The document discusses how online projects can help develop local and global citizenship. It provides examples of websites like www.globaleducation.edna.edu.au and www.ozprojects.edu.au that support global education projects. Global education aims to develop open-minded and responsible members of a global community who participate in shaping a better shared future. The document outlines different types of online learning tools and projects students can use to collaborate globally, including wikis, forums, databases, and interactive resources. It emphasizes how these tools can help give students voice, empowerment, and access quality global education resources.
This document defines globalization as the integration of trade, technology, culture, and human mobility across international borders. It discusses how the internet, developing economies, competition, and diversity have increased globalization's importance. Globalization is presented as a defining feature of the 21st century, allowing near-instant communication worldwide. Various technologies like YouTube, podcasts, blogs, and Facebook are suggested to help students learn about and engage with globalization.
Globalization involves the international exchange and interdependence among countries through the flow of capital, people, news, and information via electronic media. It is important because it enhances involvement with other societies, promotes unity and cultural integration, and allows for easy global communication and business. Globalization applies to students by giving them access to more educational resources from around the world to gain a well-rounded education and better understand other cultures. Examples include the availability of cultural resources and the exchange of ideas through advances in technology like social media, web resources, and virtual tours. Globalization matters for students because they now compete for jobs globally, evening the playing field and creating a competitive environment where students must excel to succeed.
Global Citizenship, graduate attributes & learning outcomesNeil Currant
Global citizenship is a graduate attribute that proved challenging to define and implement in learning outcomes at Brookes University. An analysis found that some programs' stated learning outcomes for global citizenship did not align with definitions focusing on working in a global context, questioning one's own values regarding social issues, and understanding different cultural perspectives. While references to global contexts were most common, there was variability in how global citizenship was addressed and the cognitive levels targeted. The document argues global citizenship must be embodied in teaching practices and connect students, not just mentioned in outcomes, to truly develop this attribute in graduates.
The document summarizes the Roosevelt Institute Summer Academy program, which provides public policy fellowships for students in three cities - Chicago, New York, and Washington D.C. The fellowship combines a full-time internship placement with a curriculum on leadership, policy development, and implementation. It focuses on topics like green initiatives, education, and health care. Students gain experience working in government agencies and nonprofits. The program includes training sessions, speaker series, field trips and post-fellowship opportunities to remain engaged in the Roosevelt network.
Cultural Resilience: A Framework for Indigenous EducatorsMATSITI
The document discusses cultural resilience for Indigenous educators. It summarizes discussions from an Indigenous Teachers Forum that identified developing and maintaining cultural identity and understanding of culture as essential for resilience. A cultural resilience tool was developed that explores the relationship between traditional culture, education, and work. The tool focuses on building resilience at the individual, community, and systemic levels through cultural connection, relationships, and understanding of historical impacts on Indigenous communities.
This document discusses multicultural and multilingual youth projects from Turkmenistan that aim to develop 21st century skills through global connections and teaching beyond borders. It provides a link to a wiki space with updates and details on projects led by Melda N. Yildiz that connect youth from Turkmenistan with other countries to learn skills for a globalized world.
The document discusses how online projects can help develop local and global citizenship. It provides examples of websites like www.globaleducation.edna.edu.au and www.ozprojects.edu.au that support global education projects. Global education aims to develop open-minded and responsible members of a global community who participate in shaping a better shared future. The document outlines different types of online learning tools and projects students can use to collaborate globally, including wikis, forums, databases, and interactive resources. It emphasizes how these tools can help give students voice, empowerment, and access quality global education resources.
This document defines globalization as the integration of trade, technology, culture, and human mobility across international borders. It discusses how the internet, developing economies, competition, and diversity have increased globalization's importance. Globalization is presented as a defining feature of the 21st century, allowing near-instant communication worldwide. Various technologies like YouTube, podcasts, blogs, and Facebook are suggested to help students learn about and engage with globalization.
