This document discusses equipping students with skills for responsible citizenship through responsible research and innovation (RRI) education. It describes the ENGAGE RRI curriculum which teaches students to develop evidence-based opinions on scientific innovations and argue toward desired futures. The ENGAGE Hub is introduced as an online platform where over 8,000 teachers from 20 countries can access RRI teaching materials and resources, track their expertise development, and provide feedback. Survey results show that teachers found the materials interesting for students, fun to discuss, and related to their curriculum. Teachers reported the materials improved students' skills in areas like analyzing issues, critically evaluating evidence, and arguing opinions on socio-scientific issues. The document concludes by asking how these RRI resources and opportunities
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
Communicating Science in the Classroom: The Role of TeachersGameli
Science communication is a great way to bridge the gap between science and society? What is the role of teachers in fostering scicomm in the school environments. I present some thoughts and practices on this topic to an audience of teachers and scicomm practitioners conveyed by The Exploratory.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
Communicating Science in the Classroom: The Role of TeachersGameli
Science communication is a great way to bridge the gap between science and society? What is the role of teachers in fostering scicomm in the school environments. I present some thoughts and practices on this topic to an audience of teachers and scicomm practitioners conveyed by The Exploratory.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Teaching and learning at universities has moved beyond traditional transfer of knowledge from the learned to the learning. In today’s rapidly evolving world, educators at higher education institutions are challenged with preparing students to succeed in jobs that don’t even exist today, in a world in which creativity and innovation are valued as much as knowledge.
What does it take to do this? What are the latest trends in teaching and learning at higher education institutions? Are they keeping up with the transformations taking place beyond campus boundaries? What are the strategies for broader adoption of effective teaching and learning practices across campus?
UCalgary's Vice-Provost of Teaching and Learning (Interim) Leslie Reid and Jay Cross, Director of the new College of Discovery, Creativity and Innovation in UCalgary's Taylor Institute for Teaching and Learning, provide their expert knowledge on these and other related questions.
Watch the webinar recording: http://explore.ucalgary.ca/preparing-students-unknown
Open Education Resources in Practice: Webinar to JCUJohn Hannon
OER in Practice: The Big Idea of Open Education
Open education is currently a big idea that is playing out globally in higher education with potentially transformative effects on the sector. Already we can see that openness in education takes different forms: in some instances, resources may be accessible but not free to use - conditions apply. OER offers more than accessible education resources, it is also a standard for reusable and participatory education. The OER movement is a particular form of global open education that is now in its second decade of growth. The type of openness provided through OER implies specific practices of use, reuse, licensing and repurposing. This Webinar will give a quick tour over the OER global landscape, mark out some controversies and spaces to watch, and also demonstrate how to put OER into practice at the local level
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
Here we present our experience and research outcomes regarding one of the possible approaches to disseminate knowledge. The independent educational project with flexible formula provides many benefits both for participants, and teachers. The advantages incudes, but are not limited to, clearly hearable voice in public debate and/or useful preliminary results from experimental research. We argument here also for significant educational impact of this approach.
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
- 08 de maio, 09h30 | “Os processos colaborativos nas comunidades de aprendizagem em rede”, por Alexandra Okada, professora da Open University (Reino Unido), e Teresa Cardoso, professora da Universidade Aberta
Os alunos e alunas das licenciaturas de Educação da Universidade do Minho e de Educação Básica do Instituto Politécnico de Coimbra (IPC) realizam de abril a junho de 2021 o ciclo de nove webinars “Conversas com (a) Educação”.
As sessões decorrem na rede online Zoom, tendo inscrições e mais detalhes em conectados86.webnode.pt. Vai conhecer-se novas formas de aprender nas comunidades em rede, num mundo em mutação e cada vez mais tecnológico em todos os níveis de ensino, entre outros aspetos.
A iniciativa é aberta ao público, dirigindo-se em especial a professores e investigadores. O ciclo de webinars reforça a partilha de conhecimento entre os alunos da UMinho e do IPC, fazendo parte das disciplinas Tecnologia Educativa e Tecnologia e Comunicação Educacional II, orientadas pelos docentes Marco Bento e José Alberto Lencastre, respetivamente.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. EQUIPPING THE NEXT GENERATION FOR
RESPONSIBLE CITIZENSHIP
ENGAGE HUB: opportunities and challenges
Dr. Ale Okada
Knowledge Media Institute
The Open University, UK
Dr. Dury Bayram-Jacobs
Science Education and Communication Department
Delft University of Technology, Netherlands
2. How do I
teach RRI?
What is
RRI?
What RRI
do students
need?
Innovating Teachers’ practice
4. ENGAGE RRI curriculum
Equipping learners with knowledge, tools and skills
for responsible participation in society.
This means being able to:
• develop evidence-based opinions about scientific innovations
• and argue toward desired futures”. (COLEARN, 2015)
12. •20 countries
•Age: 40-49 (30%)
•Biology (38%)
•Secondary schools (80%)
•More than 16 years of teaching experience (41%)
•Teachers who will use it again (92%)
197 responses
13. ■ Ban Cola 30%
■ Ebola 29%
■ Three parents 22%
Popular materials
14. Activities from
ENGAGE are more
more successful than
the ones I created
The materials
are very topical
Thank you
for leaving it
editable
Teachers‘ comments
16. The influence of the materials on
improving the skills of the students
0
10
20
30
40
50
60
70
80
90
1 (NOT AT ALL) 2 3 4 5 (GREAT EXTENT)
Be able to analyse issues, apply knowledge, come to reasoned opinions, express these clearly, and consider possible actions
Critically evaluate the strength of the evidence for a claim about emerging science/technology, from a media report
Come to an informed opinion on a life, community or society decision, taking into account scientific and other perspectives
Argue for his/her opinion on a socio-scientific issue
17. Teachers‘ strategies
“We discuss the problem and the ways it
can be solved.” (Lithuania, Physics).
“Mainly through question and answer
sessions, e.g. 'What if....?‘ ” (UK, Science).
“Directing students to perform a little research
and gathering information and then discuss
the issue.” (Israel, Chemistry).
18. “Car wars really inspired
students to create more
questions in science”
“Giant Viruses allowed
students to read different
stories related to the same
dilemma”
Students questioned
other groups’ beliefs and
the level of concerns
about Giant Viruses”
“Students used real data
suggested in the materials to
bring questions, analyse and
interpret Solar roadways”
“Arguments were co-
constructed to support their
evidence-based reports on
Energy consumption”.
“Students were stimulated to look at all
the issues surrounding the dangers of
this virus and vaccination pros and
cons related to Ebola”
A lot of pupils knew benefits but not
the risks of a tanning bed – Ban
the Bed.
Students hooked their knowledge to
understand the issues of Taking a
test, the ignorance of some and
possible prejudice of others.
Students used science knowledge and
inquiry procedure to elaborate the
menu for the canteen by describing
sourcing the insects with detailed
information. Eat Insects
Students practiced various
skills, particularly arguing and
communicating science.
RRI inquiry skills
19. How could we ensure the sustainability of these
resources and opportunities for teachers at scale?
Final Remarks
https://litemap.net