This document discusses innovation in higher education teaching and learning. It outlines the speaker's goals of building teaching and learning capacities, reinventing 21st century higher education, and facilitating paradigm shifts. The speaker explains their framework and actions taken. They discuss shifting from a single course/program paradigm to an educational system approach. The document also covers concepts like experimenting, reflecting on experiences, and supporting generative conversations to foster innovative practices. It emphasizes empowering people as creators and innovators through professional development.
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creativity and Critical Thinking The Project in Brazil – Laura di Pizzo EduSkills OECD
This presentation was given by Laura di Pizzo at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Fostering Students’ Creativity and Critical Thinking Skills: Next Steps – Sté...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...EduSkills OECD
This presentation was given by Wendy Diaz Perez at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Creating Bold Change Together: The Olin College Model for CollaborationKEEN
Presenters: Jessica Townsend and Vin Manno (Olin)
Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational
educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process.
The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
A collaborative presentation by Lawrence Technological University, the University of New Haven, Western New England University, Ohio Northern University, Villanova University, and Baylor University explaining best faculty practices for career advancement.
Presentation by Rebecca Ferguson to the FutureLearn Academic Network (FLAN) meeting held at Universitat Pompeu Fabra in Barcelona on 27 January 2017. ‘What does the UK FLAN research tell us’ looks at 167 papers published by UK universities that are partnered with the FutureLearn MOOC platform. It focuses on priority areas for research, and the pressing research questions that emerge from the current research.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Rethinking the ‘flip’: Exploring innovative teaching practices in the univers...Katya Pechenkina, PhD
This paper discusses preliminary results of a study with twenty teaching academics who use the elements of flipped classroom in their teaching. Grounded in recent literature on blended learning, flipped classroom and innovative teaching, this paper draws on the thematic analysis of rich qualitative interview data to offer new insights into teaching tactics academics devise to boost student engagement, motivation and creativity. The flipped classroom elements taken up by the academics in this study range from the ‘traditional’ flip concept where lectures or segments of lectures are replaced by independent study components (both technology-enabled or not) to a more hybridised teaching tactics allowing for greater personalisation of learning, to a holistic re-think and re-design of students’ learning experiences achieved by introducing multiple elements of the flipped pedagogy. Based on this data, recommendations are offered on how to achieve an impactful flipped design.
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Fostering Students’ Creativity and Critical Thinking Skills: Next Steps – Sté...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Fostering Creativity and Critical Thinking in Higher Education – Wendy Diaz P...EduSkills OECD
This presentation was given by Wendy Diaz Perez at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Creating Bold Change Together: The Olin College Model for CollaborationKEEN
Presenters: Jessica Townsend and Vin Manno (Olin)
Olin is both a laboratory for engineering education innovation and a “Collaboratory” dedicated to co-designing transformational
educational experiences with like-minded institutions. In this session you will learn, through stories and examples, Olin’s evolving philosophy of curriculum innovation and how co-designing with partners can create long-lasting value. The session will highlight how the sustainability of curriculum innovation is increased when institutional context is one of the design inputs to the co-design process.
The session will feature small group activities to engage participants in conceiving how co-design and collaboration could help advance the bold goals for their own programs and KEEN itself.
A collaborative presentation by Lawrence Technological University, the University of New Haven, Western New England University, Ohio Northern University, Villanova University, and Baylor University explaining best faculty practices for career advancement.
Presentation by Rebecca Ferguson to the FutureLearn Academic Network (FLAN) meeting held at Universitat Pompeu Fabra in Barcelona on 27 January 2017. ‘What does the UK FLAN research tell us’ looks at 167 papers published by UK universities that are partnered with the FutureLearn MOOC platform. It focuses on priority areas for research, and the pressing research questions that emerge from the current research.
