Quality Education & Skills Training (QUEST) Alliance is a social venture that works to create learning experiences for marginalized children and youth through research, partnerships, and skills training. It focuses on innovative teaching methods, collaborates with organizations to implement and scale solutions, and facilitates knowledge sharing. Through research, piloting programs, and disseminating findings, it aims to enhance education, vocational training, and youth employability.
The document discusses various types of client engagements Kedge provides related to strategy, culture change, learning and development, and innovation. It then provides examples of specific client engagements including:
1) Helping a large investment company expand their perspective through an immersive workshop.
2) Conducting trend analysis and scenario planning for multiple organizations to help transform their strategies around talent management, unions, employee benefits, and children's education.
3) Establishing a futures team and training program to develop foresight capabilities for a media company's global regions.
4) Leading a C-suite retreat that helped a language learning company identify a new strategic acquisition.
The author argues that while the term "transformation" is used frequently in discussions of Building Schools for the Future (BSF), there is little clarity around what exactly it means and how it can be achieved. Current education standards and metrics may restrict truly transformative changes. To truly transform education, learners must be actively involved in co-designing new schools and learning experiences through BSF, rather than having changes imposed on them from above. Embedding learner voice through meaningful participation could help design learning spaces that support innovative theories of learning and prepare students for the 21st century.
This document summarizes a presentation on future directions for e-learning research. It identifies 7 strategic priorities for e-learning development, including building capacity for learning design and assessment, enabling innovation and evaluation, and integrating technology and pedagogy. It also outlines 5 principles for learning design, a model for innovation, and broad themes for future research like open educational resources and mobile learning. Overall, the presentation calls for a strategic and evidence-based approach to integrating technology and pedagogy to improve the learner experience.
This document discusses how to build a sustainable innovation ecosystem for game-based learning in K-12 education. It argues that current game-based learning products have not achieved critical mass due to problems with deployment and a lack of an innovation ecosystem. It advocates targeting areas of non-consumption for pilots and disruptive implementation strategies. It also stresses the need to intrinsically motivate students by satisfying psychological needs, and notes that solely relying on government funding will not sustain the ecosystem long-term. A new collaborative model is needed involving multiple stakeholders from government, industry, and education.
The document discusses the psychological contract of knowledge sharing in technological organizations. It argues that knowledge sharing is a natural act for both animals and humans, as sharing knowledge provides collective benefits. However, four levels of restraining forces can inhibit knowledge sharing in organizations: social, technological, organizational, and personal. At the personal level, barriers include ignorance of one's own knowledge and lack of reflection. To overcome these barriers and encourage more natural knowledge sharing, the document recommends clarifying mutual obligations, ownership of knowledge, and learning duties in the psychological contract between employees and the organization.
The document discusses knowledge management strategies for a public health department. It defines knowledge and knowledge management, and describes how communities of practice can be used to facilitate knowledge sharing and application. Key challenges include engaging the right stakeholders, building trust, allocating adequate resources, and selecting appropriate platforms and activities. Performance indicators that were proposed to evaluate knowledge management activities include the number of community members and interactions, as well as the generation of relevant research outputs.
Video Games & Education: Building A Sustainable Innovation EcosystemAl Meyers
This document discusses building a sustainable innovation ecosystem for video game-based learning. It argues that current game-based learning products have not achieved critical mass due to three main problems: 1) schools need to be redesigned to be intrinsically motivating; 2) game-based learning is not being deployed disruptively; and 3) a sustainable innovation ecosystem must be constructed. It proposes targeting areas of non-consumption and using disruptive implementation strategies to pilot game-based learning before approaching mainstream schools. Government funding alone will not create the needed innovation ecosystem; collaborative efforts are required between various stakeholders.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
The document discusses various types of client engagements Kedge provides related to strategy, culture change, learning and development, and innovation. It then provides examples of specific client engagements including:
1) Helping a large investment company expand their perspective through an immersive workshop.
2) Conducting trend analysis and scenario planning for multiple organizations to help transform their strategies around talent management, unions, employee benefits, and children's education.
3) Establishing a futures team and training program to develop foresight capabilities for a media company's global regions.
4) Leading a C-suite retreat that helped a language learning company identify a new strategic acquisition.
The author argues that while the term "transformation" is used frequently in discussions of Building Schools for the Future (BSF), there is little clarity around what exactly it means and how it can be achieved. Current education standards and metrics may restrict truly transformative changes. To truly transform education, learners must be actively involved in co-designing new schools and learning experiences through BSF, rather than having changes imposed on them from above. Embedding learner voice through meaningful participation could help design learning spaces that support innovative theories of learning and prepare students for the 21st century.
This document summarizes a presentation on future directions for e-learning research. It identifies 7 strategic priorities for e-learning development, including building capacity for learning design and assessment, enabling innovation and evaluation, and integrating technology and pedagogy. It also outlines 5 principles for learning design, a model for innovation, and broad themes for future research like open educational resources and mobile learning. Overall, the presentation calls for a strategic and evidence-based approach to integrating technology and pedagogy to improve the learner experience.
