Benfica, I could present the Future Learning Unit Research Group during the Educational Distributed Designs Webinars.
Together with my colleague Santi Fuentemilla, we could showed some of the projects we have implemented in the Fab Lab Barcelona and shared reflections with the Portugal maker community.
About the 2012 Global Education ConferenceLucy Gray
The document discusses creating global learning networks through the Global Education Collaborative and Conference. The collaborative is a social network of over 10,000 educators from 142 countries who share resources and projects to promote global awareness. The annual Global Education Conference is free and held online in November, featuring webinars, moderator training, and an inclusive proposal process for globally-focused activities. The conference aims to help prepare students for a complex world through relationships and global collaboration.
This document summarizes a presentation on modernizing education through social media and technology. It discusses the need to improve teaching and learning by cultivating 21st century skills and robust technology programs through visionary leadership, strategic planning, and commitment to continuous improvement. Successful programs also depend on how pressured schools feel to prepare students for a changing world. The document provides examples of innovative schools and programs that have successfully integrated new technologies and networked learning.
Learning with Quest Atlantis in Singaporemediaplaylab
The document discusses the Learning Sciences Lab (LSL) in Singapore, its mission to foster deep learning through technology-enabled pedagogical practices, and its research into ICT-enhanced transformation in schools. It then provides information about Quest Atlantis, a virtual world for learning, including that it is a global online community used for education. Examples are given of how Quest Atlantis incorporates learning by doing and 21st century skills. Research results are presented showing significant gains in learning from using Quest Atlantis curricula in Singapore secondary schools.
CULTIVATING COMMUNITIES of PRACTICE to SUPPORT PROFESSIONAL DEVELOPMENT in TESOLMichel GOUGOU
Abstract: This presentation is a descriptive study about the positive impact of communities of practice groups during the TESOL 2021 Conference. Findings focus on teacher’s challenges, the benefits of these communities, and best practices for creating future community of practices for teachers around West Africa so that they can develop teaching skills and receive professional development.
Link of the West Africa TESOL Conference recording in the Youtube channel: https://www.youtube.com/channel/UCvoV33di4RDoQgKny44FkgA
It was a great event to interact and share our passion as English practitioners.
Mine is https://youtu.be/O15Lw0FiIc4
Thanks.
The document outlines the current connectivity between the PoP PG and other networks. It shows the primary and backup connections between the GARR network, SWE.PG, RU.UNI-PG, SWU.INFN-PG, and RU.INFN-PG networks. Different VLANs are used for the primary and backup connections to provide fault tolerance between the PoP PG and INFN networks.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
This document discusses upgrading school curriculum content and structure for the 21st century. It recommends provoking students by cultivating global and personal perspectives using interdisciplinary designs. Content should develop career skills and real-world application while expanding technology and complexity to match student age and ability. Subjects like social studies, sciences, languages, arts and math should fuse traditional divisions and organize around problems. School schedules, student groupings, teacher teams and physical/virtual learning spaces also need reinventing to connect students globally and challenge old assumptions. The goal is flexible, innovative and virtual education led by cross-disciplinary professionals to develop critical thinking for our changing world.
This document discusses the need for school districts to develop a strategic approach, or "model architecture", for transitioning to digital curriculum. It provides an overview of the current state of digital education, emphasizing the importance of adopting digital curriculum to fully utilize classroom technology. The document then outlines key components that should be addressed in a digital curriculum transition strategy, such as organizing available resources, devices, networks, professional development offerings, subscription services, and management systems. It stresses that developing a clear strategy is an essential first step before distributing devices to students. The strategy should be informed by studying best practices from other districts that have successfully implemented digital curriculum transitions.
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
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.
Thanks to Fab Lab Benfica, I could present the Future Learning Unit Research Group during the Educational Distributed Designs Webinars.
Together with my colleague Santi Fuentemilla, we could showed some of the projects we have implemented in the Fab Lab Barcelona and shared reflections with the Portugal maker community.
About the 2012 Global Education ConferenceLucy Gray
The document discusses creating global learning networks through the Global Education Collaborative and Conference. The collaborative is a social network of over 10,000 educators from 142 countries who share resources and projects to promote global awareness. The annual Global Education Conference is free and held online in November, featuring webinars, moderator training, and an inclusive proposal process for globally-focused activities. The conference aims to help prepare students for a complex world through relationships and global collaboration.