Globalization involves the international exchange and interdependence among countries through the flow of capital, people, news, and information via electronic media. It is important because it enhances involvement with other societies, promotes unity and cultural integration, and allows for easy global communication and business. Globalization applies to students by giving them access to more educational resources from around the world to gain a well-rounded education and better understand other cultures. Examples include the availability of cultural resources and the exchange of ideas through advances in technology like social media, web resources, and virtual tours. Globalization matters for students because they now compete for jobs globally, evening the playing field and creating a competitive environment where students must excel to succeed.
Global Citizenship, graduate attributes & learning outcomesNeil Currant
Global citizenship is a graduate attribute that proved challenging to define and implement in learning outcomes at Brookes University. An analysis found that some programs' stated learning outcomes for global citizenship did not align with definitions focusing on working in a global context, questioning one's own values regarding social issues, and understanding different cultural perspectives. While references to global contexts were most common, there was variability in how global citizenship was addressed and the cognitive levels targeted. The document argues global citizenship must be embodied in teaching practices and connect students, not just mentioned in outcomes, to truly develop this attribute in graduates.
The document summarizes the Roosevelt Institute Summer Academy program, which provides public policy fellowships for students in three cities - Chicago, New York, and Washington D.C. The fellowship combines a full-time internship placement with a curriculum on leadership, policy development, and implementation. It focuses on topics like green initiatives, education, and health care. Students gain experience working in government agencies and nonprofits. The program includes training sessions, speaker series, field trips and post-fellowship opportunities to remain engaged in the Roosevelt network.
Cultural Resilience: A Framework for Indigenous EducatorsMATSITI
The document discusses cultural resilience for Indigenous educators. It summarizes discussions from an Indigenous Teachers Forum that identified developing and maintaining cultural identity and understanding of culture as essential for resilience. A cultural resilience tool was developed that explores the relationship between traditional culture, education, and work. The tool focuses on building resilience at the individual, community, and systemic levels through cultural connection, relationships, and understanding of historical impacts on Indigenous communities.
This document discusses multicultural and multilingual youth projects from Turkmenistan that aim to develop 21st century skills through global connections and teaching beyond borders. It provides a link to a wiki space with updates and details on projects led by Melda N. Yildiz that connect youth from Turkmenistan with other countries to learn skills for a globalized world.
Technology is imperative for engaging students in today's class discussions and lectures. As technology has increased the complexity of literate environments, 21st century students must possess a wide range of abilities including the tools of technology. Education cannot lag behind the future, which is focused on technology and multi-screening. Incorporating technology improves students' skills like communication, collaboration, problem solving and prepares them for global communities.
Principals Australia Institute’s project worked with two activity areas through MATSITI: enhancing school leaders’ capacity to support newly-appointed Aboriginal and Torres Strait Islander teachers; and building the capacity of future school leaders.
Both strands involved practical, highly-interactive approaches across the life of the projects. What became apparent is that with individualised and contextualised professional support to newly-appointed Aboriginal and Torres Strait Islander teachers and future leaders shared through experienced colleagues (including those who themselves are not Aboriginal and Torres Strait Islanders), the professional journey is enhanced. Further, when the professional journey is seen as an opportunity to share cultural perspectives, outcomes are even stronger.
Peter O’Beirne, Consultant, Principals Australia Institute
MATSITI #OurMobTeach conference, 30 September 2015
This talk was part of Wabash College's 2016 visiting lecture series. It addresses how reading and writing changed with the expansion of digital modes of communication in the 20th century, and argues that interdisciplinary training gives students the skills to be successful readers and writers the 21st century.
Rosie Coleman, Arun Karnad, Seow Wei Chin and Djelila Delior's presentation on the student perspective of participating in a digital literacy project. Presented at the HEA Changing the Learning Landscape - Digital Literacy event at LSE on 7 May 2014
Globalization integrates different cultures, values, and ways of life. It is important for education because it teaches students diverse perspectives and ideas they may not have otherwise encountered. Globalizing education helps students become more accepting of others by learning new concepts and cultures. Modern technology enables near-instant global communication, which both depends on and drives further globalization. Globalization in education involves teaching students to be global citizens, respect diversity, and see themselves as part of an interdependent world community through activities like simulated UN programs and international community service.