This document discusses how to build a sustainable innovation ecosystem for game-based learning in K-12 education. It argues that current game-based learning products have not achieved critical mass due to problems with deployment and a lack of an innovation ecosystem. It advocates targeting areas of non-consumption for pilots and disruptive implementation strategies. It also stresses the need to intrinsically motivate students by satisfying psychological needs, and notes that solely relying on government funding will not sustain the ecosystem long-term. A new collaborative model is needed involving multiple stakeholders from government, industry, and education.
The document discusses the psychological contract of knowledge sharing in technological organizations. It argues that knowledge sharing is a natural act for both animals and humans, as sharing knowledge provides collective benefits. However, four levels of restraining forces can inhibit knowledge sharing in organizations: social, technological, organizational, and personal. At the personal level, barriers include ignorance of one's own knowledge and lack of reflection. To overcome these barriers and encourage more natural knowledge sharing, the document recommends clarifying mutual obligations, ownership of knowledge, and learning duties in the psychological contract between employees and the organization.
The document discusses knowledge management strategies for a public health department. It defines knowledge and knowledge management, and describes how communities of practice can be used to facilitate knowledge sharing and application. Key challenges include engaging the right stakeholders, building trust, allocating adequate resources, and selecting appropriate platforms and activities. Performance indicators that were proposed to evaluate knowledge management activities include the number of community members and interactions, as well as the generation of relevant research outputs.
Video Games & Education: Building A Sustainable Innovation EcosystemAl Meyers
This document discusses building a sustainable innovation ecosystem for video game-based learning. It argues that current game-based learning products have not achieved critical mass due to three main problems: 1) schools need to be redesigned to be intrinsically motivating; 2) game-based learning is not being deployed disruptively; and 3) a sustainable innovation ecosystem must be constructed. It proposes targeting areas of non-consumption and using disruptive implementation strategies to pilot game-based learning before approaching mainstream schools. Government funding alone will not create the needed innovation ecosystem; collaborative efforts are required between various stakeholders.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
When your talent is spread across a hundred countries, how do you give them a platform to train, brainstorm, and learn together? How do you respond to the learning needs of a diverse, distributed workforce that need to develop into your organization’s future leaders? How does one develop innovative leaders capable of a high level of critical thinking? What are the newest ideas in pedagogy? Here are some ideas and trends which are rapidly transforming L&D.
This document summarizes several case studies of shared services projects between UK colleges. It profiles the partnership between Aylesbury College and Buckinghamshire New University, which received funding to explore creating a joint "sustainable learning community" through curriculum and back office collaboration. The goals were to improve progression routes, deliver flexible education, and raise aspirations across all levels of training. While the focus is growth over savings, some efficiencies were achieved in marketing and HR. Moving forward, the main challenges will be practical implementation as the vision is realized.
This document discusses strategies for developing staff capability through professional development. It proposes a "Ready, Set, Go" approach that recognizes learning as timely, supported and outcomes-focused. The "Ready" phase would identify existing networks and informal learning. The "Set" phase would communicate the training plan. The "Go" phase would encourage collaboration through activities like communities of practice, mentoring and team-based projects.
The paper addresses two fundamental questions:
As a growing body of schools and districts recognize the need for deeper, blended, competency-based learning environments for students, how must the role of leaders evolve to create and sustain them?
How must leader preparation and ongoing professional development evolve to fully enable teacher and leader success in this new environment? This paper explores these questions by capturing a diverse set of voices – ranging from current practicing principals to representatives from pioneering programs and organizations whose missions address educational leadership challenges. The team reviewed the literature on leadership development and spent a year tracking the progress of high-performing educational leadership programs, talking to practitioners and researchers at conferences and events to learn from others passionate about this work; this yielded dozens of conversations and 50 guest blog contributions to inform the research, resulting in a paper that is a compilation of many voices, perspectives and ideas.
Authored by Karen Cator, Bonnie Lathram, Carri Schneider and Tom Vander Ark
Released by Getting Smart & Digital Promise
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document discusses corporate learning and the shift to e-learning and learning without boundaries. It addresses three main topics: 1) the evolution of corporate learning organizations and their role in developing a learning culture, 2) the emergence of e-learning and its advantages over traditional classroom learning, and 3) innovating return on investment through various measurement approaches to demonstrate the value of learning and development programs.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
25 Impact Opportunities In U.S. K-12 EducationCarri Schneider
This document outlines 25 impact investment opportunities in U.S. K-12 education as identified by interviews with over 30 education thought leaders. It describes 10 categories of impact opportunities: student-centered learning, new school development, professional learning & development, learning resources, next-generation assessment, entrepreneurship education, portable data & parent engagement, social-emotional learning, early learning, and STEM/coding/computer science. For each category, several specific investment opportunities are proposed and scored based on their potential scale, risk, and sustainability. Some of the most promising opportunities include competency-based teacher preparation programs, micro-schools, learning game platforms, and interest-driven learning networks. The document provides an overview of trends in
The document introduces the Multiple Learning Experiences (M-LExTM) instructional model developed by Tata ClassEdge for K-12 schools. The model is based on the premises that learning has multiple dimensions and should involve multisensory activities. It aims to make the teaching-learning process more experiential and inquiry-oriented. Key aspects of the M-LExTM model include designing multisensory activities to promote different learning dimensions; incorporating group activities and projects; including differentiated activities; and using multimedia judiciously as a teaching aid rather than the primary mode of instruction. The goal is to make classrooms more engaging for students and less focused on passive transfer of information.
