This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
This presentation was given by Dirk Van Damme from the OECD at the GCES Conference on Governing Education in a Complex World during the Closing session in Brussels on 18 October 2016.
This presentation was given by Florian Koester of the OECD at the GCES Conference on Governing Education in a Complex World during the two workshops on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
This presentation was given by Bente Barton Dalhberg from the Norwegian Directorate for Education and Training at the GCES Conference on Governing Education in a Complex World during the first Workshop A on shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
United in Diversity Attainment targets in Flemish Education GovernanceEduSkills OECD
This presentation was given by Rien Rouw of the OECD at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
This presentation was given by Dirk Van Damme from the OECD at the GCES Conference on Governing Education in a Complex World during the Closing session in Brussels on 18 October 2016.
This presentation was given by Florian Koester of the OECD at the GCES Conference on Governing Education in a Complex World during the two workshops on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
This presentation was given by Bente Barton Dalhberg from the Norwegian Directorate for Education and Training at the GCES Conference on Governing Education in a Complex World during the first Workshop A on shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
United in Diversity Attainment targets in Flemish Education GovernanceEduSkills OECD
This presentation was given by Rien Rouw of the OECD at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Education Governance in Action - Lessons from Case studiesEduSkills OECD
Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance
Keynote: Governing Education in a Complex World EduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Governing Education in a Complex World.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
Accountablity and Trust in the Norwegian Education SystemEduSkills OECD
This presentation was given by Frode Nyhamn of the Norwegian Directorate for Education and Training
at the GCES Conference on Trust and Education in The Hague on 7 December during the Workshop A on When trust breaks down.
Facebook for Educational Purposes among Gen Z Nursing Students: A Positive or...Ryan Michael Oducado
The Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. Yet, little is known about this generation particularly among Gen Z nursing students and how they use Facebook for academic purposes. This descriptive, cross-sectional study was conducted to determine nursing students’ usage, perception, satisfaction and difficulties with Facebook for educational purposes. A total of 113 second year students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results indicated that majority of nursing students moderately use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of and were highly satisfied with using Facebook for educational purposes. The main challenge reported by four out five nursing students in the use of Facebook as an educational platform was distraction from other Facebook contents. There was a significant positive relationship between usage and perception in the use of Facebook for educational purposes. While Facebook showcases promising potential as a positive disruptive innovation for learning, challenges associated with its use in education must be properly addressed. Careful consideration and thoughtful planning when integrating Facebook in nursing education are necessary for nursing schools to maximize the benefits of Facebook as a supplemental educational tool.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Governing Complex Education Systems Overview and Work on Trust the hagueEduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Trust and Education in The Hague on 7 December during the morning session. It looks at work on trust and and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Education Governance in Action - Lessons from Case studiesEduSkills OECD
Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance
Keynote: Governing Education in a Complex World EduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Governing Education in a Complex World in Brussels on 17 October during the keynote session on Governing Education in a Complex World.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
Accountablity and Trust in the Norwegian Education SystemEduSkills OECD
This presentation was given by Frode Nyhamn of the Norwegian Directorate for Education and Training
at the GCES Conference on Trust and Education in The Hague on 7 December during the Workshop A on When trust breaks down.
Facebook for Educational Purposes among Gen Z Nursing Students: A Positive or...Ryan Michael Oducado
The Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. Yet, little is known about this generation particularly among Gen Z nursing students and how they use Facebook for academic purposes. This descriptive, cross-sectional study was conducted to determine nursing students’ usage, perception, satisfaction and difficulties with Facebook for educational purposes. A total of 113 second year students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results indicated that majority of nursing students moderately use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of and were highly satisfied with using Facebook for educational purposes. The main challenge reported by four out five nursing students in the use of Facebook as an educational platform was distraction from other Facebook contents. There was a significant positive relationship between usage and perception in the use of Facebook for educational purposes. While Facebook showcases promising potential as a positive disruptive innovation for learning, challenges associated with its use in education must be properly addressed. Careful consideration and thoughtful planning when integrating Facebook in nursing education are necessary for nursing schools to maximize the benefits of Facebook as a supplemental educational tool.
