This document discusses how learning is moving away from traditional educational institutions and towards continuous learning flows. As technologies spread and make information more accessible, learning can now take place anywhere and anytime through online platforms and tools. This represents a profound shift away from hierarchical institutions towards a model where learning resources are widely available and learners can continuously learn. This transformation requires rethinking assumptions about learning and poses new challenges for educational systems and society to address.
Its objective is a complex analysis of the conditions relating to the choice of technical and scientific education path by women, their
aspirations and expectations, as well as realisation of these aspirations on the labour market. During
this year-long project we analysed the issue of why young women do or do not choose technical
and scientific studies (from the STEM area), how they evaluate their preparation to build a career in
the technology industry, how well they do at technical HEIs, their approach to studying and further
activity in fields dominated by men. We also studied how the labour market is prepared to receive
them. During the research the values brought by women into the technology industry were defined,
as well as the policies of technology companies related to their presence. We have also verified the
thesis about increased employment of women by the innovative sector of industry in the recent
years and their larger presence in companies’ management.
The Women’s Potential report is a pioneering work in Poland and constitutes completion
and extension of efforts made by Perspektywy Education and Siemens Poland
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
The document discusses future work skills that will be needed over the next decade due to six key drivers of change: extreme longevity, rise of smart machines, computational world, new media ecology, superstructed organizations, and a globally connected world. It identifies ten skills that will be critical for success in the future workforce: social intelligence, transdisciplinarity, sense-making, novel and adaptive thinking, computational thinking, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and design mindset. The Institute for the Future conducted research and an expert workshop to identify these skills and drivers.
The document discusses future work skills that will be needed over the next decade due to changes in technology and society. It identifies six key drivers of change: 1) Increased longevity, 2) Rise of smart machines, 3) A computational world with increased data and sensors, 4) New media ecologies, 5) Superstructured organizations enabled by social technologies, and 6) An increasingly globally connected world. It then presents ten skills that will be important for future workforces: social intelligence, transdisciplinarity, sense-making, novel and adaptive thinking, computational thinking, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and design mindset. The skills are mapped to the relevant drivers to indicate
D16 0029546 Expression of Interest Form TDS STEM Innovation Partnerships (1)John Townley
This document provides information about the Teacher Development Schools STEM Innovation Partnerships program, which aims to explore practices that increase student engagement in STEM education. The program is a partnership between the Department of Education Western Australia and Innovation Unit. It will bring together clusters of schools to interrogate challenges in STEM engagement, design promising practices through innovation methods, and test and refine resources to support implementation. Schools that participate will commit to collaborating within partnerships to develop practices that address real challenges and have measurable impact on student learning and engagement in STEM subjects. The selection process for the program focuses on schools' commitment, performance and capacity for innovation in STEM education and partnership with external organizations.
As we increasingly find ourselves working with Gen Y,
it’s easy to make lots of assumptions about how they
like to learn. What we wanted to do with this project
is create conversations with a representative sample
from this group to help us gain more insight into their
relationship with learning and their expectations of it in
an organisational context. Soon, they will make up over
half the working population so they are very much a
part of the landscape for the future of learning.
It’s important we listen to them and plan accordingly.
This report is the result of those conversations.
Antenna For Social Innovation: The Quest for PrecisionESADE
The concept of social innovation is a victim of its own success. It is increasingly being used, appropriated, and diffused by a wide range of public and private organisations keen to highlight the social and innovative component of what they do or what they wish to do. Can we blame them? Certainly not, but we must acknowledge
that the recent proliferation of initiatives and organisations with the label social innovation has generated some confusion that we, from academia, should try to address and, hopefully, help to clarify.
KGWI: Women in STEM - A European PerspectiveKelly Services
This document discusses the importance of retaining women in STEM careers in Europe to help close the talent gap. It notes that women make up only 24% of science and engineering professionals in Europe. Flexible work arrangements are very important to retaining women in STEM across all levels and countries in Europe. The confidence gap between women and men in STEM fields is also discussed, with women generally feeling less confident in their skills and market demand compared to men. Recommendations to help boost women's confidence include sharing statistics, encouraging senior executives to sponsor high-potential women, making it easier for women to be mentors/role models, and ensuring job requirements focus on essential skills.
Its objective is a complex analysis of the conditions relating to the choice of technical and scientific education path by women, their
aspirations and expectations, as well as realisation of these aspirations on the labour market. During
this year-long project we analysed the issue of why young women do or do not choose technical
and scientific studies (from the STEM area), how they evaluate their preparation to build a career in
the technology industry, how well they do at technical HEIs, their approach to studying and further
activity in fields dominated by men. We also studied how the labour market is prepared to receive
them. During the research the values brought by women into the technology industry were defined,
as well as the policies of technology companies related to their presence. We have also verified the
thesis about increased employment of women by the innovative sector of industry in the recent
years and their larger presence in companies’ management.
The Women’s Potential report is a pioneering work in Poland and constitutes completion
and extension of efforts made by Perspektywy Education and Siemens Poland
The document discusses the future of education in Europe. It argues that education systems must adapt to structural changes in the European economy to ensure employability and prosperity. A potential-oriented education system is proposed that focuses on developing individual talents and skills like social learning, criticism, creativity, and innovation. This system would help prepare children for a world of rapid knowledge growth, globalization, and changing job markets. The education system of the future is envisioned to focus more on developing social skills, leadership abilities, and a willingness to change, in addition to academic knowledge.