The document presents a framework for personalised e-learning. It positions different technologies, like VLEs and e-portfolios, within a matrix that considers the decision-making process (rational, judgemental, political, complex) and level of customization (transparent, adaptive, cosmetic, collaborative). The framework is meant to optimize learner needs rather than just provide choice. It also emphasizes skills like collaboration, independence, and self-assessment. Overall, the framework conceptualizes technology as representing cultural processes rather than prescribing specific software solutions.
WHITEPAPER - Transforming Workplace Behavior With Immersive LearningChristophe Mallet
A guide for innovative organisations on how to leverage Virtual
Reality to create and deploy effective behavioral training
programmes at scale.
Created by BODYSWAPS : behavior-changing soft skills training delivered with VR.
The document discusses the need for digital and social media strategy training for today's cross-generational workforce. It notes the changing technology and economic landscapes as well as the digital divide. The hope is that learning leads to action and innovation to address this new normal. The training aims to be sustainable, relevant and leverage different generations' traits through practical exercises involving purpose, insights, ideas, content and tactics. The goal is to help learners develop strategies that achieve business objectives through digital and social channels.
Liberal education aims to develop students' character and skills for the 21st century. It was previously seen as non-vocational but is now essential for success in a global economy. Liberal education outcomes include knowledge of human culture and science, intellectual and practical skills, and social responsibility. It is delivered through cornerstone projects, entrepreneurship courses, research projects, and capstone projects. Strengthening liberal education at UKM includes increasing credits required and encouraging more problem-based and collaborative learning across concentrations and with other universities.
The Independent Association of Prep Schools held an away day facilitated by consultants to help plan their future strategy and direction. [The consultants] provided challenge and energy to help the Association identify key issues and opportunities they faced. As a result of the facilitated discussion, the Association confirmed their strategy of promoting excellence in education and refined their membership criteria. They also recognized the importance of districts in strengthening their brand and offerings to members going forward. The client found the independence and challenge provided by the facilitators to be most valuable in achieving these outcomes.
Knowledge Maturing - a different perspective on learningAndreas Schmidt
This document discusses knowledge maturing, a perspective on learning that views it as a continuous social process occurring across different levels. It characterizes knowledge maturing as the increasing teachability, contextualization, and legitimacy of knowledge over time. The document analyzes how disruptions can occur in the maturing process and proposes introducing a more dynamic perspective, moving beyond top-down approaches. It presents a model of the knowledge maturing process and discusses applying the perspective to design processes and competence development.
This document discusses the need for changes to engineering education in Malaysia given globalization and rapid technological changes. It argues that engineering programs need to shift from a traditional teaching model to a student-centered model focused on developing skills like complex problem solving, innovation, collaboration, and lifelong learning. Specific changes proposed include incorporating more project-based and collaborative learning, integrating real-world projects, promoting entrepreneurship, enhancing technology-enabled learning, and creating immersive learning environments on campus. The goal is to prepare engineers for an increasingly globalized, digital world and knowledge economy.
What are communities of practice? How can they help drive productivity and improve organizational performance? What are the key success factors?
In this guide I will examine what CoPs are and how they have come about, as well as their role in learning and development today, and in driving organizational success. Furthermore, drawing on my experience at Cegos I will provide guidance on some of the key factors for setting up successful and sustainable CoPs in Asia.
The document discusses alternative paradigms for engineering education. It proposes redesigning engineering programs around learning outcomes with a focus on developing skills like collaboration, communication, problem solving and lifelong learning. Key elements of the proposed redesign include flipping classrooms, experiential and project-based learning, and comprehensive assessment and quality assurance processes. The goal is to cultivate well-rounded graduates with strong ethics who can contribute solutions to global challenges.
Expanding Education to Catapult the Successful Application of Creativity in E...Courtney Huntzinger
This article proposes different avenues that will cultivate the innovations of our next generation of entrepreneurs, and how providing idea-incubating atmospheres and the continuous development of creative skills will result in in this population achieving their fullest potential- benefiting not just new careers and businesses but also setting the tone for a future wave of ingenuity and creative thinking.
The document discusses the PMI Educational Foundation and its programs and initiatives. It provides an overview of the Foundation's vision, mission and current programs including careers in project management, project management skills for life, and project management scholarships. It then outlines plans to expand the scope and impact of programs through endowing scholarships, project learning initiatives in primary/secondary schools, and humanitarian outreach through disaster-related project management.
The document discusses how advertising is facing challenges due to increased distraction and decreased attention. It notes that 76% of UK users are using other screens while watching TV. It asserts that insight and content can create value, and that data should be used to reach more interested people. The document recommends annexing cultural traction instead of media channels, using data to fuel demand among friends of fans on Facebook, atomizing experiences, and planning for unexpected events. It concludes that success now relies on understanding cultural trends.