Vernacular, interstitial and dominant spaces refers to the different types of spaces where learning occurs at university. The document discusses how learning happens not just in dominant, institutionally-provided spaces but also in informal, learner-generated spaces between and across dominant spaces. It argues universities should value and foster natural informal learning in interstitial spaces as this is how students often learn through their lived experiences and connections with others.
Passport, which is the size of a real passport, serves to record the skills, certificates and experiences of the students in different aspects of music.
This document discusses ways to improve student learning through revising Colorado's gtPathways general education curriculum. It proposes aligning the curriculum with frameworks like AAC&U's LEAP initiative and rubrics, which emphasize skills like civic engagement, creative thinking, and global learning. The document outlines Colorado's current gtPathways competencies and proposes new competencies. It provides an example of unpacking one competency, quantitative literacy, into measurable learning outcomes. The document concludes by asking for help defining learning outcomes for civic engagement, creative thinking, and global learning, and announces a focus group to further discuss revising competencies to emphasize learning outcomes.
This document discusses rubrics, including what they are, why they are used, different types of rubrics, and steps for developing and implementing rubrics. A rubric is defined as a set of criteria that specifies the characteristics and levels of achievement for an outcome. Rubrics provide consistency in evaluation, gather rich assessment data, and allow for direct measurement of learning. There are two main types of rubrics: analytic rubrics that evaluate each criterion separately, and holistic rubrics that provide a single overall score. Developing an effective rubric involves identifying learning outcomes, determining assessment methods, choosing dimensions and performance levels, writing clear descriptors, testing the rubric, and training raters.
This document discusses open learning and e-learning, and creating innovative intersections between them. It defines open learning as making education more accessible and student-centered. Open learning allows learners more control over their learning process by delivering opportunities when and how they need them. The document highlights examples of open universities and open courseware consortiums that are removing barriers to education. It also discusses how web-based technologies and Web 2.0 tools can support open and collaborative learning models, and provides examples of how these tools have been used. The focus is on creating lifelong learning communities and designing open learning experiences and portfolios using available digital tools.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
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.
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.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
Multilingualism & pluriculturalism; key e-competences for global citizenshipHenk Sligte
Multilingualism and cultural pluralism are key competencies for developing global citizenship in the 21st century. Schools must educate students to be responsible participants in an increasingly diverse and interconnected world. This requires developing students' functional literacy with technology, media literacy, and cultural understanding to interact respectfully with those from different backgrounds. International collaborative learning projects can help students learn about other cultures while developing important social and communication skills for bridging differences in a global society.
Developing a community based learning approach partnership education action ...Peter Day
This document describes the PEARLS (Partnership Education: Action Research & Learning Scenarios) approach used by the Community Media 4 Kenya (CM4K) project. CM4K partners with marginalized communities, universities, and organizations in Kenya to empower local voices and support development through community media. The project began as a student community project and has expanded to include training workshops, video productions, and information centers. The goal of PEARLS is to promote mutual learning between community partners and university students through participatory, experience-based activities for the common good.
This document discusses creating global competency in classrooms by infusing media asset projects. It defines global competency as having international awareness, appreciating cultural diversity, foreign language proficiency, and competitive skills for today's interconnected world. The author advocates for media asset projects where students select topics, think globally, and create digital representations with sources from outside the US. Examples are provided. Resources like Skype, Google Docs, and cultural centers can enable digital field trips and global collaboration to develop students' global perspectives.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Technology is imperative for engaging students in today's class discussions and lectures. As technology has increased the complexity of literate environments, 21st century students must possess a wide range of abilities including the tools of technology. Education cannot lag behind the future, which is focused on technology and multi-screening. Incorporating technology improves students' skills like communication, collaboration, problem solving and prepares them for global communities.