This document summarizes a presentation on modernizing education through social media and technology. It discusses the need to improve teaching and learning by cultivating 21st century skills and robust technology programs through visionary leadership, strategic planning, and commitment to continuous improvement. Successful programs also depend on how pressured schools feel to prepare students for a changing world. The document provides examples of innovative schools and programs that have successfully integrated new technologies and networked learning.
Learning with Quest Atlantis in Singaporemediaplaylab
The document discusses the Learning Sciences Lab (LSL) in Singapore, its mission to foster deep learning through technology-enabled pedagogical practices, and its research into ICT-enhanced transformation in schools. It then provides information about Quest Atlantis, a virtual world for learning, including that it is a global online community used for education. Examples are given of how Quest Atlantis incorporates learning by doing and 21st century skills. Research results are presented showing significant gains in learning from using Quest Atlantis curricula in Singapore secondary schools.
CULTIVATING COMMUNITIES of PRACTICE to SUPPORT PROFESSIONAL DEVELOPMENT in TESOLMichel GOUGOU
Abstract: This presentation is a descriptive study about the positive impact of communities of practice groups during the TESOL 2021 Conference. Findings focus on teacher’s challenges, the benefits of these communities, and best practices for creating future community of practices for teachers around West Africa so that they can develop teaching skills and receive professional development.
Link of the West Africa TESOL Conference recording in the Youtube channel: https://www.youtube.com/channel/UCvoV33di4RDoQgKny44FkgA
It was a great event to interact and share our passion as English practitioners.
Mine is https://youtu.be/O15Lw0FiIc4
Thanks.
The document outlines the current connectivity between the PoP PG and other networks. It shows the primary and backup connections between the GARR network, SWE.PG, RU.UNI-PG, SWU.INFN-PG, and RU.INFN-PG networks. Different VLANs are used for the primary and backup connections to provide fault tolerance between the PoP PG and INFN networks.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
The document discusses the need to update K-12 curriculum for 21st century learners. It advocates designing curriculum around essential questions, big ideas, and skills that prepare students for an uncertain future. Curriculum mapping is presented as a way to align curriculum within and across grade levels, integrate new technologies and resources, and make curriculum more globally connected and socially networked.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
This document discusses upgrading school curriculum content and structure for the 21st century. It recommends provoking students by cultivating global and personal perspectives using interdisciplinary designs. Content should develop career skills and real-world application while expanding technology and complexity to match student age and ability. Subjects like social studies, sciences, languages, arts and math should fuse traditional divisions and organize around problems. School schedules, student groupings, teacher teams and physical/virtual learning spaces also need reinventing to connect students globally and challenge old assumptions. The goal is flexible, innovative and virtual education led by cross-disciplinary professionals to develop critical thinking for our changing world.
This document discusses the need for school districts to develop a strategic approach, or "model architecture", for transitioning to digital curriculum. It provides an overview of the current state of digital education, emphasizing the importance of adopting digital curriculum to fully utilize classroom technology. The document then outlines key components that should be addressed in a digital curriculum transition strategy, such as organizing available resources, devices, networks, professional development offerings, subscription services, and management systems. It stresses that developing a clear strategy is an essential first step before distributing devices to students. The strategy should be informed by studying best practices from other districts that have successfully implemented digital curriculum transitions.
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
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.
The document discusses using digital concept maps as a teaching and learning strategy in global curriculum development. It explains that digital concept maps allow linking of additional resources like images, videos and texts to map out concepts. This strategy provides a way to share curriculum resources globally and helps students, teachers and program coordinators understand how concepts are interconnected. Implementing digital concept mapping in teacher education programs and global curriculums can improve training of graduates and keep curriculums up to date with new teaching methods.
Date: Venue
The document discusses developing digital literacy. It provides biographies of speakers Helen Beetham, Rhona Sharpe, and Greg Benfield who will discuss lessons learned from previous JISC studies on digital literacy and capabilities needed for the 21st century. The event will explore how higher education can help students develop digital literacies through activities and discussion of new ways of knowing and graduate attributes.
The Virtual Teachers Toolbox (VTT-BOX.EU) project aims to create an online toolbox to help teachers develop open and distance learning courses. The two-year project involves partners from five European countries. The toolbox will include an innovative self-evaluation method, a learner-centered pedagogical approach, a quality enhancement framework, and focus on digital competencies. An initial pilot was positive, with learners appreciating the quick visibility of learning progress. The project is funded by the European Commission to support innovation and sharing of best practices in education.