When your talent is spread across a hundred countries, how do you give them a platform to train, brainstorm, and learn together? How do you respond to the learning needs of a diverse, distributed workforce that need to develop into your organization’s future leaders? How does one develop innovative leaders capable of a high level of critical thinking? What are the newest ideas in pedagogy? Here are some ideas and trends which are rapidly transforming L&D.
This document summarizes several case studies of shared services projects between UK colleges. It profiles the partnership between Aylesbury College and Buckinghamshire New University, which received funding to explore creating a joint "sustainable learning community" through curriculum and back office collaboration. The goals were to improve progression routes, deliver flexible education, and raise aspirations across all levels of training. While the focus is growth over savings, some efficiencies were achieved in marketing and HR. Moving forward, the main challenges will be practical implementation as the vision is realized.
This document discusses strategies for developing staff capability through professional development. It proposes a "Ready, Set, Go" approach that recognizes learning as timely, supported and outcomes-focused. The "Ready" phase would identify existing networks and informal learning. The "Set" phase would communicate the training plan. The "Go" phase would encourage collaboration through activities like communities of practice, mentoring and team-based projects.
The paper addresses two fundamental questions:
As a growing body of schools and districts recognize the need for deeper, blended, competency-based learning environments for students, how must the role of leaders evolve to create and sustain them?
How must leader preparation and ongoing professional development evolve to fully enable teacher and leader success in this new environment? This paper explores these questions by capturing a diverse set of voices – ranging from current practicing principals to representatives from pioneering programs and organizations whose missions address educational leadership challenges. The team reviewed the literature on leadership development and spent a year tracking the progress of high-performing educational leadership programs, talking to practitioners and researchers at conferences and events to learn from others passionate about this work; this yielded dozens of conversations and 50 guest blog contributions to inform the research, resulting in a paper that is a compilation of many voices, perspectives and ideas.
Authored by Karen Cator, Bonnie Lathram, Carri Schneider and Tom Vander Ark
Released by Getting Smart & Digital Promise
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document discusses corporate learning and the shift to e-learning and learning without boundaries. It addresses three main topics: 1) the evolution of corporate learning organizations and their role in developing a learning culture, 2) the emergence of e-learning and its advantages over traditional classroom learning, and 3) innovating return on investment through various measurement approaches to demonstrate the value of learning and development programs.
The OSKU project aims to develop entrepreneurship training for social and health care students through student cooperatives. Students gain practical experience by running their own business cooperatives while still in school. This allows them to combine theoretical and practical learning to benefit themselves and others. The teacher acts as a coach to guide students as they plan, implement, and assess new ideas and reflect on their experiences. Results include stronger entrepreneurial skills and intentions among students as well as a new approach for providing social and health care services through student cooperatives.
25 Impact Opportunities In U.S. K-12 EducationCarri Schneider
This document outlines 25 impact investment opportunities in U.S. K-12 education as identified by interviews with over 30 education thought leaders. It describes 10 categories of impact opportunities: student-centered learning, new school development, professional learning & development, learning resources, next-generation assessment, entrepreneurship education, portable data & parent engagement, social-emotional learning, early learning, and STEM/coding/computer science. For each category, several specific investment opportunities are proposed and scored based on their potential scale, risk, and sustainability. Some of the most promising opportunities include competency-based teacher preparation programs, micro-schools, learning game platforms, and interest-driven learning networks. The document provides an overview of trends in
The document introduces the Multiple Learning Experiences (M-LExTM) instructional model developed by Tata ClassEdge for K-12 schools. The model is based on the premises that learning has multiple dimensions and should involve multisensory activities. It aims to make the teaching-learning process more experiential and inquiry-oriented. Key aspects of the M-LExTM model include designing multisensory activities to promote different learning dimensions; incorporating group activities and projects; including differentiated activities; and using multimedia judiciously as a teaching aid rather than the primary mode of instruction. The goal is to make classrooms more engaging for students and less focused on passive transfer of information.
The document presents a framework for personalised e-learning. It positions different technologies, like VLEs and e-portfolios, within a matrix that considers the decision-making process (rational, judgemental, political, complex) and level of customization (transparent, adaptive, cosmetic, collaborative). The framework is meant to optimize learner needs rather than just provide choice. It also emphasizes skills like collaboration, independence, and self-assessment. Overall, the framework conceptualizes technology as representing cultural processes rather than prescribing specific software solutions.
WHITEPAPER - Transforming Workplace Behavior With Immersive LearningChristophe Mallet
A guide for innovative organisations on how to leverage Virtual
Reality to create and deploy effective behavioral training
programmes at scale.
Created by BODYSWAPS : behavior-changing soft skills training delivered with VR.
The document discusses the need for digital and social media strategy training for today's cross-generational workforce. It notes the changing technology and economic landscapes as well as the digital divide. The hope is that learning leads to action and innovation to address this new normal. The training aims to be sustainable, relevant and leverage different generations' traits through practical exercises involving purpose, insights, ideas, content and tactics. The goal is to help learners develop strategies that achieve business objectives through digital and social channels.
Liberal education aims to develop students' character and skills for the 21st century. It was previously seen as non-vocational but is now essential for success in a global economy. Liberal education outcomes include knowledge of human culture and science, intellectual and practical skills, and social responsibility. It is delivered through cornerstone projects, entrepreneurship courses, research projects, and capstone projects. Strengthening liberal education at UKM includes increasing credits required and encouraging more problem-based and collaborative learning across concentrations and with other universities.