Design Thinking and creativity @Aalto Design Factory by Katja Hölttä-Otto (Aa...EduSkills OECD
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Developing students as researchers within College-based Higher EducationSimon Haslett
Presentation by Jonathan Eaton (Newcastle College) at the Research-Teaching Practice in Wales Conference, 9th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
How to effectively integrate guest/visiting lecturers into HEI provision.Simon Haslett
Presentation by Dr Gavin Bunting (University of Wales) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Rethinking the ‘flip’: Exploring innovative teaching practices in the univers...Katya Pechenkina, PhD
This paper discusses preliminary results of a study with twenty teaching academics who use the elements of flipped classroom in their teaching. Grounded in recent literature on blended learning, flipped classroom and innovative teaching, this paper draws on the thematic analysis of rich qualitative interview data to offer new insights into teaching tactics academics devise to boost student engagement, motivation and creativity. The flipped classroom elements taken up by the academics in this study range from the ‘traditional’ flip concept where lectures or segments of lectures are replaced by independent study components (both technology-enabled or not) to a more hybridised teaching tactics allowing for greater personalisation of learning, to a holistic re-think and re-design of students’ learning experiences achieved by introducing multiple elements of the flipped pedagogy. Based on this data, recommendations are offered on how to achieve an impactful flipped design.
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Teaching methodologies has changed over the years. Now, traditional ways of teaching and learning has been transformed into interaction based learning which is increasing the effectiveness of the whole learning process for the students of primary, as well as higher education.
Innovative Teaching in Higher Education: Big Data EraMiftachul Huda
With massive amounts of data created every second across the internet, the concept of big data would give opportunities with the ability to explore data and understand in maximizing the potential of data collection in relation to innovative teaching in an online learning setting. This is to support teachers’ pedagogical skills, mainly in the big data era from multiple sources in maintaining a competitive advantage to give a feedback on innovative teaching performance. This article aims to critically investigate innovative teaching competencies of teachers in the light of big data approach. Critical review using content analysis from both the theoretical and the empirical base was conducted to explore the big data for supporting innovative teaching. This result shows innovative teaching performance with an insightful result to contribute these competencies towards the theories and models of educational innovation into the pedagogical element.
Presentation on 17 July 2015 at the workshop for new academic staff, organised by the University of Johannesburg's Professional Academic Staff Development Unit.
Early-stage educational steps needed to create more effective R&D driversPiotr Szymański
This is a presentation we made for our improvement propositions as a subgroup of the Top 500 Innovators programme. We worked on early stage educational steps needed to create more effective R&D drivers. We were thinking about middle schools and universities. How to create attitudes for more innovation and entrepreneurship. People say we did a good job. See for it yourself, your taxes paid for it. It was hard work of 9 intelligent people.
I do believe that public funded work, should be publically available for free, I am therefore releasing it on a Creative Commons licence. We tried hard to come up with something rigid, innovative, thorough and providing answers on many levels of changes, from the - oh let's implement them next semester - to - this will take a while...
We hope you can use it both for teaching and setting your mind towards students. If you are running an OTL office, feel free to ask us about an implementation plan for the entrepreneurship courses. Oh just feel free to ask and we'll help. We have a sense of mission, and in the end - it is your right, you paid for it. Excercise your god damn right!
Do not be afraid of making a change. Take a risk. Try. Make use of our ideas if you find them valuable. Do not be satisfied with mediocrity! The world will offer you comfort. But you were not made for comfort.
On a personal note I would like to thank Maria Klawe and the wonderful people from Harvey Mudd College, that were so hospitable and kind to share so much knowledge with me. And so much energy. Thank you! Special thanks to many people at Ministerstwo Nauki i Szkolnictwa Wyższego who made this programme possible. And so many thanks to prof. Moncarz and the team of Stanford Center for Professional Development for hosting us and also teaching us so much! And so much thanks to all the people from the project team for being so kind and tolerant to all my annoying characteristics :D
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
2016-05-10 Læringsfestivalen To Share Open Education StrackeChristian M. Stracke
2016-05-10 Læringsfestivalen Invited Speech To Share or Not To Share Open Educational Policies, Methodologies and Resources by Christian M. Stracke from OUNL
Interim report and main findings, by Lasakova, Bajzikova & Sassogaihe
Interim report and main findings, by Lasakova, Bajzikova & Sasso. Governance and Adaptation to Innovative Modes of the Higher Education Provision Project
GAIHE Survey Report Results, by Andrew Gibson & Ellen Hazelkorngaihe
GAIHE Survey Report Results, by Andrew Gibson & Ellen Hazelkorn. Governance and Adaptation to Innovative Modes of the Higher Education Provision Project
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Nicole Rege-Colet - Innovative teaching and learning practices: stepping beyond the boundaries
1. Innovative teaching and learning:
stepping beyond the boundaries
GAIHE Peer learning activitiy
European research and reflections about
innovation in France
Monday 25 January 2016
2. Share my views on innovation in
higher education
Explain my framework
Present actions carried out
My intentions
4. Building up teaching and learning
capacities in higher education
Reinventing 21st century higher
education
Facilitating paradigm shifts
My goals
5. Core questions and challenges
Action research
Framework to observe my experience
and the system in which I am
operating
What do I need in order to achieve my
goals?