The document discusses future work skills that will be needed over the next decade due to six key drivers of change: extreme longevity, rise of smart machines, computational world, new media ecology, superstructed organizations, and a globally connected world. It identifies ten skills that will be critical for success in the future workforce: social intelligence, transdisciplinarity, sense-making, novel and adaptive thinking, computational thinking, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and design mindset. The Institute for the Future conducted research and an expert workshop to identify these skills and drivers.
The document discusses future work skills that will be needed over the next decade due to changes in technology and society. It identifies six key drivers of change: 1) Increased longevity, 2) Rise of smart machines, 3) A computational world with increased data and sensors, 4) New media ecologies, 5) Superstructured organizations enabled by social technologies, and 6) An increasingly globally connected world. It then presents ten skills that will be important for future workforces: social intelligence, transdisciplinarity, sense-making, novel and adaptive thinking, computational thinking, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and design mindset. The skills are mapped to the relevant drivers to indicate
D16 0029546 Expression of Interest Form TDS STEM Innovation Partnerships (1)John Townley
This document provides information about the Teacher Development Schools STEM Innovation Partnerships program, which aims to explore practices that increase student engagement in STEM education. The program is a partnership between the Department of Education Western Australia and Innovation Unit. It will bring together clusters of schools to interrogate challenges in STEM engagement, design promising practices through innovation methods, and test and refine resources to support implementation. Schools that participate will commit to collaborating within partnerships to develop practices that address real challenges and have measurable impact on student learning and engagement in STEM subjects. The selection process for the program focuses on schools' commitment, performance and capacity for innovation in STEM education and partnership with external organizations.
As we increasingly find ourselves working with Gen Y,
it’s easy to make lots of assumptions about how they
like to learn. What we wanted to do with this project
is create conversations with a representative sample
from this group to help us gain more insight into their
relationship with learning and their expectations of it in
an organisational context. Soon, they will make up over
half the working population so they are very much a
part of the landscape for the future of learning.
It’s important we listen to them and plan accordingly.
This report is the result of those conversations.
Antenna For Social Innovation: The Quest for PrecisionESADE
The concept of social innovation is a victim of its own success. It is increasingly being used, appropriated, and diffused by a wide range of public and private organisations keen to highlight the social and innovative component of what they do or what they wish to do. Can we blame them? Certainly not, but we must acknowledge
that the recent proliferation of initiatives and organisations with the label social innovation has generated some confusion that we, from academia, should try to address and, hopefully, help to clarify.
KGWI: Women in STEM - A European PerspectiveKelly Services
This document discusses the importance of retaining women in STEM careers in Europe to help close the talent gap. It notes that women make up only 24% of science and engineering professionals in Europe. Flexible work arrangements are very important to retaining women in STEM across all levels and countries in Europe. The confidence gap between women and men in STEM fields is also discussed, with women generally feeling less confident in their skills and market demand compared to men. Recommendations to help boost women's confidence include sharing statistics, encouraging senior executives to sponsor high-potential women, making it easier for women to be mentors/role models, and ensuring job requirements focus on essential skills.
Using Online Social Networks (Ning) to Improve English Language LearningAndrew Cohen
This document discusses using online social networks to improve English language learning. It notes that 96% of teenagers use social networks and 81% visit their networks monthly. Some key advantages of using social networks like Ning for language learning include providing always-on communication, exposure to large amounts of input and content, opportunities for creative output and interaction, and low barriers that can lead to self-directed learning. However, there are also limitations to consider, such as ensuring access to receptive and expressive authentic materials and multiple types of communications. Student surveys found that 79% of students enjoyed working on the social network and 89% felt it improved their English language skills.
The document discusses IBM's University Programs which aim to:
1) Accelerate regional development through research awards, skills development, recruiting, improving university performance, community service, and supporting regional innovation ecosystems.
2) Provide an educational continuum for individuals and institutions through technology immersion, personalized learning paths, knowledge skills development, and lifelong learning communities.
3) Redesign the missions of higher education around knowledge conservation, construction, status competitiveness, and regional competitiveness.
Language Learning with Technology: Good PracticeGraham Stanley
https://www.cambridgeenglishteacher.org/eventdetail/1501
How best can teachers incorporate technology into their practice without sacrificing language learning aims? In this session I will give teachers ideas how best to do this, illustrated with example activities from the handbook for teachers 'Language learning with technology' (CUP, 2013), winner of the English Speaking Union HRH Duke of Edinburgh ELT Book of the year and recently short-listed for a British Council ELT Innovation (ELTon) award for best teacher resources.
Harvard #projectzero - #visiblethinking - map of thought by Andoni SanzAndoni Sanz
The document outlines a "Map of Thought" created by Harvard Project Zero, describing 12 key thinking skills: observing closely and describing, building interpretations and explanations, reasoning with evidence, creating connections, considering other points of view, capturing the essential and reaching conclusions, asking questions, discovering complexity beyond the superficial, identifying patterns and making generalizations, generating possibilities and alternatives, evaluating evidence and arguments, formulating plans and monitoring actions, identifying cognitive biases, and clarifying priorities based on previous knowledge. The document encourages sharing the Map of Thought and indicates more is to come from the creator's website.