Principals Australia Institute’s project worked with two activity areas through MATSITI: enhancing school leaders’ capacity to support newly-appointed Aboriginal and Torres Strait Islander teachers; and building the capacity of future school leaders.
Both strands involved practical, highly-interactive approaches across the life of the projects. What became apparent is that with individualised and contextualised professional support to newly-appointed Aboriginal and Torres Strait Islander teachers and future leaders shared through experienced colleagues (including those who themselves are not Aboriginal and Torres Strait Islanders), the professional journey is enhanced. Further, when the professional journey is seen as an opportunity to share cultural perspectives, outcomes are even stronger.
Peter O’Beirne, Consultant, Principals Australia Institute
MATSITI #OurMobTeach conference, 30 September 2015
This talk was part of Wabash College's 2016 visiting lecture series. It addresses how reading and writing changed with the expansion of digital modes of communication in the 20th century, and argues that interdisciplinary training gives students the skills to be successful readers and writers the 21st century.
Rosie Coleman, Arun Karnad, Seow Wei Chin and Djelila Delior's presentation on the student perspective of participating in a digital literacy project. Presented at the HEA Changing the Learning Landscape - Digital Literacy event at LSE on 7 May 2014
Globalization integrates different cultures, values, and ways of life. It is important for education because it teaches students diverse perspectives and ideas they may not have otherwise encountered. Globalizing education helps students become more accepting of others by learning new concepts and cultures. Modern technology enables near-instant global communication, which both depends on and drives further globalization. Globalization in education involves teaching students to be global citizens, respect diversity, and see themselves as part of an interdependent world community through activities like simulated UN programs and international community service.
Vernacular, interstitial and dominant spaces refers to the different types of spaces where learning occurs at university. The document discusses how learning happens not just in dominant, institutionally-provided spaces but also in informal, learner-generated spaces between and across dominant spaces. It argues universities should value and foster natural informal learning in interstitial spaces as this is how students often learn through their lived experiences and connections with others.
Passport, which is the size of a real passport, serves to record the skills, certificates and experiences of the students in different aspects of music.
This document discusses ways to improve student learning through revising Colorado's gtPathways general education curriculum. It proposes aligning the curriculum with frameworks like AAC&U's LEAP initiative and rubrics, which emphasize skills like civic engagement, creative thinking, and global learning. The document outlines Colorado's current gtPathways competencies and proposes new competencies. It provides an example of unpacking one competency, quantitative literacy, into measurable learning outcomes. The document concludes by asking for help defining learning outcomes for civic engagement, creative thinking, and global learning, and announces a focus group to further discuss revising competencies to emphasize learning outcomes.
This document discusses rubrics, including what they are, why they are used, different types of rubrics, and steps for developing and implementing rubrics. A rubric is defined as a set of criteria that specifies the characteristics and levels of achievement for an outcome. Rubrics provide consistency in evaluation, gather rich assessment data, and allow for direct measurement of learning. There are two main types of rubrics: analytic rubrics that evaluate each criterion separately, and holistic rubrics that provide a single overall score. Developing an effective rubric involves identifying learning outcomes, determining assessment methods, choosing dimensions and performance levels, writing clear descriptors, testing the rubric, and training raters.
This document discusses open learning and e-learning, and creating innovative intersections between them. It defines open learning as making education more accessible and student-centered. Open learning allows learners more control over their learning process by delivering opportunities when and how they need them. The document highlights examples of open universities and open courseware consortiums that are removing barriers to education. It also discusses how web-based technologies and Web 2.0 tools can support open and collaborative learning models, and provides examples of how these tools have been used. The focus is on creating lifelong learning communities and designing open learning experiences and portfolios using available digital tools.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
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.