6.
7. I never teach my pupils; I only
attempt to provide the conditions in
which they can learn
Je n’enseigne jamais à mes étudiants; je
m’efforce seulement de leur fournir les
conditions dans lesquelles ils peuvent
apprendre
9. Single courses & programmes Educational system
Self-management Collegial management
Micro regulatory procedures Accountability &
governance
Internal assessment External assessment
Short-term adjustments Long-term decision
making
A change of mindset that implies shifts
10. Going beyond the boundaries
Thinking out of the box
Stepping out of the comfort zone
Going through the eye of the needle
Metaphors related to transformational
learning include …
19. MITx U.Lab, 2015
Downloading
Seeing with fresh eyes
Sensing
Presencing
Crystallising vision &
intention
Prototyping
Performing from
the whole
Letting go Letting come
Enacting
Embodying
Redirecting
Suspending
20. Voice of judgment
Voice of cynicism Compassion
Curiosity
Open mind
Open heart
Open will
Voice of fear
Who am I ?
What is my work ?
Courage
21. System thinking
Help the system see itself
Ownership
Taking responsibilities for our actions
and the consequences
Inner leadership
Being the change that we want to see in
the world
Leading transformation: the social technology
22. Let no one enter who cannot see that
the issues outside are a mirror of the
issues inside
25. Prototyping with numerous iterations
Calls for proposals
Funding innovations in teaching & learning
Organising work groups
Coaching circles
Communities of practice
Experimenting with appreciative inquiry tools
World café
Humble inquiry
Sensing journeys
28. Three phases of professional development
1. The novice: phase of first steps (survival)
2. The experienced teacher : phase of
developing professional identity as a teacher
3. The expert: phase of innovation and sharing
of expertise
30. Berthiaume, D. & Rege Colet, N. (Eds) (2013). Pédagogie de l’enseignement supérieur :
repères théoriques et applications pratiques. Tome 1. Enseigner au supérieur. Berne : Peter
Lang.
Rege Colet, N. (à paraître 2016). L’institution face à l’innovation pédagogique: la conduite
du changement entre repères théoriques et mesures administratives. Dans A. Dumont & D.
Berthiaume, D. (Eds), Enseigner autrement dans le supérieur. Réflexions théoriques et
pratiques autour du concept de classe inversée. Bruxelles : de Boeck.
Rege Colet, N. & Berthiaume, D. (Eds) (2015). Pédagogie de l’enseignement supérieur :
repères théoriques et applications pratiques. Tome 2. Se développer au titre d’enseignant.
Berne : Peter Lang.
Scharmer, C.O. (2015). Notes du cours en ligne. U.Lab: Transforming Business, Society, and
Self. edX MITx: 15.671x
Scharmer, C.O. Theory U. Leading from the future as it emerges. The social technology of
presencing. San Francisco (CA): Berret-Koehler.
Scharmer, C.O. & Kaufer, K. (2013). Leading from the emerging future. From ego-system to
eco-system economies. Applying theory U to transforming business, society, and self. San
Francisco (CA): Berret-Koehler.
Senge, P. M. (2006). The fifth discipline. The art and practice of the learning organisation.
New York: Currency Doubleday.
Références bibliographiques