2014 NMC Horizon K-12 and Higher EducationCathleen Galas
Review of two NMC reports on educational technology adoptions, challenges, and important developments for the next year, next 2-3 years, and next 4-5 years for K-12 and Higher Education.
This document outlines a proposal to create a virtual learning community (VLC) to improve curriculum mapping and alignment. It discusses the vision to incorporate more technological and social media opportunities for students, teachers, and community members. The VLC would allow for vertical and horizontal alignment of curriculum across grades and subjects. It would provide asynchronous and synchronous learning opportunities regardless of location or socioeconomic status. The document describes how the VLC would be implemented and structured, the role of technology, needs assessment, professional development resources, and methods for evaluation.
The document discusses trends and challenges in higher education in a digital age. Some key points:
- Digital technologies will dominate communication and information, which will be globally accessible through personal networks. Competition for middle-class jobs will intensify.
- The assumptions that knowledge work will be highly rewarded and concentrated among global elites, and that UK graduates will be competitively placed, are troubled by trends like offshoring and increasing supply of graduates globally.
- Students face challenges in fitting flexible learning around other responsibilities, staying motivated without consistent support systems, and developing digital and information literacy skills.
- Institutions must transform curricula through open educational resources and practices, collaborative online learning communities, and ensuring students
This document summarizes a presentation about reimagining learning for an inclusive and flexible future. It discusses how the past decade of education has changed, with a focus on increasing digital skills and accessibility. It outlines a funded project in Ireland with 4 pillars to enhance digital teaching and learning. This includes mapping training opportunities, launching a webinar series, and developing short courses on universal design and digital skills. It highlights student and staff perspectives, key learnings around collaboration and flexibility, and a cautiously optimistic view of changes driven by the pandemic.
This document outlines an EduCon 2.1 workshop on curriculum mapping in a Web 2.0 world. The workshop aims to help educators embed 21st century skills and ideas into their school's curriculum by mapping curriculum onto an online wiki. Participants will observe and reflect on sample curriculum maps, map a personal unit online, and brainstorm 21st century skills, assessments and resources. The goal is for educators to learn how curriculum mapping can serve as a bridge between old and new ideas and facilitate sharing of ideas through its online collaborative format.
The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
Similar to new essential curriculum for a new time (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
14. +
Stephen Wilmarth , Chapter 5- Curriculum 21: Essential Education in a Changing World
( edited by HH Jacobs), ASCD, 2010
Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com
15. +
Resistance to GROWTH
• The myth of the good old days
• Bring back papyrus
• The secret in lesson planning is….
LAMINATION
• The separation of Tech and Curriculum
• Globalization is “enrichment” vs. a necessity
16. + It is official- there is evidence
There is a movement
Beyond Reform !
to New Forms !
17. + One of the most important new
forms is PERSONALIZING the
GLOBAL
18. +
We are using 21st century tools to Navigate
teaching and learning.
Abundant web resources for teachers and
administrators: NO EXCUSES
21. +
Revising dated Standards,
Mission Statements, and the
Nature of School
-Between states & provinces
-Between nations
-CSCNEPA from Australia
-New Jersey, West Virginia, Wisconsin, Utah, RI
-CCSSO- New National Standards-
- SOCIAL NETWORKS – Nings
27. +
CURRICULUM 21 TEAMS-
preparing our learners for their
future….
What to cut?
What to keep?
What to create?
28. +
Curriculum 21 TEAMS-
provocation, invigoration, and
replacement
29. +
Two Tier Model for Curriculum 21 Teams
SHORT TERM- UPGRADES- “revision
and replacement” of dated curriculum
and assessment types with more vital
contemporary forms..
LONG TERM- VERSIONING to new
versions of the program structures in
our school institutions that house
curriculum and instruction.
30. +
VERSIONING-
revising for the long term
Four KEY…SCHOOL STRUCTURES:
SCHEDULE-short term and long term
STUDENT GROUPING PATTERNS
TEACHER CONFIGURATIONS
SPACE- both physical and virtual
34. CURRICULUM DESIGN REQUIRES US TO
MAKE CHOICES ABOUT WHAT IS
ESSENTIAL NOW TO HELP OUR
LEARNERS FOR THEIR FUTURE.
+
Learners create and share
knowledge differently from
previous generations.
35. + FIVE TYPES OF ALIGNMENT
Internal: The elements in a teacher or district
curriculum map align to one another.
Cumulative: The curriculum maps build year to year;
class to class K-12 and beyond.