AHDS Conference November 2014 - Workshop; Glasgow UniversityAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop from Moyra Boland of Glasgow University on partnership working
Governing Complex Education Systems Overview and Work on Trust the hagueEduSkills OECD
This presentation was given by Tracey Burns of the OECD at the GCES Conference on Trust and Education in The Hague on 7 December during the morning session. It looks at work on trust and and provides a detailed overview of the GCES project, explaining its main research questions, analytical model, main findings and outputs.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
How can technologies and digital learning experiences be used to support underserved, under-resourced, and underprepared students? This report summarizes research findings about the conditions and practices that support positive outcomes of technology use for these student populations.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. 1+2>3
STEM is greater than S.T.E.M.
“STEM literacy is achieved when a
student is able to apply his or her
understanding of how the world works
within and across these four
interrelated disciplines to improve the
social, economic, and environmental
condition of their local and global
community.” Washington STEM Study Group, May 2011
3. Synergy in Partnerships
5 conditions of collective success*
Common Agenda
Shared Measurement Systems
Mutually Reinforcing Activities
Continuous Communication
Backbone Support Organizations
*Stanford Social Innovation Review, Winter 2011
4. Common Agenda
Agreement on the primary goals for the
collective impact of the initiative*:
Expand the number of students who pursue
advanced degrees and careers in STEM
Expand the STEM-capable workforce and
broaden the participation of women and
minorities in that workforce.
Increase STEM literacy for all students,
including those who do not pursue STEM-
related careers or additional STEM studies.
*Successful K-12 STEM Education, National Research Council of the
National Academies
5. COMMON AGENDA:
SHARE with peers – 2 min.
Identify your experience with this
condition for partnerships
How were the barriers eliminated?
What was learned?
6. Shared Measurement System
Participation in STEM-related high school
coursework (regular and A.P.)
Number and representation of students
pursuing STEM-related post-secondary
coursework/careers
S.T.E.M. student achievement
Workforce readiness, 21st Century Skills
Engaged business, industry, community
7. SHARED MEASUREMENT SYSTEM:
Talk with peers – 2 min.
Identify your experience with this
condition for partnerships
How were the barriers eliminated?
What was learned?
8. Mutually Reinforcing Activities
Opportunities for extended learning
Engaged business, industry, community
Bringing real-world experiences into the
classroom
In-depth K-12 course content and inquiry-
based pedagogy
Performance-based learning assessments
Alignment of higher education pre-service
9. MUTUALLY REINFORCING ACTIVITIES
Talk with peers – min.
Identify your experience with this
condition for partnerships
How were the barriers eliminated?
What was learned?
10. Continuous Communication
Recognizing professional expertise
Developing trust between partners
Establishing a common vocabulary
Direct participation, not delegation
Meaningful use of time
Use of shared technology (e.g. WIKI)
11. CONTINUOUS COMMUNICATION
Talk with peers – 2 min.
Identify your experience with this
condition for partnerships
How were the barriers eliminated?
What was learned?
12. Backbone Support Organization
Adaptive leadership capacity
Skill to keep on task without overwhelming
Competence in facilitation as well as
project and data management
Practices Lao Tzu leadership principle so
that when work is accomplished all will
say: “We did it ourselves”.
13. BACKBONE SUPPORT ORGANIZATION-
Talk with peers – 2 min.
Identify your experience with this
condition for partnerships
How were the barriers eliminated?
What was learned?
14. Increasing STEM Literacy via Multi-Level
Inquiry Teams
Higher Education: WSUV and Clark
Community College
K-12 education administration: Evergreen
School District and 4 middle schools
Middle school teachers
Business/Industry: SEH America and others
ESD112 Fiscal and Operations Agent
15. Expectations/Outcomes
Increased teacher content knowledge
(CK) and practices in S.T.E.M.
Increased teacher pedagogical content
knowledge (PCK) for STEM instructional
delivery
Capacity to learn in multi-level inquiry
teams
Higher student achievement in S.T.E.M.
Greater student engagement in STEM
Capacity to integrate Math and Science
Standards via real-world connections
16. STEM-LIT Learning by Design
Higher Education Cross Disciplines
K-12 Education and Higher Education
K-12 Teachers and University Researchers
Teachers as Learners with Students
Standards-based STEM “Challenges” using
Math Common Core State Standards
(CCSS) and Next Generation Science
Standards (NGSS)
Inquiry via Math and Sciences Practices
17. The
Collective
THANK Impact of a
YOU
STEM
Rob Siegel Partnership
Coordinator STEM rob.siegel@esd112.org
Initiatives WASA Small Schools
Conference
ESD112 February 2013