The document discusses how technology has changed the way students learn and how they process information. It contrasts "digital natives," who have grown up with technology and are fluent in the digital language, with "digital immigrants" who have adopted digital skills later in life. Additionally, it examines how cellphones can potentially be used as instructional tools in the classroom to support and strengthen learning if used appropriately.
Real-time video is transforming how people communicate and connect with each other. As video becomes ubiquitous across devices, people are developing new cultures and practices around video communication. Video allows for richer connections between friends, colleagues, and globally as a shared experience. The convergence of TV and the internet will further integrate video into daily life and change how people interact both privately and publicly through shared ambient awareness.
Lecture 2 Basic Concepts in Machine Learning for Language TechnologyMarina Santini
Definition of Machine Learning
Type of Machine Learning:
Classification
Regression
Supervised Learning
Unsupervised Learning
Reinforcement Learning
Supervised Learning:
Supervised Classification
Training set
Hypothesis class
Empirical error
Margin
Noise
Inductive bias
Generalization
Model assessment
Cross-Validation
Classification in NLP
Types of Classification
The document discusses trends in artificial intelligence investment and patent development. Private investment in AI has grown rapidly over the past five years, with key areas being machine learning, natural language processing, and medical technologies. While startups have received most funding, large companies like IBM, Microsoft and Google hold the majority of AI patents. The number of AI patent filings has increased over sevenfold in the past decade. Going forward, the author argues that further innovation will come from combinations of advances across different AI fields, rather than single technologies, creating new opportunities.
CALL - Computer Assisted Language LearningDilip Barad
This document discusses the history and development of Computer-Assisted Language Learning (CALL). It describes three main phases of CALL's development: [1] Behavioristic CALL from the 1960s-1980s focused on drills and repetition; [2] Communicative CALL from the late 1970s-1980s emphasized communication; and [3] Integrative CALL from the 1990s onward integrated language skills into projects using multimedia. The document also outlines some CALL methods and tools as well as references for further reading on the topic.
Krashen proposed five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between conscious learning and unconscious acquisition of a language. Learning does not necessarily become acquisition.
2) The Monitor Hypothesis states that learned grammar only helps to edit and monitor speech after it is initiated through acquired competence.
3) The Natural Order Hypothesis claims that language rules are acquired in a predictable order, not determined by simplicity or teaching order.
4) The Input Hypothesis argues that language is acquired by understanding messages at levels slightly above one's current competence.
5) The Affective Filter Hypothesis proposes that factors like motivation and self-confidence can lower
This document provides an overview of language teaching approaches and methods. It discusses concepts like methodology, approach, method, curriculum/syllabus and technique. It then examines common language teaching approaches like the grammar translation method, direct method, audio-lingual method and communicative language teaching approach. It also discusses principles like cognitive principles, affective principles and linguistic principles. Finally, it briefly introduces some other teaching methods like community language learning and total physical response.
Epic Win - Why Gaming is the Future of LearningJane McGonigal
The document discusses how gaming is transforming learning and collaboration. It argues that games provide engaging problems, feedback, and social connections that motivate people to learn. Extreme scale collaboration through gaming harnesses people's cognitive resources and diversity of knowledge to solve big problems, as seen in projects like Foldit and World Without Oil. The future of learning is predicted to involve giving students opportunities to become "Super Empowered Hopeful Individuals" through competitive yet collaborative problem-solving in fun, socially-connected ways using game mechanics and platforms.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
Building a Culture of Innovation in Higher EducationLuciano Sathler
This document provides a framework and self-assessment tool to help higher education leaders build a culture of innovation at their institutions. It identifies 7 key factors that drive an innovation culture: leadership, structure and process, resource allocation, capacity, communication, learning agenda, and policy environment. The tool can be used to assess an organization's current level of progress in establishing an innovation culture based on these factors. The document aims to help higher ed leaders navigate challenges to innovation, such as a lack of evidence for new approaches and resistance to change, in order to reinvent higher education.
The document discusses future work skills that will be needed over the next decade due to changes in technology and society. It identifies six key drivers of change: 1) Increased longevity, 2) Rise of smart machines, 3) A computational world with increased data and sensors, 4) New media ecologies, 5) Superstructured organizations enabled by social technologies, and 6) An increasingly globally connected world. It then presents ten skills that will be important for future workforces: social intelligence, transdisciplinarity, sense-making, novel and adaptive thinking, computational thinking, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and design mindset. The skills are mapped to the relevant drivers to indicate
This document provides an introduction to strategic foresight and why it is an important skill for decision-makers. Strategic foresight helps organizations and communities understand complexity, build resilience, set strategic direction, and improve policies and plans by thinking systematically about potential futures and uncertainties. It provides three key benefits: building vision to shape desired futures, managing risk by preparing for alternative possible futures, and increasing awareness and agility to adapt to a changing future. While the future cannot be predicted, strategic foresight helps navigate uncertainty through approaches like scenario planning and participatory processes.
Social Innovation in Higher Education (Carmen Păunescu, Katri-Liis Lepik etc...John618124
This chapter provides an introduction and overview of the research presented in the book. The goal of the book is to demonstrate how higher education institutions can promote social innovation and create positive social change. It aims to identify both drivers of success and obstacles that influence the generation of social innovations. The book presents perspectives on social innovation in higher education to help relevant actors analyze this phenomenon. It also examines how higher education supports societal challenges and the benefits of effective social innovation engagement by universities. The discussion explores how to further develop the third mission of universities and enhance their role in driving social change.