External: Curriculum and assessment maps align to
external standards geared toward future productivity.
To Students: Curriculum and assessment maps are
designed to match the needs of specific learners in
specific locations for their future.
Global: The aims and actions of our school curriculum
and programs will help our learners connect to global
communities.
36. +
What are the basic elements in designing
curriculum that need upgrading?
Content Skills Assessments
37. +
Upgrading Maps for Learner
Engagement
Screenplays
teleplays
Podcasts Video conferences in
broadcasts world language
Documentaries classes
email My space as
biography
The SKYPE grant proposals
grandmothers web page
self publishing spread sheets
facebook pages of CAD blueprints
forecasts
historical figures media criticism
text messaging as Webquests
notetaking Second life
Trailer for upcoming technology
Digital portfolios
unit Web 2.0 applications
Web 3.0 applications
38. +
Engaging Learners in self-
assessment: The Digital Portfolio
Richer Picture software from Ideas
Consulting
David Niguidula,
david@ideasconsulting.com
Rhode Island – Graduation by
Proficiency
class of 2008
students will demonstrate mastery
through portfolio, senior project,
certificate of initial mastery
www.richerpicture.com
49. +What YEAR is reflected in your current PD
delivery systems?
• Is it the “PULSE TEST” for in-service credit?
• Do you meet by habit or purpose?
• Is there differentiated pd?
• Do all of your faculty and administrators participate in global
networks?
50. +
Upgrading applies to the all of us
as professionals as well…
52. +
A recent
example of
personalizing
the global in
our PD ..
THE IBSC Keynote Challenge
53. + Revising and
upgrading skills in the
curriculum
Planting lifelong capacity:
Digital Literacy
Global Literacy
Media Literacy
Cultural Literacy
54. Expansion of Literacy:
Media Criticism/ Media Invasion/Media Making
Unit: Effects of TV on Me
Formal media criticism begins grade 4
Television/film writing and production
Documentary studies
Web based national/international anthologies of
children’s stories and observations (RTW)
Teaching students to conduct video conferences:
TV critiques pre K-grade 3
Current Communications Benchmark
MEDIA LITERACY in Common Core
62. +
With your Curriculum 21 Team take
a specific web 2.0 application or tool
and brainstorm practical
instructional uses-
63. +
Essential = from
the Latin esse;
meaning to be;
to distill to the
core
UPGRADING CONTENT
64. Recast content for interdisciplinary
issues timeliness:
Breakthroughs
Contemporary issues
International perspectives
Modern forms of expression
..A deliberate need to replace
and to shed dated
curriculum.
87. The New Social Studies: Geography focus on geo-
politics and geo-economics
Statedept. figures: 10% hold passports/ 7% of those
use them
Eliminate the UNIT approach
World geography by shape and name- early childhood
A new constant for upper school:
The Last 50 Years
The World Wide Workshop
Gateway Cities
Links to geo-economics: Five Emerging Economies
Links to geo-politics in middle school
MAPS in every classroom: Down with Mercator
88. + Elevate composition
in the ARTS
Expressive experiences:
Cultural Literacy as a
Studio requisite
Digital composition Active work with local institutions
Dance Performance Carnegie Hall –Link-up
Original plays Metropolitan Museum of Art
Active engagement with national
and international institutions
ARTS EDGE
Integration with curriculum
89. Rethinking Mathematics
Financial literacy- new global markets; personal investment
Demographics on work; world migration patterns;
Applied engineering with physics
Eliminating snapshot mathematics in pre-K through grade 3;
Language
arts daily speech and writing activity describing
procedures and concepts;
FOCUS on translation strategies; post-its on math pages;
Self-tutorials using computers for homework and practice
90. Science
International Science requirement
Physics linked with math – elementary through high school
Astronomy in terms of future directions
Bio-ethics
Bio-chemical abuses/weapons
Disease- pandemics
Prevention and research focus
Independent Science Research- NY
91. +
Update English Language Arts
Expansive genre studies K-12
Classics and new voices
Studying screenplays and teleplays
Poetry SLAMS
Memorization of classic work
Critiques of electronic media
92. + Teaching world languages
Minimal state requirements
Increase
commonly spoken
world languages
Increaserange of
specialized schools/magnets
for students with linguistic
talent:
Increased range of
languages
Begin at earlier age
93. From the CIA
WORLD FACT BOOK:
Languages:
Chinese, Mandarin 14.37%, Hindi
6.02%, English 5.61%, Spanish
5.59%, Bengali 3.4%, Portuguese
2.63%, Russian 2.75%, Japanese
2.06%, German, Standard 1.64%,
Korean 1.28%, French 1.27% (2000
est.)