The Independent Association of Prep Schools held an away day facilitated by consultants to help plan their future strategy and direction. [The consultants] provided challenge and energy to help the Association identify key issues and opportunities they faced. As a result of the facilitated discussion, the Association confirmed their strategy of promoting excellence in education and refined their membership criteria. They also recognized the importance of districts in strengthening their brand and offerings to members going forward. The client found the independence and challenge provided by the facilitators to be most valuable in achieving these outcomes.
Knowledge Maturing - a different perspective on learningAndreas Schmidt
This document discusses knowledge maturing, a perspective on learning that views it as a continuous social process occurring across different levels. It characterizes knowledge maturing as the increasing teachability, contextualization, and legitimacy of knowledge over time. The document analyzes how disruptions can occur in the maturing process and proposes introducing a more dynamic perspective, moving beyond top-down approaches. It presents a model of the knowledge maturing process and discusses applying the perspective to design processes and competence development.
This document discusses the need for changes to engineering education in Malaysia given globalization and rapid technological changes. It argues that engineering programs need to shift from a traditional teaching model to a student-centered model focused on developing skills like complex problem solving, innovation, collaboration, and lifelong learning. Specific changes proposed include incorporating more project-based and collaborative learning, integrating real-world projects, promoting entrepreneurship, enhancing technology-enabled learning, and creating immersive learning environments on campus. The goal is to prepare engineers for an increasingly globalized, digital world and knowledge economy.
What are communities of practice? How can they help drive productivity and improve organizational performance? What are the key success factors?
In this guide I will examine what CoPs are and how they have come about, as well as their role in learning and development today, and in driving organizational success. Furthermore, drawing on my experience at Cegos I will provide guidance on some of the key factors for setting up successful and sustainable CoPs in Asia.
The document discusses alternative paradigms for engineering education. It proposes redesigning engineering programs around learning outcomes with a focus on developing skills like collaboration, communication, problem solving and lifelong learning. Key elements of the proposed redesign include flipping classrooms, experiential and project-based learning, and comprehensive assessment and quality assurance processes. The goal is to cultivate well-rounded graduates with strong ethics who can contribute solutions to global challenges.
Expanding Education to Catapult the Successful Application of Creativity in E...Courtney Huntzinger
This article proposes different avenues that will cultivate the innovations of our next generation of entrepreneurs, and how providing idea-incubating atmospheres and the continuous development of creative skills will result in in this population achieving their fullest potential- benefiting not just new careers and businesses but also setting the tone for a future wave of ingenuity and creative thinking.
The document discusses the PMI Educational Foundation and its programs and initiatives. It provides an overview of the Foundation's vision, mission and current programs including careers in project management, project management skills for life, and project management scholarships. It then outlines plans to expand the scope and impact of programs through endowing scholarships, project learning initiatives in primary/secondary schools, and humanitarian outreach through disaster-related project management.
The document discusses how advertising is facing challenges due to increased distraction and decreased attention. It notes that 76% of UK users are using other screens while watching TV. It asserts that insight and content can create value, and that data should be used to reach more interested people. The document recommends annexing cultural traction instead of media channels, using data to fuel demand among friends of fans on Facebook, atomizing experiences, and planning for unexpected events. It concludes that success now relies on understanding cultural trends.
Bruno's Art & Sculpture Garden is hidden amongst the trees in the Victorian village of Marysville, Australia. With over 300 paintings and sculptures surrounded by a magical rainforest setting, Bruno Torfs has created one of the world's most unique art gardens for visitors of all ages to discover.
Este documento apresenta 18 listas de obras musicais essenciais organizadas por gênero, período histórico e instrumento. As listas incluem composições populares e representativas da música clássica para encorajar a audição contínua e o estudo desse gênero musical.
The document discusses a place called Happy Valley. Happy Valley seems to be a pleasant location where people are content. No other details are provided about Happy Valley in the very brief document.
A Single Therapy for All Subtypes of Horizontal Canal Positional VertigoDavid Yeh
This document describes a study that evaluated a single therapy approach for treating all subtypes of horizontal canal benign paroxysmal positional vertigo (HC-BPPV). The study included 89 patients diagnosed with HC-BPPV who were treated with forced prolonged position (FPP), lying on the side of weaker nystagmus for 12 hours. All subtypes, including canalolithiasis (Can), cupulolithiasis with otoliths on the utricle side (Cup-U), and cupulolithiasis with otoliths on the canal side (Cup-C), were effectively treated with FPP in less than four sessions. The results support using FPP as a
1) The document reports on a study of 132 patients with horizontal canal benign paroxysmal positional vertigo (HC-BPPV) treated with barbecue maneuver, forced prolonged position (FPP), and/or rapid head rotation.
2) Results found that barbecue maneuver and/or FPP resolved HC-BPPV in 22 patients, while rapid head rotation resolved HC-BPPV in 7 patients, inducing different nystagmus responses.
