Paper presented by Eduardo Chaves at the Problem-Based Learning 2018 Conference (PBL-2018), promoted by the PAN-PBL Association, which took place in Santa Clara, CA, USA, from 16 thru 19 of February of 2018
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
This document contains the notes from a presentation by Sheryl Nussbaum-Beach on learning and leading in the digital age. Some of the key points discussed include:
- The world is changing rapidly with the rise of mobile technology, online connectivity, and an "Internet of Things."
- Schools need to transform, not just reform, to prepare students for this new context and the future ahead of them.
- Connected learning through online networks, collaboration, and sharing knowledge can accelerate learning when integrated into classrooms.
- Educators must adapt and redefine themselves or risk becoming irrelevant in the 21st century.
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
This document contains the notes from a presentation by Sheryl Nussbaum-Beach on learning and leading in the digital age. Some of the key points discussed include:
- The world is changing rapidly with the rise of mobile technology, online connectivity, and an "Internet of Things."
- Schools need to transform, not just reform, to prepare students for this new context and the future ahead of them.
- Connected learning through online networks, collaboration, and sharing knowledge can accelerate learning when integrated into classrooms.
- Educators must adapt and redefine themselves or risk becoming irrelevant in the 21st century.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
The document discusses future focused learning and how schools can prepare students. It suggests that schools should:
1) Learn from the past to understand history and how it shapes the present.
2) Look to the future by understanding trends and preparing students for an uncertain world with skills like problem solving.
3) Empower students to live in the present by developing their agency, allowing more flexible learning, and focusing on competencies over standardized tests.
This document discusses connected learning communities (CLCs) as a new model for professional development for educators. CLCs provide several ways for educators to connect and collaborate, including local face-to-face professional learning communities (PLCs), personal learning networks (PLNs) built individually online, and bounded global communities of practice or inquiry (CoPs). PLCs focus on collaboration within subject areas or grade levels, PLNs focus on individual growth, and CoPs focus on collective knowledge building around shared interests and goals. The document advocates that connected educators who participate in these communities are better able to drive effective change.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
Students and schools learn best through social interaction, hands-on experience, and personalized learning. When students take an active role in their education through questioning, discussion, and exploring their own interests, they develop a deeper understanding of content. Teachers also benefit from collaboration, observing students' thinking, and adapting instruction based on individual needs rather than standardized practices. Overall, learning is most effective when it is interactive, customized, and allows students and teachers to learn from one another.
Partnership, co-operation and dismantling the curriculum in HERichard Hall
1. The document discusses dismantling the traditional curriculum in higher education and adopting a more engaged, feminist approach. It references theorists like bell hooks who emphasize sharing intellectual and spiritual growth with students rather than just information.
2. A summary of Sara Ahmed's work on "living a feminist life" is provided, noting it involves creating more equal relationships and supporting marginalized groups.
3. The document argues the curriculum should be stripped back to reveal forms of oppression, illness, precarity and objectification, and how knowledge and disciplines are currently separated in ways that disable addressing societal crises.
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
Learn it and forget it or Just in Time KnowledgeNathan Loynes
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
This document discusses the future of education. It outlines some problems with the current education system such as low university completion rates, high costs, and lack of job preparation. It then discusses alternatives to traditional education like online learning and the Thiel fellowship. Specific topics that will be covered include accelerated learning, the flipped classroom/self-paced learning, the education landscape, arguments for and against online learning, and how data and techniques like spaced repetition can be used to improve learning.
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
Vikki day one foundations 2011 bridgewatervpriddle
This document provides an overview of topics and assignments for a foundations of curriculum studies course, including introductions to curriculum philosophy and approaches, issues related to race/equity, postmodern curriculum development, and principles of design. It also discusses various views of curriculum, including planned vs unplanned aspects, and presents three metaphors for conceptualizing school - a moral community, a productive organization, and a political marketplace.
The document discusses the changing landscape of education and skills needed for the 21st century. It notes that half of what students learn in their first year may be outdated by their third year, and that social and intellectual capital are becoming more important economic values. It advocates for personal learning networks, communities of practice, and using technology in pedagogically sound ways to develop students' new media literacies and prepare them for a world where knowledge is constantly changing.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
The document discusses future focused learning and how schools can prepare students. It suggests that schools should:
1) Learn from the past to understand history and how it shapes the present.