note: percents are for "first
language" speakers only
94. +Health and Physical Ed
Social and Mental Health
Team participation and
Lifelong Fitness collaboration
Global sports
Personal health emphasis
Wellness in all areas of life
Nutrition
Substance Abuse prevention
Self-monitoring
Dealing with emotional stress
Pace of performance for individual
student
Cultivating personal preferences in
sport
Exposure to specific sports
Yoga and meditation
95. A 21st Century Pledge:
A Curricular
+ Commitment from Each
Teacher
96. 21st Century tools BENEFIT the learner..
+
Provides a visual and organizational tool that enables them to make
meaning in “concrete” ways that they can also control with immediate
access.
Develops a different kind of “thinking tool”; the use of technology helps
them develop their critical thinking in far more different ways
Make choices and selections more efficiently
Highly visual profile stimulates visual reflection
Develops their verbal expression in response to visual stimuli; less
hesitation when visual is first in contrast to processing verbal/linguistic
approaches. (for specific groups of students.
Increases engagement because of immediate excitement, control, and
interactivity.
Transfer of engagement and interaction can flood into other aspects of the
curriculum, especially when deliberately planned by the teacher.
Increases classroom teaching and learning time when intrusive routines can
be minimized.
Increases likelihood of completion of academic work during out of school
time.
97. +
What the commitment is not:
The limited and immediate use of a technological tool
Using an LCD projector vs overhead
Using a computer vs typewriter
Using smart board vs lcd projector
98. +
The commitment is:
An integrated use of technology that enhances content
An application to a specific unit of study
Evidenced directly in student products and performances
99. +
Each teacher-
Reviews all current available technological resources in
district
Online resources: video streaming; internet websites and
subscriptions; webquest creation; webcasting through laptop
Hardware resources: video conferencing; laptop labs; digital
cameras; Digital Recording Studio
Creative software: MovieMaker; MediaPlayer; Video clips via
digital cameras
100. +
Each teacher commits to-
Identifying at least ONE specific unit to revise.
Planning
to replace a specific content, skill, and assessment
practice with an 21st Century UPGRADE within the UNIT.
Sharing the proposed change with colleagues.
Learning
to use the tool that will be requisite to replace the
current unit design with the new practice.
Revising the UNIT and begins implementation with students.
Tolerating a certain degree of frustration
Celebrating the victories.
Reviewing
and sharing of 21st Century learning openly with
colleagues at targeted work-sessions through the school
year.
101. + Administrators commit to:
Reviews, monitors, and provides FEEDBACK to teachers on individual
curricular pledges to UPDATE.
Identifying at least ONE specific staff development or administrative
task to revise.
Planning to replace a specific content, skill, and assessment practice
with an 21st Century UPGRADE be each administrative.
Sharing the proposed change with colleagues.
Learning to use the tool that will be requisite to replace the current unit
design with the new practice.
Revising the task and begins implementation with teachers.
Tolerating a certain degree of frustration
Celebrating the victories.
Reviewing and sharing of 21st Century learning openly with colleagues
at targeted work-sessions through the school year.
102.
103. +
Strategic Grouping for Professional
Reviews
Vertical – K-12 ; extended departmental meetings
Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12
Across grade level- all third grade; all teachers of
freshmen
Targeted cross grade level- interdisciplinary 7th
grade team
Extended team- special area teachers, special ed
staff, ESL
Feeder pattern- in larger districts only those sharing
same students; within school following student
groups
Expanded local team- virtual groupings (online);
parents; community; internships
Global team- Feedback and collaboration with
meaningful worldwide educators and students.
104. +
Differentiated Staff
development:
Conditions for sharing findings among
colleagues within a building are limited
105. +
Accept and work with VIRTUAL time Possibilities of
technology to alter the way we work with time and space issues.
106. Technology allows us to work at our own
time and pace:
Consider email
Curriculum mapping
Video conferencing
Electronic field trips
Electronic office hours
Global experience
learning
108. +
VERSIONING-
revising for the long term
Four KEY…SCHOOL STRUCTURES:
SCHEDULE-short term and long term
STUDENT GROUPING PATTERNS
TEACHER CONFIGURATIONS
SPACE- both physical and virtual
110. The Schedule is
Curricular Destiny
long term schedules
daily instructional time
extended day patterns
DAILY PLANNING TIME
111. +
-At least five of these days for professional development and review of assessment
data
-Year round or summer semester
-Days do not have to be on-site
NEEDED:
Length of Year:
195- 205 days
112. Long Term Schedules
Rethink our grade 12 compulsion.
