Presentation for the UWS learning and teaching conference given on 23rd June 2011. For some notes and thoughts as a follow up to this, please visit http://generalpraxis.blogspot.com
Beyond Difference: Reconfiguring Education for the User-Led AgeAxel Bruns
Paper presented at the ICE3 conference, Loch Lomond, Scotland, 23 March 2007. For more information (including the full paper), see http://snurb.info/node/721.
If produsage is an increasingly significant element of intellectual, economic, legal and political processes within society, then educational institutions must pay more attention to developing produser capabilities in their graduates – focussing on learners’ collaborative, creative, critical, and communicative capabilities (or C4C, for short). Indeed, they must lead by example and base more of their teaching and learning frameworks on produsage models. Social constructivist approaches to education already call for a greater role for learners in the educational process, but even pedagogies based on this framework often still retain a strong role for the teacher, and standard tertiary education practices continue to allow for innovation only within the confines of otherwise persistent and immutable institutional structures.
Beyond this, however, there is a potential for more wide-ranging changes which reposition learners as co-produsers not only of knowledge, but also of course and institutional structures. Applying a systematic understanding of current cyberspace trends towards produsage in Web2.0 environments to tertiary teaching practice in the ‘real world’, this paper outlines potential avenues for such pedagogical approaches, and investigates the extent to which they address the needs of what Trendwatching.com describes as ‘Generation C’.
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
The document discusses open innovation and how it contrasts with closed innovation. It explores how creativity arises from interactions between people, not just within closed organizations. It argues that libraries have the potential to foster open innovation by providing open access to knowledge and serving as public platforms for collaborative creation. However, libraries currently tend to be rule-bound institutions focused on preserving existing models rather than enabling co-creation. The document suggests libraries could embrace more open, collaborative models in the future to better support creativity.
The document discusses the disruption of traditional media, learning, scholarship, and higher education by digital technologies and the rise of connected, mobile "prosumers". It argues that universities need to change their mindsets and embrace more open, collaborative models of teaching and learning using new media. Specifically, it advocates for open education practices like open educational resources and connectivist learning to better engage digital native students and prepare them for 21st century skills. Some universities have started experimental "open classes" with promising early impacts in reaching new audiences. Overall, the document calls for higher education to evolve from its traditional models and roles to curate knowledge flows in collective, open, and networked production.
The document discusses diversity in art, delivering creativity through art education, testing and learning quickly in architecture, and analyzing gaps in architecture education. It also mentions operating models in art, process improvement in art education, support functions in architecture, and asset management in architecture education. The overall topic appears to be defining and implementing business solutions across various industries including mining, rail, energy, education, and healthcare.
Academic research and creative industries: a brief and partial genealogyGraham Jeffery
a quick, rough,and semi-historical overview of the relationship between academic research/theory and the development of concepts of creative/cultural industry. Lecture for MA Music, Innovation and Entrepreneurship students at the University of the West of Scotland.
Beyond Difference: Reconfiguring Education for the User-Led AgeAxel Bruns
Paper presented at the ICE3 conference, Loch Lomond, Scotland, 23 March 2007. For more information (including the full paper), see http://snurb.info/node/721.
If produsage is an increasingly significant element of intellectual, economic, legal and political processes within society, then educational institutions must pay more attention to developing produser capabilities in their graduates – focussing on learners’ collaborative, creative, critical, and communicative capabilities (or C4C, for short). Indeed, they must lead by example and base more of their teaching and learning frameworks on produsage models. Social constructivist approaches to education already call for a greater role for learners in the educational process, but even pedagogies based on this framework often still retain a strong role for the teacher, and standard tertiary education practices continue to allow for innovation only within the confines of otherwise persistent and immutable institutional structures.
Beyond this, however, there is a potential for more wide-ranging changes which reposition learners as co-produsers not only of knowledge, but also of course and institutional structures. Applying a systematic understanding of current cyberspace trends towards produsage in Web2.0 environments to tertiary teaching practice in the ‘real world’, this paper outlines potential avenues for such pedagogical approaches, and investigates the extent to which they address the needs of what Trendwatching.com describes as ‘Generation C’.
Chcete vědět víc? Mnoho dalších prezentací, videí z konferencí, fotografií i jiných dokumentů je k dispozici v institucionálním repozitáři NTK: http://repozitar.techlib.cz
Would you like to know more? Find presentations, reports, conference videos, photos and much more in our institutional repository at: http://repozitar.techlib.cz/?ln=en
The document discusses open innovation and how it contrasts with closed innovation. It explores how creativity arises from interactions between people, not just within closed organizations. It argues that libraries have the potential to foster open innovation by providing open access to knowledge and serving as public platforms for collaborative creation. However, libraries currently tend to be rule-bound institutions focused on preserving existing models rather than enabling co-creation. The document suggests libraries could embrace more open, collaborative models in the future to better support creativity.