2) Look to the future by understanding trends and preparing students for an uncertain world with skills like problem solving.
3) Empower students to live in the present by developing their agency, allowing more flexible learning, and focusing on competencies over standardized tests.
This document discusses connected learning communities (CLCs) as a new model for professional development for educators. CLCs provide several ways for educators to connect and collaborate, including local face-to-face professional learning communities (PLCs), personal learning networks (PLNs) built individually online, and bounded global communities of practice or inquiry (CoPs). PLCs focus on collaboration within subject areas or grade levels, PLNs focus on individual growth, and CoPs focus on collective knowledge building around shared interests and goals. The document advocates that connected educators who participate in these communities are better able to drive effective change.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
Students and schools learn best through social interaction, hands-on experience, and personalized learning. When students take an active role in their education through questioning, discussion, and exploring their own interests, they develop a deeper understanding of content. Teachers also benefit from collaboration, observing students' thinking, and adapting instruction based on individual needs rather than standardized practices. Overall, learning is most effective when it is interactive, customized, and allows students and teachers to learn from one another.
Partnership, co-operation and dismantling the curriculum in HERichard Hall
1. The document discusses dismantling the traditional curriculum in higher education and adopting a more engaged, feminist approach. It references theorists like bell hooks who emphasize sharing intellectual and spiritual growth with students rather than just information.
2. A summary of Sara Ahmed's work on "living a feminist life" is provided, noting it involves creating more equal relationships and supporting marginalized groups.
3. The document argues the curriculum should be stripped back to reveal forms of oppression, illness, precarity and objectification, and how knowledge and disciplines are currently separated in ways that disable addressing societal crises.
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
Presentation for 2014 Global Education Conference
This is a draft
ALL Rights Reserved
Copyright Richard C. Close
Trademark Global Learning Framework, Personal Learning Framework and Three Processor Theory and Transformation Learning Framework.
Professional Services Training
richardcclose@gmail.com
Community
http://globallearningframework.ning.com
Blog:
richardclose@blogspot.com
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
Learn it and forget it or Just in Time KnowledgeNathan Loynes
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
This document discusses the future of education. It outlines some problems with the current education system such as low university completion rates, high costs, and lack of job preparation. It then discusses alternatives to traditional education like online learning and the Thiel fellowship. Specific topics that will be covered include accelerated learning, the flipped classroom/self-paced learning, the education landscape, arguments for and against online learning, and how data and techniques like spaced repetition can be used to improve learning.
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
Vikki day one foundations 2011 bridgewatervpriddle
This document provides an overview of topics and assignments for a foundations of curriculum studies course, including introductions to curriculum philosophy and approaches, issues related to race/equity, postmodern curriculum development, and principles of design. It also discusses various views of curriculum, including planned vs unplanned aspects, and presents three metaphors for conceptualizing school - a moral community, a productive organization, and a political marketplace.
The document discusses the changing landscape of education and skills needed for the 21st century. It notes that half of what students learn in their first year may be outdated by their third year, and that social and intellectual capital are becoming more important economic values. It advocates for personal learning networks, communities of practice, and using technology in pedagogically sound ways to develop students' new media literacies and prepare them for a world where knowledge is constantly changing.
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
The school of the future will look very different than schools today. It will be integrated with the community and allow students to learn anytime, anywhere through personalized learning focused on their interests and life projects. The curriculum will focus on developing competencies through inquiry-based and project-based learning rather than transmitting subject matter. Teachers will act as coaches and mentors rather than presenters, asking questions to spark curiosity rather than providing answers. Technology will be both a tool and a toy for learning, and the goal of education will be lifelong personal development and happiness.
Dealing with educational change malaysia-c2Eduardo Chaves
This document discusses the need for educational change in response to broader societal changes. It argues that schools must reinvent themselves to remain relevant. Specifically:
- Traditional schools focus too much on information delivery rather than developing skills. The curriculum is overly rigid and does not match students' needs.
- A new conception of education should focus on developing student autonomy and competence. Learning is about gaining abilities, not just absorbing information.
- The curriculum needs to be more flexible and skill-based rather than focusing on rigid subject divisions. It should cater to individual student's interests and life goals.