The document discusses the disruption facing higher education from various forces and the emergence of new educational platforms. It summarizes that the Institute for the Future (IFTF) is expanding its research on education to help organizations prepare for the future of higher education by mapping key drivers of change, creating future scenarios, and providing actionable insights. IFTF aims to engage a diverse set of players in reimagining higher education through research deliverables in 2013, including a graphic map of emerging forces and a higher education summit.
The document discusses concerns about a lack of long-term thinking in education planning and preparation for the future. It introduces the Beyond Current Horizons (BCH) program, which aims to build a challenging long-term vision for education through 2025 and beyond by enhancing futures thinking capacity. The BCH program uses multiple methods like horizon scanning, expert consultation, and scenarios to inform current strategy, decision making, and planning. It identifies several challenges education may face between now and 2050 related to topics like generations, identities, knowledge, employment, and more.
The document analyzes key drivers that will reshape the future workforce landscape and identifies 10 skills needed over the next decade. It discusses 6 drivers of change: extreme longevity, rise of smart machines, computational world, new media ecology, superstructed organizations, and a globally connected world. These drivers are reshaping work and requiring skills such as transdisciplinarity, sensemaking, social intelligence, novel and adaptive thinking, design mindset, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and computational thinking. The skills are mapped to the relevant drivers to indicate which drivers are particularly important to the development of each skill.
Rising to the challenge of the digital ageRhona Sharpe
This document summarizes a presentation on developing digital leadership in higher education. It discusses the need for organizational responses and shared leadership to meet challenges of the digital age. It suggests preparing learners for a global, networked society; ensuring new business models meet learner expectations; and making it easier to disrupt institutional practices. Examples are provided of developing digital capabilities at Oxford Brookes University through various initiatives like open online courses and building communities of digital leaders.
Using Online Social Networks (Ning) to Improve English Language LearningAndrew Cohen
This document discusses using online social networks to improve English language learning. It notes that 96% of teenagers use social networks and 81% visit their networks monthly. Some key advantages of using social networks like Ning for language learning include providing always-on communication, exposure to large amounts of input and content, opportunities for creative output and interaction, and low barriers that can lead to self-directed learning. However, there are also limitations to consider, such as ensuring access to receptive and expressive authentic materials and multiple types of communications. Student surveys found that 79% of students enjoyed working on the social network and 89% felt it improved their English language skills.
The document discusses IBM's University Programs which aim to:
1) Accelerate regional development through research awards, skills development, recruiting, improving university performance, community service, and supporting regional innovation ecosystems.
2) Provide an educational continuum for individuals and institutions through technology immersion, personalized learning paths, knowledge skills development, and lifelong learning communities.
3) Redesign the missions of higher education around knowledge conservation, construction, status competitiveness, and regional competitiveness.
Language Learning with Technology: Good PracticeGraham Stanley
https://www.cambridgeenglishteacher.org/eventdetail/1501
How best can teachers incorporate technology into their practice without sacrificing language learning aims? In this session I will give teachers ideas how best to do this, illustrated with example activities from the handbook for teachers 'Language learning with technology' (CUP, 2013), winner of the English Speaking Union HRH Duke of Edinburgh ELT Book of the year and recently short-listed for a British Council ELT Innovation (ELTon) award for best teacher resources.
Harvard #projectzero - #visiblethinking - map of thought by Andoni SanzAndoni Sanz
The document outlines a "Map of Thought" created by Harvard Project Zero, describing 12 key thinking skills: observing closely and describing, building interpretations and explanations, reasoning with evidence, creating connections, considering other points of view, capturing the essential and reaching conclusions, asking questions, discovering complexity beyond the superficial, identifying patterns and making generalizations, generating possibilities and alternatives, evaluating evidence and arguments, formulating plans and monitoring actions, identifying cognitive biases, and clarifying priorities based on previous knowledge. The document encourages sharing the Map of Thought and indicates more is to come from the creator's website.
The document discusses how technology has changed the way students learn and how they process information. It contrasts "digital natives," who have grown up with technology and are fluent in the digital language, with "digital immigrants" who have adopted digital skills later in life. Additionally, it examines how cellphones can potentially be used as instructional tools in the classroom to support and strengthen learning if used appropriately.
Real-time video is transforming how people communicate and connect with each other. As video becomes ubiquitous across devices, people are developing new cultures and practices around video communication. Video allows for richer connections between friends, colleagues, and globally as a shared experience. The convergence of TV and the internet will further integrate video into daily life and change how people interact both privately and publicly through shared ambient awareness.
Lecture 2 Basic Concepts in Machine Learning for Language TechnologyMarina Santini
Definition of Machine Learning
Type of Machine Learning:
Classification
Regression
Supervised Learning
Unsupervised Learning
Reinforcement Learning
Supervised Learning:
Supervised Classification
Training set
Hypothesis class
Empirical error
Margin
Noise
Inductive bias
Generalization
Model assessment
Cross-Validation
Classification in NLP
Types of Classification
The document discusses trends in artificial intelligence investment and patent development. Private investment in AI has grown rapidly over the past five years, with key areas being machine learning, natural language processing, and medical technologies. While startups have received most funding, large companies like IBM, Microsoft and Google hold the majority of AI patents. The number of AI patent filings has increased over sevenfold in the past decade. Going forward, the author argues that further innovation will come from combinations of advances across different AI fields, rather than single technologies, creating new opportunities.