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.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
Multilingualism & pluriculturalism; key e-competences for global citizenshipHenk Sligte
Multilingualism and cultural pluralism are key competencies for developing global citizenship in the 21st century. Schools must educate students to be responsible participants in an increasingly diverse and interconnected world. This requires developing students' functional literacy with technology, media literacy, and cultural understanding to interact respectfully with those from different backgrounds. International collaborative learning projects can help students learn about other cultures while developing important social and communication skills for bridging differences in a global society.
Developing a community based learning approach partnership education action ...Peter Day
This document describes the PEARLS (Partnership Education: Action Research & Learning Scenarios) approach used by the Community Media 4 Kenya (CM4K) project. CM4K partners with marginalized communities, universities, and organizations in Kenya to empower local voices and support development through community media. The project began as a student community project and has expanded to include training workshops, video productions, and information centers. The goal of PEARLS is to promote mutual learning between community partners and university students through participatory, experience-based activities for the common good.
This document discusses creating global competency in classrooms by infusing media asset projects. It defines global competency as having international awareness, appreciating cultural diversity, foreign language proficiency, and competitive skills for today's interconnected world. The author advocates for media asset projects where students select topics, think globally, and create digital representations with sources from outside the US. Examples are provided. Resources like Skype, Google Docs, and cultural centers can enable digital field trips and global collaboration to develop students' global perspectives.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
21ST CENTURY SKILLS (Dena, Halimah, Robitotul).pptxYuyunYunengsih13
This document summarizes a book titled "21st Century Skills" by Bernie Trilling and Charles Fadel. The book discusses the skills needed in the 21st century, including learning and innovation skills, digital literacy skills, and career and life skills. It argues that education needs to shift from a teacher-directed model to a learner-centered model to help students develop these skills through projects, problem-solving, and collaborative work. The document provides an overview of the book's contents and key concepts.
The document provides an overview of leadership in applying taxonomies of instructional objectives. It discusses introducing a K-12 basic education program in the Philippines to enhance the quality of education. The rationale includes improving low achievement scores and preparing students for the workforce or higher education. The program is based on philosophical and legal foundations. It aims to develop learners' skills and prepare them to contribute to society and the global community. The curriculum focuses on core subjects while employing constructivist and inquiry-based approaches. It also outlines the desired learning outcomes and guiding principles of the new K-12 program.
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The document discusses the Academy of Pop Culture's Island CQ project, which brought together students from different universities in multiple countries to explore challenges facing the modern world from perspectives of art, technology, society and sustainability. Over several days and workshops, 50 students developed interactive installations, documentaries, movies and websites connecting their work to the landscape and people of Ameland Island in the Netherlands. The project aimed to foster interdisciplinary and international collaboration among young talent to develop innovative solutions for issues like sustainable tourism.
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
The Commission addresses implications of the 4th Industrial Revolution for basic education in South Africa. Key points include:
- Skills need to focus on lifelong learning, self-agency, using diverse tools/resources, interacting with others/the world, and multi-literacy.
- Teachers require digital skills training and curriculum needs review to incorporate coding, robotics, entrepreneurship, and decolonized knowledge.
- Assessment policies should align with competence-based approaches and active pedagogies like projects.
- Partnerships with industry and integrating indigenous knowledge can help address skills gaps and promote social justice in education.
The Commission recommends adopting flexible frameworks, deepening digitization through grants, and focusing
The Commission addresses implications of the 4th Industrial Revolution for basic education in South Africa. Key points include:
- Skills need to focus on lifelong learning, self-agency, using diverse tools/resources, interacting with others/the world, and multi-literacy.
- Teachers require digital skills training and curriculum needs review to incorporate coding, robotics, entrepreneurship, and decolonized knowledge.
- Emerging technologies will disrupt jobs but opportunities exist if education leverages tools like AI, virtual learning, and data analytics for personalized teaching.
- A competence-based approach focusing on skills like critical thinking is recommended to prepare learners for changing work environments while upholding principles of social justice.
The Commission makes several recommendations in response to the implications of the 4th Industrial Revolution for the basic education sector in South Africa:
1. Adopt an updated competency framework that incorporates 21st century skills while remaining responsive to South Africa's context of social justice and decolonization.