- Teachers' roles must shift from information delivery to advising, coaching, and facilitating student-directed learning. Their focus
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
This document discusses reinventing the curriculum in a digital age. It provides definitions of curriculum and identifies three major curriculum planning ideologies: curriculum as content, curriculum as product, and curriculum as process. It discusses questions around the nature and elements of curriculum. It also outlines the context in England since 1988 with the introduction of the National Curriculum and increasing focus on testing and performance measures. The document discusses challenges to innovation in schools due to existing structures and cultures not supporting significant educational change. It explores possibilities for remaking curriculum using digital technologies and approaches like enquiry-based learning.
This document discusses the leadership needed to transform school culture through technology. It argues that schools must develop a culture of transformation by unlearning their current views of education, learning, curriculum and assessment. Effective leadership is needed to manage this change and lead schools to a radically new culture focused on student-centered learning. This includes transforming the faculty role, integrating virtual and formal learning environments, and strengthening relationships with external stakeholders. Only through such innovative changes can schools keep up with the rapidly changing world and empower students with digital tools.
Kindergartners today will graduate in 2021 and enter a world vastly different than the present. To prepare students for this changing world, schools must shift away from an industrial model and focus on developing 21st century skills like critical thinking, communication, creativity and technology literacy. This involves making students' education more personalized and emphasizing skills like problem solving through hands-on, inquiry-based learning connected to real-world issues. Schools will need to incorporate global topics, civic engagement and environmental awareness across disciplines to ready students for the interconnected challenges of the future.
This document outlines Sheryl Nussbaum-Beach's keynote presentation on connected learning and leading schools in the 21st century. Some of the main points discussed include: the changing digital landscape and trends like mobility, connectivity, and online collaboration; the need for schools to transform and not just reform; developing connected learning communities among educators; and leveraging collective intelligence through professional learning networks, communities of practice, and tribes. The presentation emphasizes that connected learning has the potential to enable deeper and more impactful learning when educators collaborate online and offline.
Deirdre Butler- Emerging Models of Teaching & Learning Justina Spencer
The document discusses the question of whether schools should pursue fundamental change or incremental improvement. It notes that there has been little discussion about this important question. It also provides a short description of the differences between incremental improvement, which focuses on small, continuous changes, and fundamental change, which requires completely rethinking the nature of schooling from the ground up.
Schools need to reform to better prepare students for the 21st century. Traditional school models are outdated and do not adequately develop skills like critical thinking, creativity, and collaboration. Successful schools of the future will personalize learning, integrate technology, focus on real-world problem solving, and foster learning communities. The role of teachers will be to guide students as they work together on authentic projects.
The document proposes a model for funding school collaboration and resources focused on 21st century skills. It discusses selecting schools to participate in the initiative that are committed to transforming learning environments. Selected schools would receive funding for professional development, curriculum design, and technology to implement new teaching approaches preparing students for future careers. An selection process identified 18 school projects from a diverse set of schools that demonstrated a vision for change and potential for impact. The initiative incorporates social networks, meetings, conferences, and travel for participants to collaborate and share progress on transforming education.
The document discusses plans for the 2022 Bonner Network Meeting. It will focus on reimagining campus-wide engagement by reflecting on current practices, the changing higher education context, and theories to inspire new ideas and strategies. Participants will share creative engagement strategies and discuss challenges like enrollment declines, rising costs, ensuring equity, and uneven student outcomes. The meeting will explore the Bonner Network and Bringing Theory to Practice initiatives which aim to strengthen models of inclusive, engaged learning and catalyze systemic change in higher education. Theories of diffusion of innovations and the three horizons framework will be used to examine changes and shape future possibilities.
1. The document discusses three generations of online learning pedagogy: cognitive/behavioral, social constructivist, and connectivist.
2. Cognitive/behavioral pedagogy focuses on individual learning and is scalable but may not develop lifelong learning skills. Social constructivist pedagogy incorporates collaborative group work but is not scalable. Connectivist pedagogy focuses on network learning through social media and aggregations.
3. New technologies and approaches are changing how people learn, with implications for more student control, connectivity, and opportunities to develop skills for a changing world. However, challenges include information overload, privacy issues, and changing roles for teachers and students.
This document provides an overview of Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main ideas discussed include: embracing collective intelligence over individual knowledge; defining terms like connected learning; examining how the world, students, and schools have changed with technology; discussing trends like the shift to mobile and social learning; and introducing models for connected professional development like personal learning networks and communities of practice. The presentation emphasizes building relationships and community to support learning and addresses how to shift from teaching to learning focus.