CALL - Computer Assisted Language LearningDilip Barad
This document discusses the history and development of Computer-Assisted Language Learning (CALL). It describes three main phases of CALL's development: [1] Behavioristic CALL from the 1960s-1980s focused on drills and repetition; [2] Communicative CALL from the late 1970s-1980s emphasized communication; and [3] Integrative CALL from the 1990s onward integrated language skills into projects using multimedia. The document also outlines some CALL methods and tools as well as references for further reading on the topic.
Krashen proposed five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between conscious learning and unconscious acquisition of a language. Learning does not necessarily become acquisition.
2) The Monitor Hypothesis states that learned grammar only helps to edit and monitor speech after it is initiated through acquired competence.
3) The Natural Order Hypothesis claims that language rules are acquired in a predictable order, not determined by simplicity or teaching order.
4) The Input Hypothesis argues that language is acquired by understanding messages at levels slightly above one's current competence.
5) The Affective Filter Hypothesis proposes that factors like motivation and self-confidence can lower
This document provides an overview of language teaching approaches and methods. It discusses concepts like methodology, approach, method, curriculum/syllabus and technique. It then examines common language teaching approaches like the grammar translation method, direct method, audio-lingual method and communicative language teaching approach. It also discusses principles like cognitive principles, affective principles and linguistic principles. Finally, it briefly introduces some other teaching methods like community language learning and total physical response.
Epic Win - Why Gaming is the Future of LearningJane McGonigal
The document discusses how gaming is transforming learning and collaboration. It argues that games provide engaging problems, feedback, and social connections that motivate people to learn. Extreme scale collaboration through gaming harnesses people's cognitive resources and diversity of knowledge to solve big problems, as seen in projects like Foldit and World Without Oil. The future of learning is predicted to involve giving students opportunities to become "Super Empowered Hopeful Individuals" through competitive yet collaborative problem-solving in fun, socially-connected ways using game mechanics and platforms.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
Building a Culture of Innovation in Higher EducationLuciano Sathler
This document provides a framework and self-assessment tool to help higher education leaders build a culture of innovation at their institutions. It identifies 7 key factors that drive an innovation culture: leadership, structure and process, resource allocation, capacity, communication, learning agenda, and policy environment. The tool can be used to assess an organization's current level of progress in establishing an innovation culture based on these factors. The document aims to help higher ed leaders navigate challenges to innovation, such as a lack of evidence for new approaches and resistance to change, in order to reinvent higher education.
The document discusses future work skills that will be needed over the next decade due to changes in technology and society. It identifies six key drivers of change: 1) Increased longevity, 2) Rise of smart machines, 3) A computational world with increased data and sensors, 4) New media ecologies, 5) Superstructured organizations enabled by social technologies, and 6) An increasingly globally connected world. It then presents ten skills that will be important for future workforces: social intelligence, transdisciplinarity, sense-making, novel and adaptive thinking, computational thinking, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and design mindset. The skills are mapped to the relevant drivers to indicate
This document provides an introduction to strategic foresight and why it is an important skill for decision-makers. Strategic foresight helps organizations and communities understand complexity, build resilience, set strategic direction, and improve policies and plans by thinking systematically about potential futures and uncertainties. It provides three key benefits: building vision to shape desired futures, managing risk by preparing for alternative possible futures, and increasing awareness and agility to adapt to a changing future. While the future cannot be predicted, strategic foresight helps navigate uncertainty through approaches like scenario planning and participatory processes.
Social Innovation in Higher Education (Carmen Păunescu, Katri-Liis Lepik etc...John618124
This chapter provides an introduction and overview of the research presented in the book. The goal of the book is to demonstrate how higher education institutions can promote social innovation and create positive social change. It aims to identify both drivers of success and obstacles that influence the generation of social innovations. The book presents perspectives on social innovation in higher education to help relevant actors analyze this phenomenon. It also examines how higher education supports societal challenges and the benefits of effective social innovation engagement by universities. The discussion explores how to further develop the third mission of universities and enhance their role in driving social change.
The document discusses the disruption facing higher education from various forces and the emergence of new educational platforms. It summarizes that the Institute for the Future (IFTF) is expanding its research on education to help organizations prepare for the future of higher education by mapping key drivers of change, creating future scenarios, and providing actionable insights. IFTF aims to engage a diverse set of players in reimagining higher education through research deliverables in 2013, including a graphic map of emerging forces and a higher education summit.
The document discusses concerns about a lack of long-term thinking in education planning and preparation for the future. It introduces the Beyond Current Horizons (BCH) program, which aims to build a challenging long-term vision for education through 2025 and beyond by enhancing futures thinking capacity. The BCH program uses multiple methods like horizon scanning, expert consultation, and scenarios to inform current strategy, decision making, and planning. It identifies several challenges education may face between now and 2050 related to topics like generations, identities, knowledge, employment, and more.