The document discusses the disruption of traditional media, learning, scholarship, and higher education by digital technologies and the rise of connected, mobile "prosumers". It argues that universities need to change their mindsets and embrace more open, collaborative models of teaching and learning using new media. Specifically, it advocates for open education practices like open educational resources and connectivist learning to better engage digital native students and prepare them for 21st century skills. Some universities have started experimental "open classes" with promising early impacts in reaching new audiences. Overall, the document calls for higher education to evolve from its traditional models and roles to curate knowledge flows in collective, open, and networked production.
The document discusses diversity in art, delivering creativity through art education, testing and learning quickly in architecture, and analyzing gaps in architecture education. It also mentions operating models in art, process improvement in art education, support functions in architecture, and asset management in architecture education. The overall topic appears to be defining and implementing business solutions across various industries including mining, rail, energy, education, and healthcare.
Academic research and creative industries: a brief and partial genealogyGraham Jeffery
a quick, rough,and semi-historical overview of the relationship between academic research/theory and the development of concepts of creative/cultural industry. Lecture for MA Music, Innovation and Entrepreneurship students at the University of the West of Scotland.
The document discusses the concept of the "third mission" of universities, which involves universities applying knowledge to address societal challenges. It proposes that lifelong learning and generating key competencies should be the focus of the third mission. It also introduces the concept of the "Conversity", which aims to facilitate lifelong learning through communities of practice, regional industry collaborations, and local community engagement to address issues at various scales from daily life to future concerns.
The document discusses experimental learning environments for addressing societal challenges through lifelong learning and entrepreneurship. It proposes new architectures for learning using ICT, including the "Conversity" model - a virtual city called "Busyland" where citizens collaborate globally and locally to generate new solutions. The goal is to move beyond traditional education models to lifelong learning that creates higher social and economic value for people and the planet.
Ethical space for professional education Propel conference 2019 UTSJohn Hannon
The document discusses the tension between the idea of the university and its actual institutional form in a culture of performativity. It addresses the shrinking space for professional education as universities prioritize market-oriented goals. The author argues that professional educators can claim ethical spaces by holding universities accountable to their espoused values of inclusion and public knowledge. Specific suggestions include challenging curriculum outsourcing and privatization, adopting open education practices, and organizing interdisciplinary expertise to counter external influence on curriculum. The overall aim is to revive the idea of the university through negotiating the form and practices of professional education.
Author - Andras Szucs, Since 1997, Executive Director and from 2000 Secretary General of EDEN, the European Distance and E-Learning Network. Director of the Centre for Learning Innovation and Adult Learning at the Budapest University of Technology and Economics since 2000.
Universities have played a pivotal role in shaping societies, fostering knowledge, and advancing human civilization. Their evolution over centuries has been marked by significant transformations, reflecting changes in societal needs, technology, and educational philosophies. In this blog post, we will delve into the fascinating history of universities, from their humble beginnings in ancient Greece to the dynamic and diverse institutions they are today.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
Leaders and partners: strategic positioning for transformative services - Wen...CONUL Conference
Librarians are well-positioned to take on leadership roles and partner with other university departments due to their expertise in areas like data management, curation, and ensuring inclusive and ethical use of information. As technologies like artificial intelligence advance, librarians can help address privacy concerns and make sure AI systems are optimized for both human and machine use of information. Their skills in organizing and providing access to information also make libraries important partners in developing the data capabilities needed for institutions to successfully implement AI.
DS presenation at SSAT Raising Achievement eventDannno
The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.
Universities have historically been centers of knowledge creation and dissemination through research and teaching. However, the information revolution presents new challenges for universities. Universities must decide whether to continue traditional approaches or adapt to changes like virtual and borderless education. While new approaches may increase access, they also risk losing cultural diversity and treating knowledge as a commodity. As universities navigate these changes, their role should be to provide ethical and thoughtful solutions to ensure equal access to knowledge for all.
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
The necessity of critique in academic development John Hannon
Symposium: Revisiting the mundane to rearticulate the idea of the University, 7th International Academic Identity Conference,
Rosskilde University 21-23 June 2021
Open collaborative platforms, education and research: MOOCs, ILDEdavinia.hl
Open collaborative platforms, education and research: MOOCs, ILDE
Plenary session: Global partnership for development. The role of academia in empowering participatory and collaborative action
SIS2016, 1st Conference on Social Impact of Science, Barcelona, July 27, 2016
https://daviniahl.wordpress.com/
Paper presented as a movie to the 2011 Univeristy of North Carolina student study tour organised by the Department of Information Studies, University College London. addition links and references can be found at http://tinyurl.com/69czo4t
Learning Cities- John Worthington of DEGW, April 2010Design South East
The document discusses the concept of "learning cities" and how cities can be designed to facilitate lifelong learning. It argues that cities should be viewed as continuous learning landscapes where the boundaries between living, learning, working and leisure are blurred. New models of educational facilities focus on more collaborative and hands-on learning experiences that take place both inside and outside of traditional classrooms.