Winston Salem Administrators Workshop - 7.28.09Chris Lehmann
This document outlines Chris Lehmann's vision for School 2.0, which focuses on creating schools that develop students' citizenship over workforce skills through progressive education supported by 21st century tools. It discusses problems with the current system like a lack of vision and humility. Lehmann advocates for student-centered, project-based, differentiated learning and sees technology as a tool to support inquiry, collaboration, and student work rather than direct instruction. The document calls for reexamining systems and structures through the lens of core values like learning that matters to students.
The document discusses the vision of an "Education Nation" where education is the highest priority. It outlines six leading edges of K-12 innovation: 1) Thinking, focusing on growth mindset for students and teachers, 2) Curriculum & Assessment, 3) Technology including 1:1 devices and online learning, 4) Time/Place allowing learning beyond the classroom, 5) Co-Teaching with parents and experts, and 6) Youth as digital natives driving change. The goal is for students to learn in their own way and own time through partnerships between school, community, technology and a focus on each student's strengths.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
This document discusses high-impact educational practices (HIPs) such as internships and civic engagement. It notes that HIPs have been shown to provide substantial educational benefits to students when implemented effectively. However, not all students participate in HIPs, with underrepresented minority students having less access. The document advocates for integrating HIPs more fully into liberal education and ensuring equitable access for all students. It also argues that HIPs work best when they involve real-world experience, critical reflection, and are tied to academic curriculum.
Similar to Reinvent the School or Deschool Education? (20)
O documento discute os conceitos de reforma e revolução como tipos de mudança. A reforma representa mudança incremental e gradual dentro de um paradigma existente, enquanto a revolução representa mudança ampla e radical que subverte um paradigma existente. O documento também lista os bilionários mais ricos do mundo em 2016 e 2022, destacando as fortunas e empresas de Jeff Bezos, Bill Gates, Warren Buffett e outros.
O documento discute os conceitos de reforma e revolução como tipos de mudança. A reforma representa mudança incremental e gradual dentro de um paradigma existente, enquanto a revolução representa mudança ampla e radical que subverte um paradigma existente. O documento também lista os bilionários mais ricos do mundo em 2016 e 2022, destacando as fortunas e empresas de Jeff Bezos, Bill Gates, Warren Buffett e outros.
O documento discute os conceitos de reforma e transformação na educação. A reforma envolve mudanças incrementais dentro do mesmo paradigma, enquanto a transformação envolve mudanças profundas e sistêmicas que subvertem o paradigma existente. O documento também apresenta uma tabela comparando as riquezas e empresas de alguns dos bilionários mais ricos do mundo.
Andreas von Karlstadt: Reformador do Pensamento de LuteroEduardo Chaves
Palestra apresentada por Eduardo CHAVES no Simpósio "As Outras Faces da Reforma Protestante", realizado pelo Centro de Educação, Filosofia e Teologia (CEFT) da Universidade Presbiteriana Mackenzie, sob a Coordenação da Profa. Dra. Lídice Meyer Pinto Ribeiro, em 23/11/2017, 8h30-17h30, Auditório Ruy Barbosa
O documento discute o impacto das reformas religiosas do século 16 na cultura. Resume que a visão de Lutero trouxe novos conceitos como a liberdade pessoal, obediência à consciência individual e desintermediação, mas que Lutero teve que equilibrar seus ideais com a realidade, adotando posições mais conservadoras.
O documento classifica a natureza da mudança em quatro categorias: mudança pequena e gradual, mudança dentro do paradigma, renovação e inovação, mudança que subverte o paradigma e mudança ampla e radical. Ele fornece contatos do autor e links para slides da palestra.
Slides da palestra “Caminhos para a Educação”, apresentada no Primeiro Encontro para Inovação, Competitividade e e Desenvolvimento, organizado pela Escola de Administração de Empresas de São Paulo (EAESP) da Fundação Getúlio Vargas em 1 de Dezembro de 2016.