The document analyzes key drivers that will reshape the future workforce landscape and identifies 10 skills needed over the next decade. It discusses 6 drivers of change: extreme longevity, rise of smart machines, computational world, new media ecology, superstructed organizations, and a globally connected world. These drivers are reshaping work and requiring skills such as transdisciplinarity, sensemaking, social intelligence, novel and adaptive thinking, design mindset, virtual collaboration, new media literacy, cross-cultural competency, cognitive load management, and computational thinking. The skills are mapped to the relevant drivers to indicate which drivers are particularly important to the development of each skill.
Rising to the challenge of the digital ageRhona Sharpe
This document summarizes a presentation on developing digital leadership in higher education. It discusses the need for organizational responses and shared leadership to meet challenges of the digital age. It suggests preparing learners for a global, networked society; ensuring new business models meet learner expectations; and making it easier to disrupt institutional practices. Examples are provided of developing digital capabilities at Oxford Brookes University through various initiatives like open online courses and building communities of digital leaders.
Parsons | MS Strategic Design and Management
Design Innovation and Leadership:
This project is an in-depth exploration of the methods and processes required to design an innovative customer value proposition. The E-Mentor is a personalized online platform and mobile application that can provide Parson’s students with all the information, advice and resources, they need to bring their ideas to life.
The Global Innovation Academy is a new approach to training people in government, non-profits, and businesses to solve social challenges through innovation. It provides a collection of tools, case studies, and models for issues like climate change, poverty, and health care. It also operates training hubs around the world to teach practical skills. The academy aims to equip people on the front lines with innovation skills and help them learn from each other. It brings together experts and practitioners to develop a comprehensive curriculum covering all stages of innovation. Several foundations and organizations are involved in establishing the Global Innovation Academy.
How Do Universities Develop Interactive Capabilities to Promote Social Innova...iBoP Asia
This document is an abstract for a paper examining how two research universities in South Africa are developing capabilities to promote social innovation and development through interactions with social partners.
Section 1 describes the policy context in South Africa, noting a historical disconnect between innovation policy focused on economic goals and higher education policy focused on social goals. Recently there has been a shift towards aligning these policies to promote both economic and social innovation.
Section 2 analyzes how the two universities are developing interactive capabilities in response. Both universities have a history of industry interactions but are working to expand interactions with social partners. A national quality assurance process and changes in university leadership have driven institutional changes around structures, procedures and incentives to implement engagement with social partners. While there
The document discusses a UK education program called Beyond Current Horizons that aims to build a long-term vision for education through 2025 and beyond. The program will examine socio-technological trends, engage stakeholders, and explore possible futures related to topics like aging populations, knowledge and skills, communities, and employment. The goal is to inform current strategy and planning and enhance futures thinking in the UK education system.
The document discusses several "mega-patterns" that are shaping current and future workplaces and impacting the nature of learning in organizations. These mega-patterns include the changing nature of work and its relationship to learning; the impact of technology on work and learning; and the changing nature of learning in organizations. Specific trends discussed include flexible work arrangements, multi-generational workforces, increased use of mobile devices and wearables, social learning, learning analytics, and the need for learning to be more integrated into work. The document argues that learning must be adapted to these workplace changes and embedded more directly into work to keep up with the new normal.
Foreword - Premier Resource On Enhancing EducationMichael Mathews
This document contains two forewords for a book about enhancing education through open degrees and prior learning assessment. The forewords discuss how open educational resources and initiatives by governments have helped make educational resources more accessible worldwide. They argue this book compiles experts' knowledge and brings together different aspects of educational technology, models, and innovations to help reach billions through open education.
This document contains three forewords for a book about enhancing education through open degrees and prior learning assessment. The forewords discuss how open educational resources and initiatives by governments have helped make educational resources more accessible worldwide. They predict the book will help bring together various advancements in technology, pedagogy, and delivery models to benefit billions through open education.
Presentation of Beyond Current Horizons programme in relation to non formal learning for the UK Youth, St George's Hall, Futurelab event 'Vision not Division'
The SHU Social Media Colab ECSM2014 posterSue Beckingham
The SHU Social Media Colab: Developing a Social Media Strategy Through Open Dialogue and Collaborative Guidance
This poster shares how we have approached the education and guidance of staff and students in their use of social media. Our approach has a strong emphasis on collaborative relationships and includes the use of 'CoLab' sessions which involve a variety of colleagues across different areas of the institution.
This presentation discusses how changes in technology, demographics, the economy, and society will shape the future and impact schools and learning. It outlines five forces driving change: governments and organizations, new models of work, technological advances like AI and robotics, environmental shifts, and demographic changes. The future will see more freelance and gig work, changes in what and how people work, and skills gaps between current skills and future needs. Schools must prepare adaptive, resilient learners and focus on student engagement, personalized learning, collaboration, and developing competencies over just transmitting information.
talkUBUNTU is a new South African social media and education platform aimed at helping students choose their studies and future careers. Nearly half of all students drop out or switch programs due to choosing the wrong subject or field. This costs society billions and causes personal struggles. talkUBUNTU aims to help students discover their talents, skills and ambitions to choose careers that match their identities through connecting classrooms worldwide and facilitating career exploration.