3) The document concludes that FPP and barbecue maneuver remain first choice treatments for HC-BPPV, while rapid head rotation can be used for intractable cases, especially cupulolithiasis cases. Nystagmus direction depends on
The document discusses Medicare Set Asides (MSAs), which allocate a portion of a settlement involving a Medicare beneficiary to future medical expenses that would normally be covered by Medicare. An MSA is needed because Medicare is precluded from paying for medical expenses if payment has been made through other means like workers' compensation. The 2007 Medicare Act expanded MSA requirements to other plans like liability and no-fault insurance and added penalties for noncompliance. Setting up a structured MSA using annuities can significantly reduce costs compared to paying the full amount in cash. Attorneys need to understand MSA thresholds and protect Medicare's interests to avoid potential liability.
The document discusses market opportunity assessment, which is used to estimate how much of the market will buy a new product offering. It provides a framework that assesses market opportunity across four dimensions: market pain and priorities, brand positioning, buying behavior, and intent to buy. Conducting a comprehensive market opportunity assessment reduces risks, increases the chances of successful product launches, and provides benefits across organizations like setting realistic expectations, managing product portfolios, and informing marketing and product development.
Christmas Carol Songbook Voice, S A T B VariousHOME
Este documento contiene una lista de 22 villancicos navideños populares. Algunos de los villancicos incluidos son "Angels We Have Heard on High", "Away in a Manger", "O Come, All Ye Faithful" y "Silent Night". La lista proporciona los títulos de villancicos navideños tradicionales cantados comúnmente durante la temporada de Navidad.
The slide SEO Contains the basic foundations when we apply the SEO on our site like, Title tag, ,Meta tag , meta description, H1, H2, Headings,URLs (SEO),and add 'Alt' for images(SEO), HTML sitemap, paging, Bread Crumb, Link Navigation, Domain Naming, Directories, Good anchor for SEO, Sitemaps, Sitemaps Priority(SEO),Change frequency in Sitemap(SEO), Java Script and Search Engines, Flash and SEO, SEO-Link Building
The document discusses several festivals celebrated in Lagos, Nigeria. It describes the Agere, Eyo, Gelede/Efe, and Zangbeto masquerade festivals. The Eyo festival occurs during a new king's coronation or an important dignitary's death and involves strict rules. The Gelede/Efe festival highlights women's importance and occurs over two days, with Efe on the first and Gelede in the afternoon with masquerades. The nine-day Zangbeto festival in Badagry includes elders who ensure disputes are solved and laws followed.
National Education Technology Plan 2010carrietales
The document discusses key points from the National Education Technology Plan (NETP) which calls for a "revolutionary transformation" of education through technology. It outlines 5 essential areas including learning, assessment, teaching, infrastructure, and productivity.
The NETP proposes a model of learning powered by technology across these 5 areas. It emphasizes the need for collaboration, leadership, investment, and partnerships to implement its vision. The goal is to prepare students with 21st century skills and make learning more engaging through the use of technology.
The document recommends standards and resources that leverage technology principles from learning sciences. It also suggests using technology to improve formative and summative assessments to drive instruction and continuous learning. Finally, it proposes
This document summarizes the inaugural meeting of the Sacramento/Central Valley Regional Network of the California Community College Basic Skills Initiative. The meeting aimed to build connections among participants, familiarize them with the goals and activities of the statewide network, and discuss strategies for adding components and sharing successes and challenges. Key topics included the history and goals of the Basic Skills Initiative, grant funding opportunities, the vision for a virtual networking platform, and potential future activities for the regional network.
The document describes the TIDES program, which uses challenge-based learning to connect students to real-world problems. Students work collaboratively in interdisciplinary teams to understand issues, ideate solutions, and develop prototypes guided by human-centered design principles. The program aims to give students agency, develop 21st century skills, and connect their learning to potential future pathways and industries. Initial impacts of the program have included strengthened student skills, knowledge, and awareness of future opportunities.
Review of the national education technology plan 2010 (1)Ndavis119
The National Education Technology Plan from 2010 focused on reforming education through the use of technology. It outlined 5 essential components of learning with technology: learning, assessment, teaching, infrastructure, and productivity. The plan called for using technology to engage and empower students, measure learning through new forms of assessment, provide teachers with resources and skills, ensure access to tools, and redesign processes to improve outcomes. It emphasized using today's technologies in classrooms to prepare students with 21st century skills.
The 2-year MMS program aims to provide students with knowledge and skills required for careers in business and industry. It focuses on developing communication, leadership, and planning abilities. Students take compulsory and elective courses, complete projects, summer internships, and industrial visits. The institute emphasizes corporate social responsibility and has partnerships with various organizations.
Maidan summit 2012 Sarah Murray, Women Win, NetherlandsMaidan.in
This document outlines the mission, vision, strategy, and theory of change for an organization aiming to empower 1 million adolescent girls through sport by 2016. The mission is to equip girls to exercise their rights through sport. The vision is that one win will lead to another, with girls rising up and transforming their lives. The strategy involves investing in flagship programs, strengthening partners' capacities, demonstrating impact through monitoring and evaluation, and learning and sharing best practices. The theory of change is that through well-designed sport programs, girls can build assets, access resources, and develop agency. Collective impact is emphasized as key to achieving large-scale change through cross-sector alignment and learning among organizations.