Eduardo Chaves - A Igreja Virtual - Aula 2 (2016)Eduardo Chaves
O documento discute como a igreja atende várias necessidades espirituais e sociais de sua comunidade e explora como algumas dessas funções podem ser realizadas virtualmente. Ele levanta questões sobre quais aspectos da igreja são mais importantes para os membros e como eles poderiam ser replicados online, reconhecendo que algumas funções podem não ser totalmente virtuais.
Eduardo Chaves - A Igreja Virtual - Aula 3 (2016)Eduardo Chaves
O documento discute o desafio das mídias e redes sociais para a Igreja. Apresenta uma palestra sobre como a tecnologia pode ser usada para sustentar, suplementar ou subverter as atividades da Igreja, e que mudanças nos meios podem melhorar o desempenho sem alterar os fins da Igreja. Também destaca a importância de considerar possíveis consequências não intencionadas da introdução de novas tecnologias.
Este documento lista os 6 homens mais ricos do mundo em 2016 de acordo com sua fortuna líquida, nome, ganhos ou perdas percentuais na fortuna no ano, idade, empresa principal e país de origem. Bill Gates permaneceu no topo da lista com uma fortuna de US$ 77,2 bilhões, seguido por Amancio Ortega com US$ 69,9 bilhões e Warren Buffett com US$ 68,9 bilhões.
Educação, Mudança e Inovação: O Papel do Professor e da TecnologiaEduardo Chaves
Este documento lista os 6 homens mais ricos do mundo em 2016 de acordo com sua fortuna líquida. Bill Gates ocupa o primeiro lugar com uma fortuna de US$ 77,2 bilhões, seguido por Amancio Ortega com US$ 69,9 bilhões e Warren Buffett com US$ 68,9 bilhões. Jeff Bezos e Mark Zuckerberg ocupam, respectivamente, a quarta e sexta posições.
Slides usados em palestra ministrada em 15/12/2015 na ASTE - Associação de Seminários Teológicos Evangélicos, por ocasião do SImpósio Anual, este ano realizado em São Paulo, SP
O documento discute o impacto potencial das novas mídias na educação teológica. Apresenta que o paradigma atual da educação é textocêntrico, magistrocêntrico e escolacêntrico, enquanto as novas mídias possibilitam um paradigma mais centrado no desenvolvimento de competências, na interação entre pares e no acesso remoto à informação. As novas mídias podem sustentar a educação teológica ao facilitar a aquisição de habilidades necessárias para o ministério, como a
Slides que serviram de base para a palestra "Educação pelo Esporte", promovido pelo Instituto Alpargatas, em João Pessoa, PB, aos 24 de Novembro de 2015
Educacao, Mudanca e Inovacao - InovaEduca - 20151116Eduardo Chaves
O documento discute a natureza da mudança e da inovação, distinguindo entre reforma incremental e transformação radical. A reforma envolve mudanças pequenas e graduais dentro do paradigma existente, enquanto a transformação subverte o paradigma atual com mudanças amplas e sistêmicas.
Tecnologia e Educação: Meios Poderosos e Fins ConfusosEduardo Chaves
O documento discute como a tecnologia na educação tem meios poderosos mas fins confusos. Ele argumenta que o problema não está na tecnologia em si, mas na falta de clareza sobre os objetivos da educação. Uma nova visão de educação deve se concentrar em desenvolver competências necessárias para os alunos definirem e realizarem seus próprios projetos de vida. A tecnologia na escola deve apoiar a aprendizagem dos alunos através da interação e colaboração.
This document discusses the importance of education and dreams in shaping human lives. It notes that while sea turtles are solely products of their genes and do not require education, humans are influenced by many environmental factors like family, community, schools and culture. It argues that to live fulfilled lives, humans must cultivate dreams and develop the passion and competence to execute life projects that realize those dreams. Having intelligence alone is not enough - one must also have intelligent emotions like courage and perseverance. The document encourages focusing on skills development so that dreams can be transformed into reality.
Redes Sociais e Educacao: Personalizacao em Escala - 20110622Eduardo Chaves
Este documento discute como as tecnologias atuais, como as redes sociais, podem permitir uma educação personalizada em larga escala. Ao longo da história, a educação pessoalizada era possível na Antiguidade, mas não em escala, enquanto na era industrial a educação em escala ocorreu sem personalização. Hoje, as novas tecnologias podem tornar possível educar muitas pessoas de forma individualizada ao mesmo tempo.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Reinvent the School or Deschool Education?