Early graduation when ready
Additional year if necessary
SUMMER SEMESTER; extended Senior
Year and Early Graduation
Replace seat time with task completion
that might be accomplished virtually
off school time frames
113. Rethink Daily use of Time
START TIME : Minnesota start time study
SEMINARS vs. classes
STUDY groups on-going
BLOCKS: Rotational blocks in conjunction with
set blocks
Every four weeks-expanded block for projects/
site visits/ community work
Homework blocks
LENGTH OF DAY:
Staggered day: Why the same length each day?
BOOKEND SCHEDULES: sports/ arts/extra-
curricular
NIGHT CLASSES
VIRTUAL TIME –managing online experiences
114. +
Off campus time
Online experiences as an integrated and regular part of time
frames
Work on time budgeting
Use of online experiences
Significant breakthroughs with ‘streaming’
Ongoing work with businesses/ social institutions/arts institutions
HOMEWORK as HOMESCHOOLING
TUTORING CLUSTERS in local school or neighborhood setting
115. +
Daily Planning Time
Regular cross-grade level work
Especially necessary in high school regarding
language capacity building
Across ninth and tenth grade- at least twice a
semester
Regular vertical team planning
Especially necessary in elementary school
Between buildings K-12
Between post-secondary institutions
Curriculum Mapping makes this possible
electronically
118. +
Fundamental student
grouping issues
Institutional grouping
Instructional grouping
119. Grouping students
Replacing “ability” groups which focus on child-label
Focus on skills grouping
Long term grouping/ looping clusters
Middle School Vertical Teams or Looped Teams
High School: rethink lower and upper classmen
models/ Writing Mentor model
Dignity to school to work/ Vocational Education
Early graduation/ Extra year
120. Grouping students by skills
Replacing “ability” groups which
focus on child-label
Focus on skills grouping
121. +
Homogenous vs.
Heterogeneous grouping
What about intelligent grouping?
Examples from diagnostic short
term/long term skills grouping
122. +
Primary age children
Developmental grouping around age spans vs. strict grade
level grouping
Long term grouping/ looping clusters
Working with pre-school educators
Formal work with children and parent groups to support
literacy
123. +
Middle School
Team models
Small group academic advisories
Vertical teams
Affective grouping
Character Education Seminars
Independent long term project outside of school
125. High School Level
Recognizing the difference between the needs of
adolescent learners in current 9th and 10th and 11th
and 12th grade learners.
Grouping around fundamental literacy skill
needs/ independent study skill needs
Curricular options for pre-adult learners
based on motivation, aspiration, and post-
secondary next steps Writing Mentor model
Early graduation/additional year
SCIENCE research labs
OFF campus requirements
Seminar groups to monitor
Dignity to school to work
Vocational Education
All students have some experience
Life and work skill academies
Should all learners be college bound?
126. + configurations:
Teacher
the need for Multiple
Affiliations
Partners between building
Collaboration within buildings
Global co-teaching and sharing
127. +
Strategic Grouping for Professional
Reviews
Vertical – K-12 ; extended departmental meetings
Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12
Across grade level- all third grade; all teachers of
freshmen
Targeted cross grade level- interdisciplinary 7th
grade team
Extended team- special area teachers, special ed
staff, ESL
Feeder pattern- in larger districts only those sharing
same students; within school following student
groups
Expanded local team- virtual groupings (online);
parents; community; internships
Global team- Feedback and collaboration with
meaningful worldwide educators and students.
128. +
Elementary Vertical grouping
Vertical teams K-5
Operationalizing Learning Communities
MEETING VIRTUALLY via Curriculum Mapping Technology
129. +
Middle school configurations
All
middle school personnel
should be part of several
teams:
Grade level/age level team
Vertical team within building
Vertical BRIDGE team either
between middle and elementary
OR middle and high school
130. +
Rethinking high school teacher
configurations
Horizontal patterns 9th and 10th grade
Allows for cross-disciplinary focus on language capacity building
Reading , writing, speaking, listening strategies
Mentor to senior interns or community project groups
Advisor to students employing online courses
Facilitator using video conferencing tools
Teacher/facilitator to evening community issues presentations
presented by students