Taking Learning Beyond the School GateKim Flintoff
The TIDES program aims to support students' collaborative problem solving of real-world challenges through industry, government, and community partnerships. It uses challenge-based learning where students identify issues, gain knowledge, and develop solutions. Students have worked on challenges in areas like agriculture, health, and sustainability. The program focuses on developing students' 21st century skills like collaboration, creativity, and critical thinking through personalized, hands-on learning experiences.
The Development Management Institute (DMI) was established in 2014 to empower grassroots development through education and research. DMI offers a 2-year Post Graduate Program in Development Management to train professionals, provides competency enhancement programs, and establishes research centers. Its goal is to promote just, equitable and sustainable development in Bihar through empowering local communities and collaborating with state organizations.
US Office of Innovation and Entrepreneurship overview 3helix
The document provides an overview of the Office of Innovation and Entrepreneurship (OIE). It discusses the OIE's history, mission, and vision of supporting economic growth through entrepreneurship and regional clusters. It outlines several of OIE's key programs, including the i6 Challenge grant program, i6 Winners Conference, the National Advisory Council on Innovation and Entrepreneurship, and efforts to facilitate university-industry collaboration and engagement with regional economic development.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
The growth of higher education depends on the choices needed management system. This PPT gives a research-based management ecosystem for the CEOs in Higher Education Institutes.
This document outlines four types of scholarship (discovery, integration, application, teaching) and proposes measures of performance for each. It advocates for open scholarship that participates in the perpetual development of knowledge through collaboration. The goal is to promote learning and research through co-creation and infrastructure that supports evolving fields.
The document provides an overview of the Microsoft Education Transformation Framework, which is designed to help schools and education systems plan and implement systemic changes to better support student learning. The framework includes 10 components of transformation across leadership/policy and 21st century pedagogy. It also summarizes research on education systems that have improved performance and provides guidance, tools and case studies to help other systems learn from their experiences and approaches. The document outlines how schools can use the framework at different stages of readiness and highlights outcomes that could potentially be achieved through a transformation process.
The document provides an overview of the Microsoft Education Transformation Framework, which is designed to help schools and education systems plan and implement systemic changes to better support student learning. The framework includes 10 components of transformation across leadership/policy and 21st century pedagogy. It also summarizes research on education systems that have improved performance and provides guidance on adapting successful strategies. Examples are given of how schools have used the framework to envision changes like empowering classrooms, enabling anytime learning, engaging students in deep learning, and personalizing education.
The document provides information about an upcoming Learning & Development Summit being held by ITOL Central Eastern Europe. The one day summit will feature international speakers discussing topics like creating a learning culture and developing talent. Attendees will be able to participate in workshops on subjects such as measuring learning impact and using competencies to support organizational needs. The goal of the summit is to promote lifelong learning at both the organizational and individual level in Romania and the EU.
Steven D. Honegger is an innovation strategist with experience in education policy, research, finance, and workforce development. He uses human-centered design to collaborate with interdisciplinary teams and solve complex problems. As a founding director, he helped launch a social innovation initiative applying design thinking to career and financial preparedness. With expertise in areas like education, business design, and strategic planning, he works to foster innovation and help organizations and individuals adapt to changes.
Leveraging Capabilities to become a Learning OrganisationJNTU
This document discusses how organizations can become learning organizations by leveraging knowledge. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new patterns of thinking and learning together. The document outlines that learning organizations encourage continuous learning, information sharing, and seeing the big picture. It also discusses how tacit and explicit knowledge differ and examines why knowledge sharing can be challenging. Finally, it provides recommendations for building a learning organization at the individual, team, and organizational levels.
Ms. Jerry Bishop is a passionate learning and development professional with 15 years of experience in various industries. She has expertise in needs assessment, program design, facilitation, and consulting. Her background includes work with private career colleges, credit unions, and technology companies. She is recognized for her ability to empower and inspire others to strengthen their skills and further their professional development.
3. Quality Education & Skills Training (QUEST) Alliance is a social venture
that works towards creating powerful learning experiences for
marginalized children & youth to realize their full potential
Who are we ?
5. We focus on research-led innovation in teaching and learning
We engage with civil society, government institutions and
corporates to demonstrate and enable scalable and replicable
solutions in education and vocational training
We provide a collaboration platform to enable knowledge creation
and sharing among a growing network of diverse stakeholders
We look to harness the potential of technology and contextualize it
to address real world challenges
What do we do ?
7. Research Demonstrate Disseminate
How do we work ?
8. Research Demonstrate Disseminate
- Learner analysis – to create a shared
understanding of needs & challenges in
existing delivery models
– Design research - to explore
innovation in pedagogy, curriculum and
assessment to creatively enhance and
develop powerful learning experiences
– Program evaluation - to critically
analyse program outcomes and impact
in the context of quality, sustainability,
replicability
How do we work ?
9. Research Demonstrate Disseminate
– Research led program design and
incubation through appropriate
partnerships
– Continuous engagement and
monitoring of pilots to identify success
factors and
re-design constantly
– Identify scenarios for scale, adaption
to new contexts and sustainability
How do we work ?
