Educational engineers design effective and dynamic learning environments by connecting educational theory and research to tools and materials. They determine educational goals and design spaces to meet those goals, using data to assess outcomes. Unlike traditional teachers focused on standardization, educational engineers create environments where students can access personalized learning to address their immediate needs. The role requires precision in planning, understanding how to rethink learning spaces, materials, tools, learners and assessment.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
Walk the Walk: Using Learning Theory in the Exhibit Design Process (AAM 2011)nightkitcheninteractive
Walk the Walk: Using Learning Theory in the Exhibit Design Process was presented by Stacey Mann, Cynthia Sharpe, and Phil Lindsey at the 2011 American Association of Museums (AAM) conference in Houston, TX.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
Walk the Walk: Using Learning Theory in the Exhibit Design Process (AAM 2011)nightkitcheninteractive
Walk the Walk: Using Learning Theory in the Exhibit Design Process was presented by Stacey Mann, Cynthia Sharpe, and Phil Lindsey at the 2011 American Association of Museums (AAM) conference in Houston, TX.
ASCILITE 2022 presentation on Hybrid Learning Space design outlining an approach based on a '5-piece' model that incorporates:
1. clear pedagogy;
2. design patterns;
3. tools to think with;
4. exploratory design method/approach;
5. agile team configuration.
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
ASCILITE 2022 presentation on Hybrid Learning Space design outlining an approach based on a '5-piece' model that incorporates:
1. clear pedagogy;
2. design patterns;
3. tools to think with;
4. exploratory design method/approach;
5. agile team configuration.
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Main Points
GIVEN
THE : Tools we have available.
Needs for dynamic learning spaces.
Disconnect between theory, science,
and practice.
Educational Engineers to design
WE NEED effective, dynamic, sustainable, acce
ssible learning environments.
3. Definitions
+
ENGINEER TEACHER
One who uses tools and materials to One who uses educational
connect theory and create a dynamic research to facilitate
space for a specific purpose. learning, assessment, personal
= growth.
EDUCATIONAL ENGINEER
One who uses tools & materials to
connect learning theory and
educational research to create a
dynamic space where learning
can happen and be assessed.
4. Educational Engineer
“ ”
W.W. CHARTERS
1945 Fear that the educator might be accused
of borrowing the prestige of the engineer
“ ”
RICHARD ANDREWS
1961 Need for standardization, essential
structure, programmed teaching
“ ”
H.A. BERN
1967 Increase learning efficiency. GE + Time =
The General Learning Corporation.
John Lutz
1980 Better use of theory research and
experience in the design of alternative
solutions to educational problems.
5. Educational Engineer
“ ”
ARTHUR RICHARDSON
2002 Create an environment
where students have open
access to search for, locate
and quickly access
elements of learning that
address their immediate
needs through personalized
unique interactions.
7. Teachers @ The Core
Determine Design learning
Educational spaces to meet
Goals the goal
EDUCATIONAL
ENGINEER
Use data
Use the
the to assess
right tools outcomes
8. Traditional Teachers
Traditional Classrooms
Need for
standardization, essential
structure, programmed
teaching.
9. Educational Engineers
Engineered Outcomes
Create an environment Applying
where students have
Synthesis
open access to search
for, locate and quickly
Creating
Understanding
access elements of
learning that address Comprehension
their immediate needs
through personalized
unique interactions.
Analyzing Creating
Remembering Evaluation
10. Educational Engineers
"Could I build a toy where kids could kind of trip
across all these interesting principles of life how it
exists and how it might be in the future, like the
Copernican principle, the Fermi paradox, the
Anthropic principle, or the meaning of life?"
15. Frustration Abounds!
My students
How do I get never listen!
them to share
ideas?
Cell phones There is so
in much content
There is a app class…yeah to cover
for that? Right! today!
17. Educational Engineer
Designs learning environments based on
the current tools and materials available.
Systematically builds dynamic learning
spaces.
Connects theory, science, and practice.
Understands that the world yields fertile
ground for building learning environments.
18. Engineered Classroom
The environment is thoughtfully
build so that learning can occur
and successes can be measured.
Purposeful. Systematic. Dynamic.
19. Educational Engineer
Preparation takes longer
Teaching (BA) + Instructional Design (MA)
It requires
Precision planning and design
Understanding your new role
Rethink learning spaces, materials and tools
Rethink the learner
Rethink learner assessment