1. Reinvent the School
or
Deschool Education?
Eduardo Chaves
University of Campinas (Campinas, SP, Brazil)
(1974-2006 – retired)
PBL-2018 – PAN/PBL Association, Santa Clara, CA, Feb 19, 2018
2. Initial Explanation
• I am all in favor of an education that is:
• Competence-centered
• Hands-on (active)
• Project-based
• Learner-focused
• Problem-oriented
• Inquiry-led
• But I contend that this kind of education, if it is to have a clear future,
will need to become more and more school-free, because schools
and similar institutions have their days numbered
• I want to suggest, therefore, that we should extend our attention to
educational environments that are not schools nor similar to schools
(as, for instance, training and human development departments are)
3. Some Facts of the Situation - 1
• For about 250 years education has been basically school-based
• Today schools are more and more controlled by standards – i.e.,
they are becoming totally standardized (even at the global level)
• Standardization involves basically every aspect of school life:
• Curricular content (subject matter knowledge organized in specialized
academic disciplines in dosages appropriate to different age groups)
• Methods of transmitting or delivering this content (teaching/instruction)
• Specialized teachers (viewed as essential to successful student learning)
• Extensive use of ample resources and state of the art technologies
• Global exams and tests as the guarantee of the quality of the process
4. Some Facts of the Situation - 2
• The result is a “one size fits all education”: what Finland does is
supposed to be applicable to the Indians of the Amazon forest; what
Singapore does is supposed to be applicable to the drug-infested
slums of Rio de Janeiro; what Switzerland and Hong Kong do is
supposed to be totally applicable to the whole of Brazil – or
of Russia, India, China, and even the USA and Canada
• The idea that education is the means through which basically
unique individuals, based on their interests, talents and desires,
choose a life project and acquire or build the means to transform
this life project into reality (i.e., into life), which characterizes the
ideal of personalized education, has been totally lost in the process
5. Some Facts of the Situation - 3
• No one describes the education we have today as ideal
• Very few describe it as good or even minimally acceptable
• Almost everyone emphasizes the need for change & innovation
• But change, when it occurs, is mostly cosmetical, and what passes as
innovation rarely has much that is really new
• Some have talked of reinventing the school (more drastic change)
• But this will not do, because change outside the school will make it
obsolete by redefining education in a flat & horizontal direction
• There have been warnings of a different view for thousands of years
6. A Basic Postulate
“The only way to drastically change the world,
or any of its organizations and institutions, is to
imagine them radically different from the way they are today.
Apply too much of the wisdom and knowledge that got us here,
and you will end up right where you started.
If you want to get different results,
you must take a fresh look at things
from entirely new perspectives.”
(Jay Allard, Microsoft VP, creator of Xbox Kinect, 2006)
7. Older Alternatives
• Closer to us
• Ivan Illich: society needs to be deschooled for education to work
• Paulo Freire: education takes place through dialogue and cooperation in
the day-to-day context of the world
• A little more distant
• Dewey & Rousseau: all that we need to live our life and that is not innate
to us must be acquired through education (Education = Life)
• Considerably distant
• Romans & Greeks: the environment for education is the whole society
• Socrates: the way to contribute to education is facilitating mutual learning
8. More Recent Development
• New Understanding of Education (UNDP, UNESCO)
• Education is the same as life, the same as Human Development
• New Understanding of Learning (Peter Senge, among others)
• To learn is to become capable of doing that which we were unable to do
before (NOT simply to accumulate information and knowledge)
• A Revolution in Communication and Information Technologies
• The essence of this technology is to place people in contact with people
and give them access to information that will allow them to do what they
are uniquely interested in doing and want to do – i.e., life projects
• Social Media and Social Networks, and the Web 2.0, 3.0, 4.0, etc., will
become more and more geared to that
9. The Learning Society: Scalability and Urgency
• The education proposed by the Greeks & Romans, by Rousseau &
Dewey, by Illich & Freire, which is centered on the creation of a
Learning Society, has recently become feasible in scale
• Something similar to Socrates’ maieutic has become scalable and
it is an urgent matter that we resort to it instead of to schools
• “High Noon” (Jean-François Rischard): the important and urgent
problems we face now will not be solved by the same mindset
that created them: a new mindset is imperative, if we want to
have a chance to solve them – and only education can create it