3D Profilometry of 17th Century Morison Copper PlatesJim Nottingham
This document discusses using 3D profilometry to analyze 17th century copper printing plates from Morison's Herbarium. It provides background on 3D profilometry and its uses. The document then details how 3D profilometry was used to clean and conserve Morison plates held at the Bodleian Library, allowing measurement of engraving depths and analysis of surface corrosion before and after cleaning. The analysis revealed cleaning did not damage the plates but helped restore and conserve them, while also showing the precision of the original engravings.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document summarizes what Jim Nottingham, CIO of University of the Arts London, learned from attending art school. It discusses how art school taught him to reconcile making, listening, and leading. It also taught him to understand technologies within a contextual timeline and specific elements of practice. These lessons have carried over into his professional life as a CIO. The document provides biographical details of Nottingham's educational and professional background spanning from the 1970s to present day in technology and arts-related roles.
The University of Arts London (UAL) is a large university consisting of six colleges across 14 sites in London, educating over 19,000 undergraduate and 3,000 postgraduate students. As Chief Information Officer, Jim Nottingham leads UAL's IT department of over 110 staff with an annual budget of £6.5 million for operational expenses and £6.7 million for capital expenses. Nottingham aims to make UAL a world-class digital university by fully integrating digital technologies into all aspects of education, while ensuring the basics of IT infrastructure work reliably. Major projects include a new £500 million campus and upgrading networks across sites to support increasing student mobility and digital needs.
Flexible option: a direct assessment competency-based education modelJim Nottingham
The document introduces the University of Wisconsin's Flexible Option (UW Flex), a direct-assessment competency-based education model. UW Flex allows students to earn degrees and certificates by demonstrating mastery of competencies through assessments, rather than accumulating credit hours through courses. The model aims to serve nontraditional students by offering flexibility in pacing and learning pathways. Key aspects of the UW Flex model include competency-based curricula defined by subject matter experts, assessments to demonstrate competency mastery, and intensive academic coaching to support student success.
The document summarizes key findings from a 2014 study about students and their use of technology:
- Students have positive attitudes towards technology and rate themselves highly in terms of tech skills and inclination. The majority say they learn best with a blend of online and face-to-face learning.
- Mobile access and personalized support are important to most students. Nine in ten are interested in analytics about their academic progress and guidance about future courses.
- When students need tech support, most look online or to friends/family first, but one in five use the college help desk, and most rate the service positively.
The document summarizes the key findings of the 2013 survey of chief information officers in higher education conducted by the Leadership Board for CIOs. Some of the main results include:
1) Most CIOs report tight budgets with over 60% seeing their institutional budgets staying the same or decreasing. Staffing is also an issue with many reporting decreased IT staff sizes.
2) CIOs are cautiously optimistic about strategies like shared services and cloud computing to improve operations and budgets. Consumerization of IT, or BYOD, continues to significantly impact most institutions.
3) The use of cloud computing is growing, especially for academic resources and applications rather than administrative systems. CIOs remain optimistic about supporting current systems
The document is an executive summary of a study on UK student expectations and perceptions of higher education.
Some key findings:
1) Students across all demographics viewed higher education in largely consumerist terms, wanting "value for money" in terms of contact hours, resources, and investment in students and learning spaces.
2) Students expected clear benchmarks for their learning environment, including well-equipped physical spaces, clear course organization and timetabling, supportive staff, and engagement with their learning community. However, students felt they lacked information on how fees are actually spent and teachers' qualifications.
3) Recommendations included institutions explaining more clearly the relationship between fees and educational quality/value. Greater
The document provides an overview of a futures project exploring student living and learning in the UK in 2034. It identifies 10 trends that may shape higher education such as a shift in the global economy, continued changes to public funding, technological changes, and climate change. It then outlines 7 possible missions that UK universities may take on in 2034 based on these trends, from global elite institutions to specialized vocational universities. The rest of the document details scenarios for student life in 2034 and invites further discussion on the ideas presented.
Good bi governance is just good business (educause review) | educause.eduJim Nottingham
The document discusses the importance of good governance for successful business intelligence (BI) initiatives in higher education. It outlines three key concepts for BI success: 1) understanding the nature and drivers of BI, 2) establishing a quality governance model, and 3) navigating the operating culture of higher education. A quality governance model includes clearly defined executive, strategic, and operational decision-making groups. These groups help prioritize projects, ensure accountability, and foster high trust and communication between stakeholders. However, challenges include the risk-averse and siloed culture of higher education which can stall projects for years if key stakeholders are not properly engaged through the governance process.
The State of E learning in HE 2013 from EducauseJim Nottingham
This document summarizes the state of e-learning in higher education. It finds that while most institutions are interested in e-learning, not all are prepared to develop or expand their online offerings. It also discusses the benefits of e-learning for flexibility, teaching, and learning. While online course offerings are growing, some institutions still lack resources or see online learning as not fitting their mission. The document concludes that e-learning initiatives face challenges regarding faculty skepticism, financial models, and ensuring academic quality, but that these challenges can be addressed through strategic planning and investment.
The document discusses the top 10 IT issues facing higher education in 2013 as identified by the EDUCAUSE IT Issues Panel. The issues reflect increasing connections between external forces, institutional strategies, and information technology. The top issues include leveraging the explosion of wireless devices and developing an institution-wide cloud strategy to help select sourcing solutions. Information technology is seen as key to containing costs, improving student outcomes, developing e-learning strategies, and meeting expectations for contemporary technologies. However, the changing environment is also disrupting IT organizations and requiring new staffing and security models to accommodate greater openness and connectivity.