2. Leverage technology opportunities through expanded digitization, partnerships for innovation, and integrating themes of social justice, decolonization and entrepreneurship across the curriculum.
3. Refocus teaching and learning around competence-based and project-based approaches to develop skills like critical thinking, creativity, and digital literacy among both students and teachers.
4. Integrate relevant technical and vocational pathways and subjects throughout the education system
Including educational technologies into teacher trainingGugulethu Mlambo
The document discusses key concepts related to knowledge societies, including definitions of knowledge and information. It outlines the goals of developing a knowledge society, including lifelong learning and the role of information communication technology. The document also discusses national and international initiatives to achieve "Education for All" goals and broad strategic objectives for the future, including improving education quality, developing high-level skills, and ensuring accessibility of basic education. Teachers and learners are described as active participants in knowledge societies.
This document provides an agenda and summary of a presentation by Professor Dr. Ebba Ossiannilsson on sustainable quality in open online learning. It discusses the challenges of globalization and digitalization, and the need to understand learners and focus on their engagement. It emphasizes key skills for lifelong learning like creativity, critical thinking, and community skills. It also discusses open education and its role in promoting social justice and participation at multiple levels. Finally, it argues that new teaching methods are needed to focus on learner experiences and outcomes to drive transformation in education.
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
Similar to Panama residency poster sloan 2012 (20)
1. Presentation for the 18th Annual Sloan-C
International Conference – October, 2012
Patrice Prusko Torcivia
Lorette Pellettiere Calix
Kevin Woo
Lisa Snyder
Pauline Carrico
2. The iTransformational Bottom Line:
People, Planet and Business
A personal quest across cultures,
disciplines and the digital divide exploring what
sustainability means to adult learners, business
and society
3. SUNY Empire State College
• Cutting-edge, comprehensive college founded in 1971
• 60,000 alumni
• 11 academic centers of learning; 30 locations
throughout NY
• 19,000 students enrolled per year
– every county in New York state
– every state in the United States
– 50 countries around the world
• 2,000 faculty and staff serving primarily adult learners
4. SUNY Empire State College
Mission –
to be innovative and creative, and to offer people
throughout the state of New York and beyond the
opportunity to study, to learn, and to earn a
degree while still being able to work, raise a
family and be engaged in their communities
5. College-Wide Blended Learning Program
Online Panama-Specific Topics Include:
•Literacy and the sustainability of Panama as a global business hub
•Sustainability and human capital: What is human capital and how do
you measure it?
•Sustainability and natural capital: Cradle to grave and the life cycle
assessment
•Sustainability and profit: it is not just about money, what are the social
and environmental impacts?
•Information technology in Third World countries
•Ecology in Third World Countries
•Service Learning: why bother?
•What does it mean to have a transformational learning experience?
6. Why a Residency Experience?
Education is a social process.
Education is growth. Education is,
not a preparation for life;
education is life itself.
-John Dewey
7. Why a Residency Experience?
Hands-on learning is a primary component of
experiential education and a core ESC value.
Learning by doing offers students the
opportunity to apply academic knowledge in
real-world settings and to experience a
culture first hand.
8. Technology and Information Literacy
Web 2.0 tools to be used by all students
•Blogs
•Twitter
•Pinterest
•Google+
•Elluminate
9. Interdiscplinary Studies
• Information technology
• Literacy
• Bioscience
• Environmental management
• Human development
• Business management
• Social theory and social change
• Option to create an individualized topic
11. Proposed Travel Itinerary
• Day 1 Travel/Arrival to Panama and Service Project
Community
• Day 2 Community Service Overview/Identify Modules of
study
• Day 3 Community Service/lecture/reflection time
• Day 4 Community Service/lecture/reflection time
• Day 5 Community Service wrap up/ return to Panama
city and city/canal tours
• Day 6 Free Day/optional tours
• Day 7 travel/Depart Panama City
•