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
Embedding technology in higher education: the challenges of policy and practiceguest43d05c
1) The document discusses challenges related to embedding technology in higher education, including tensions between individual needs versus institutional priorities and between progressive pedagogy and traditional curricula.
2) It argues higher education needs to focus on developing resilient learners who can thrive in the face of disruption by using social and collaborative learning approaches through co-governance of curriculum design.
3) Tensions exist between viewing students solely as learners and recognizing the role of staff, and between personalized learning and the possibility that constant digital access may not be sustainable.
Embedding technology in higher education: the challenges of policy and practiceguest43d05c
1) The document discusses challenges related to embedding technology in higher education, including tensions between individual needs versus institutional priorities and between progressive pedagogy and traditional curricula.
2) It argues higher education needs to focus on developing resilient learners who can thrive in the face of disruption by using social and collaborative learning approaches through co-governance of curriculum design.
3) Tensions exist between viewing students solely as learners and recognizing the role of staff, and between personalized learning and the possibility that constant digital access may not be sustainable.
Embedding technology in higher education: the challenges of policy and practiceguest43d05c
1) The document discusses challenges related to embedding technology in higher education, including tensions between individual needs versus institutional priorities and between progressive pedagogy and traditional curricula.
2) It argues higher education needs to focus on developing resilient learners who can thrive in the face of disruption by using social and collaborative learning approaches through co-governance of curriculum design.
3) Tensions exist between viewing students solely as learners and recognizing the role of staff, and between personalized learning and the possibility that constant digital access may not be sustainable.
Embedding technology in higher education: the challenges of policy and practiceguest43d05c
1) The document discusses challenges related to embedding technology in higher education, including tensions between individual needs versus institutional priorities and between progressive pedagogy and traditional curricula.
2) It argues higher education needs to focus on developing resilient learners who can thrive in the face of disruption by using social and collaborative learning approaches through co-governance of curriculum design.
3) Tensions exist between viewing students solely as learners and recognizing the role of staff, and between personalized learning and the possibility that constant digital access may not be sustainable.
What arts-based methods can and cannot do: presentation for UWS Protracted Crisis Research Centre/Global Refugee Health Network Conference, 6th Dec 2023
1) Compound 13 Lab is located in the 13th Compound area of Dharavi, Mumbai, one of the largest informal settlements and recycling hubs in India. It deals with 500-800 tonnes of waste per day through 300-500 recycling units and 4000-6000 workers.
2) The lab aims to utilize waste materials from the recycling industry to support learning, design, and research on ecological solutions and envisioning alternative futures. It also examines the "smart city from below" through engagement with Dharavi's waste management sector.
3) The informal waste recycling sector in Mumbai plays a significant but underrecognized role in plastic waste reduction. However, it faces an increasingly hostile policy environment and its
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The document discusses experimental learning environments for addressing societal challenges through lifelong learning and entrepreneurship. It proposes new architectures for learning using ICT, including the "Conversity" model - a virtual city called "Busyland" where citizens collaborate globally and locally to generate new solutions. The goal is to move beyond traditional education models to lifelong learning that creates higher social and economic value for people and the planet.
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The document discusses the tension between the idea of the university and its actual institutional form in a culture of performativity. It addresses the shrinking space for professional education as universities prioritize market-oriented goals. The author argues that professional educators can claim ethical spaces by holding universities accountable to their espoused values of inclusion and public knowledge. Specific suggestions include challenging curriculum outsourcing and privatization, adopting open education practices, and organizing interdisciplinary expertise to counter external influence on curriculum. The overall aim is to revive the idea of the university through negotiating the form and practices of professional education.
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Universities have played a pivotal role in shaping societies, fostering knowledge, and advancing human civilization. Their evolution over centuries has been marked by significant transformations, reflecting changes in societal needs, technology, and educational philosophies. In this blog post, we will delve into the fascinating history of universities, from their humble beginnings in ancient Greece to the dynamic and diverse institutions they are today.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
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The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.
Universities have historically been centers of knowledge creation and dissemination through research and teaching. However, the information revolution presents new challenges for universities. Universities must decide whether to continue traditional approaches or adapt to changes like virtual and borderless education. While new approaches may increase access, they also risk losing cultural diversity and treating knowledge as a commodity. As universities navigate these changes, their role should be to provide ethical and thoughtful solutions to ensure equal access to knowledge for all.
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
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Symposium: Revisiting the mundane to rearticulate the idea of the University, 7th International Academic Identity Conference,
Rosskilde University 21-23 June 2021
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Open collaborative platforms, education and research: MOOCs, ILDE
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https://daviniahl.wordpress.com/
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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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,
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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
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
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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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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