The document describes a mock debate between a conservative CIO and an innovative academic practitioner about using social media in higher education. The CIO's role is to protect the university through policies and business cases, while the practitioner wants to engage students through flexible learning. They discuss frameworks, governance, and new opportunities for learning, with the CIO wanting a business case and the practitioner emphasizing pedagogical benefits. In the rebuttal, the CIO acknowledges user needs but cites safety and policies, while the practitioner argues policies should consider student life and business practices. They agree the new CIO could help negotiate and UCISA's toolkit may provide guidance.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
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
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
4. t
o
learning flow
s
Content
Commons
A tidal wave of open digital materials—text,
simulations, video and audio recordings,
photographs, and learning tools—is becoming
available to people around the world via
the Internet.
socialstructed
work
In place of stable 9-to-5 jobs in large
companies, new forms of socialstructed value
creation emerge, based on microcontributions
from large networks of people utilizing social
tools and technologies to create a new kind
of wealth. This work necessitates a careful
rethinking of the kinds of skills people
will need in order to live produc-
tive and fulfilling lives.
Human-Software
Symbiosis
Smart machines and software enter almost
every domain of our lives, assisting doctors
during surgery and teachers in the classroom.
They extend human capabilities, enabling us
to do things in new ways and accomplish
previously unimaginable tasks.
New
Foundations
The ecology of learning flows is built on a new
set of foundational players—organizations
and platforms functioning as modern-day
utilities—through which information,
learning, connection, and reputations flow.
Global
Learning
Arbitrage
A new generation of players enters the field
of learning services provision. These players
include global tutors and mentors, but also
institutions—unencumbered by legacy
systems—that can create new pathways
for obtaining a college degree (or its
equivalent), certification, and
accreditation.
hive mind
expertise is redefined
by the instantaneous
access to the wisdom
of crowds
Transdisciplinarity
Embedded
and
Embodied Learning
The movement of information into the real
world from restricted physical settings—
classrooms and desktops—embeds learning
into the flow of everyday experiences, mak-
ing it something we do continuously while
walking, riding a bus, or sitting at
home or in a park.
content
aggregators
and curators
guides
for learning
virtual data
storage
platforms and tools
for aggregating
information search and
analytics engines
tools for finding
and analyzing relevant
content
expertise
on demand
experts from around
the world helping
via real time
queries
task routing
tasks are deconstructed
and routed to individuals
based on skills, feedback,
and performance
reputation
micro-
contributions
lightweight contributions
by hundreds and
thousands to create a
greater whole
evidence-based
learning
analysis of successful
learning paths across a
crowd offered back to
individual learners
quantified
learning
measurement and
instant feedback on
individual learning
progress
extended humans
human capabilities
(memory, sight, analytical
capacity, etc) extend with
the help of machines
teaching
resources
in the cloud
diversity of on-demand
skills, resources, and
knowledge opening new
access pathways
leapfrogging
institutional
models
emerging markets and
new content systems to
circumvent old structures
and create new models
for learning
systems
bricolage
the ability to pick and optimize
learning routes, as well as
their components (teachers,
platforms, courses,
accreditation)
online
reputation
markets
reviews, rankings, and
vouching systems as new
evaluation methods for
teachers and learning
programs
open
source
information, code,
and packages free
for use and
reformatting or
“forking”
media rich
content represented
in an immersive and
engaging way
tools as
content
systems and complex
packages that
guide learning
personalizable
and
customizable
highly specific and
targeted content
blended
reality world
every object or
interaction provides
opportunities for
learning
reality
filters
apps and tools
for morphing
your reality
resource
assembly in
the cloud
groups form to quickly
tackle a task, allowing
workers to distribute
previously individual
jobs
massively open
online courses
(MOOCs)
online collection of
lectures, texts, and
learning modules
accreditationvsreputation
University of the People: Free
university-level education to
students around the world
csmonitor.com
Thomas Edison State College:
Virtual college that banks
credits for correspondence
courses from accredited
U.S. universities.
dcmilitaryed.com
Codecademy: Platform
for teaching and learning
how to code.
n1tr0g3n.com/com
Boundless: Open education
resource for building textbooks.
boundless.com
Interaxon Muse:
Bluetooth-enabled
headset for direct
monitoring of brain activity
and a neural interface
platform to connect with
other devices.
interaxon.ca/muse
Surgeon Simulator 2013:
Virtual reality game
helping surgeons improve
their craft.
surgeonsim2013.com
TaskRabbit: Platform for
outsourcing small jobs and
tasks to local individuals.
wired.com
Virtual Choir: Musical
compositions integrating
submissions by a global crowd.
3.bp.blogspot.com
Mechanical MOOC: Online
programming courses that
combine the powers of
open courseware, study
communities, and platforms
for learning.
tinywork.wordpress.com
Amazon Cloud Drive: Web
storage application for photos,
videos, documents, and other
digital files.
readwrite.com
Leafsnap: Smithsonian
Institution app to identify
tree and plant species from
photos of their leaves.
wayerless.com
Yelp Monocle:
App providing location-
specific information on
iPhone or iPad.
beep.tv2.dk
FROM EDUCATIONAL INSTITUTIONS
convenience
vs
fi
lter
power
expertise vs contributio
n
algorithmic vs intuitiv
e
learning
burden vs empowerment
p
r
o
c
essing vs being processed