10. Research Demonstrate Disseminate
– Facilitate knowledge exchange and
genuine dialogue through physical and
virtual meeting spaces
– Promote thought leadership by bringing
together thinkers and change makers to
address cross cutting challenges
– Influence policy making by sharing
research and analysis from successful and
inspirational field experiences
How do we work ?
11. Research Demonstrate Disseminate
- Learner analysis – to create a shared – Research led program design and – Facilitate knowledge exchange and
understanding of needs & challenges in incubation through appropriate genuine dialogue through physical and
existing delivery models partnerships virtual meeting spaces
– Design research - to explore – Continuous engagement and – Promote thought leadership by bringing
innovation in pedagogy, curriculum and monitoring of pilots to identify success together thinkers and change makers to
assessment to creatively enhance and factors and address cross cutting challenges
develop powerful learning experiences re-design constantly – Influence policy making by sharing
– Program evaluation - to critically – Identify scenarios for scale, adaption research and analysis from successful and
analyse program outcomes and impact to new contexts and sustainability inspirational field experiences
in the context of quality, sustainability,
replicability
How do we work ?
13. Build robust curriculum and course structures that address learner
specific needs while forming the foundation for a transformational
experience
Create a vibrant facilitator platform for continuous support and
professional development
Design and pilot multiple delivery models to ensure quality and
relevance in varied learning contexts
Share knowledge and engage with a larger group of stakeholders
to mobilize action and policy change through impactful research,
demonstration and advocacy
Focus Areas
15. Over the last 3 years our initiatives have aimed to address
facilitator capacity building, curriculum design, developing and
piloting technology tools for improving delivery and sensitizing
formal educational systems to the importance of building
livelihood skills.
We have worked with curriculum designers (International
Youth Foundation), non profits (CAP, DRF, Youthreach) and
private sector (Alcatel-Lucent, GE, Microsoft)
Multiple tools have been piloted, tested intensively and scaled
leading to new directions for research and innovation
Our work in Employability
16. Digital Lifeskills toolkit aimed to address the pressing need of
providing facilitators with ideas and tools for developing their
facilitation and subject matter competencies, currently being used
in over 80 centers across India, Nepal and Sri-Lanka
Udaan Lifeskills program is a comprehensive 67 module curriculum
designed to address the most vital part of employability training to
develop critical life skills and workplace readiness skills
Pre-Vocational modules aimed to help secondary school students
explore their interests in diverse vocations through subject matter
in English, Math and Social Sciences
Research and Innovation
18. Over the last 3 years our initiatives have aimed to explore
diverse content design, delivery methods and teacher support
and advocacy for change
We have worked with design researchers (Quicksand Design
Studio), educators (Vikramshila, Udaan) non profits (APF, EDC,
Pratham,) and technology enablers (Drishti, OWSA, )
Non traditional and participatory tools and mediums have
been piloted, tested intensively and scaled leading to new
directions for research and innovation
Our work in Education
19. Videoshala is a unique intervention where local community members
are trained to produce contextually relevant curriculum based
educational video kits for primary school children.
Lifeline for Education is a phone based information and knowledge
access system to support teachers in the context of an acute
shortage of teaching resources in rural government schools
Teacher centric content for computer aided learning was designed,
piloted in 12 schools and distributed in 4000 schools
Knowledge Sharing and capacity building events have been a key
medium for engaging in dialogue on issues like instructional design,
evaluation and meaningful uses of technology
Research and Innovation
21. NGOs : Seed ideas for innovation, share research and
implement pilots in the field
Corporations & Academic Institutions : Share resources,
knowledge, tools and methodologies to develop and assess a
proof of concept
Governments : Provide support to scale up a proof of concept
Technology companies & labs: Create or adapt technology
products and services to provide value for teachers & learners
Possibilities for Engagement
22. APF
CAP
Funders USAID Non Profits DRF
Pratham
OWSA
Accenture Youthreach
Corporations GE Udaan
Microsoft Vikramshila
Alcatel-Lucent Foundation Drishti
Intel Education Education Development Center
Wipro Byrraju Foundation
Cisco Saath
British Telecom Unnati
Education Initiatives International Youth Foundation
American Indian Foundation
Human & Institutional Development Forum
RAN Research Center for Learning Resources
Educationists
Retail Biz IT for Change
& Researchers Video Volunteers
Nirantar
Center for Media studies
RV Educational consortium Carnegie Mellon University
ALC Schools Srishti School of Art, Design & Technology
Quicksand & Academic Institutions Digantar
IMRB SNDT University
Kozmalone consulting
Who are our partners ?
24. Aakash Sethi
Executive Director
Deepak Menon Amitav Nath Abhijeet Mehta Douglas Bell Linet D’souza Tina Koshy
Research & Programs and Partnerships & Learning Finance & Governance &
Innovations Operations Communication Specialist Administration Contracts
Quicksand Design Nikita Agarwal Deepti Belliappa Aude Joannis Radha Ganesan Janardhana KV
Studio Ganapathy
Program Design Instructional Administrative
Innovations Partner Coordinator Communications Specialist Designer Assistant
Specialist
Who is the team ?