This document discusses building resilience for complexity. It begins with an introduction to the workshop given by Prof. Simon Buckingham Shum and Prof. Ruth Deakin Crick. It then discusses the importance of learning and adaptability in an era of rapid change. Several concepts are introduced that are important for resilience, including knowledge, skills, dispositions, mindful agency, hope and optimism, sense making, curiosity, creativity, collaboration, belonging, and openness to learning. Examples are given of each concept. The document aims to help students and staff reflect on their readiness for an uncertain future and build their capacity through developing these concepts.
A WORKSHOP FOR UTS STUDENTS
Simon Buckingham Shum (CIC Director) & Kailash Awati (Senior Lecturer in Data Science)
This half-day workshop will provide you with hands-on experience mapping issues, ideas and arguments using the research-validated Compendium visual hypertext tool for mapping wicked problems. No technical expertise required.
Compendium QuickStart Guide: http://simon.buckinghamshum.net/wp-content/uploads/2017/12/Compendium_QuickStart.pdf
- Conducted 360 degree assessment of a client's marketing environment through secondary data (i.e., client's owned and earned media) and qualitative (i.e., experience surveys with client and prime prospects, analysis of social media comments) research;
- Identified one major marketing opportunity and recommendation for increasing value of client's services;
- Presented the marketing recommendation to the client;
- Provided the client with 10-page deliverable, summarizing the recommendation and research results.
Leveraging social networks and social media for improved performanceRobin Teigland
An updated version of my previous leveraging networks and social media ppts. I have included some new slides on social media in the latter half of the presentation.
Education is at a crossroads. Questions are being asked about the value of formal credentials while many of the most exciting innovations in our time are emerging from industry rather than as an outcome of a formal research project. The world has changed; what to do?
We’ve used our work on the Shift Index to view the education sector from a different perspective, and we’d like to hear what you think of the result.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
A WORKSHOP FOR UTS STUDENTS
Simon Buckingham Shum (CIC Director) & Kailash Awati (Senior Lecturer in Data Science)
This half-day workshop will provide you with hands-on experience mapping issues, ideas and arguments using the research-validated Compendium visual hypertext tool for mapping wicked problems. No technical expertise required.
Compendium QuickStart Guide: http://simon.buckinghamshum.net/wp-content/uploads/2017/12/Compendium_QuickStart.pdf
- Conducted 360 degree assessment of a client's marketing environment through secondary data (i.e., client's owned and earned media) and qualitative (i.e., experience surveys with client and prime prospects, analysis of social media comments) research;
- Identified one major marketing opportunity and recommendation for increasing value of client's services;
- Presented the marketing recommendation to the client;
- Provided the client with 10-page deliverable, summarizing the recommendation and research results.
Leveraging social networks and social media for improved performanceRobin Teigland
An updated version of my previous leveraging networks and social media ppts. I have included some new slides on social media in the latter half of the presentation.
Education is at a crossroads. Questions are being asked about the value of formal credentials while many of the most exciting innovations in our time are emerging from industry rather than as an outcome of a formal research project. The world has changed; what to do?
We’ve used our work on the Shift Index to view the education sector from a different perspective, and we’d like to hear what you think of the result.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
Tech craft poster april 5th 2019 event at ecuRajendra Jagad
K-12 teacher, and MBA student received technology product prototype building for Icorp event at ECU I build two IOT prototype demos one was Temperature variation tracker for composting another was flight tracker both of this can be used to teach high school students about IOT using real world application and field testing
PPT from QUT HDR (Higher Degree Research) Careers Week on "PhD Plan B" Careers April 2022, about the value of strategically planning and managing your career path.
If you're at a career crossroads, my attached slides might be of interest. I outline some activities, resources and tips for pro-actively managing your career (including developing your brand & unique selling point), inside and outside academia.
How To Start A Proposal Essay.pdfHow To Start A Proposal EssayKathy Murray
What is a proposal essay. How to Write an Effective Proposal Essay .... 005 Essay Example Proposal Proposals Examples Thatsnotus. Proposal Essay Examples sample, Bookwormlab. Example Proposal Essays. How to Title an Essay: A Guide for Students from Our Experts. 002 Proposal Essay Examples Example Thatsnotus. Written Proposal Template. 20 Written Proposal Examples Dannybarrantes Template Proposal .... Pin on your essay. Apa Style Essay Structure. Online assignment writing service. PDF. Remarkable How To Write A Proposal Essay Thatsnotus. College essay: Essay proposal sample. How to Proofread Like A Professional - Tips to Get Better. Proposal Writing - 18 Examples, Format, Pdf Examples. How to Write a Proposal Essay like a Pro : Guide Example 2023. Write my proposal paper, How to Write a Proposal Essay/Paper. English proficiency essay writing. FREE 16 Sample Essay Templates in PDF. Proposal Examples - 91 Samples in PDF DOC Google Docs Pages .... 1 To write a proposal. Homework Help Sites.. 2009 Ap Literature Sample Essay PDF How To Start A Proposal Essay How To Start A Proposal Essay
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Students on LinkedIn: What They're Doing and How to Engage Them | Talent Conn...LinkedIn Talent Solutions
There are over 30 million students and recent graduates on LinkedIn. Learn about LinkedIn’s latest initiatives, including our CheckIn app, to further engage the college and university crowd, the fastest-growing segment of our global membership base.
See more studies on University Recruiting: http://lnkd.in/univrecrt
Subscribe to the LinkedIn Talent Blog: http://linkd.in/18yp4Cg
Follow the LinkedIn company page: http://linkd.in/1f39JyH
Tweet with us: http://bit.ly/HireOnLinkedIn
Learn more about CheckIn: http://linkd.in/GO2YCm
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Tech craft poster april 5th 2019 event at ecuRajendra Jagad
K-12 teacher, and MBA student received technology product prototype building for Icorp event at ECU I build two IOT prototype demos one was Temperature variation tracker for composting another was flight tracker both of this can be used to teach high school students about IOT using real world application and field testing
PPT from QUT HDR (Higher Degree Research) Careers Week on "PhD Plan B" Careers April 2022, about the value of strategically planning and managing your career path.
If you're at a career crossroads, my attached slides might be of interest. I outline some activities, resources and tips for pro-actively managing your career (including developing your brand & unique selling point), inside and outside academia.
How To Start A Proposal Essay.pdfHow To Start A Proposal EssayKathy Murray
What is a proposal essay. How to Write an Effective Proposal Essay .... 005 Essay Example Proposal Proposals Examples Thatsnotus. Proposal Essay Examples sample, Bookwormlab. Example Proposal Essays. How to Title an Essay: A Guide for Students from Our Experts. 002 Proposal Essay Examples Example Thatsnotus. Written Proposal Template. 20 Written Proposal Examples Dannybarrantes Template Proposal .... Pin on your essay. Apa Style Essay Structure. Online assignment writing service. PDF. Remarkable How To Write A Proposal Essay Thatsnotus. College essay: Essay proposal sample. How to Proofread Like A Professional - Tips to Get Better. Proposal Writing - 18 Examples, Format, Pdf Examples. How to Write a Proposal Essay like a Pro : Guide Example 2023. Write my proposal paper, How to Write a Proposal Essay/Paper. English proficiency essay writing. FREE 16 Sample Essay Templates in PDF. Proposal Examples - 91 Samples in PDF DOC Google Docs Pages .... 1 To write a proposal. Homework Help Sites.. 2009 Ap Literature Sample Essay PDF How To Start A Proposal Essay How To Start A Proposal Essay
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Students on LinkedIn: What They're Doing and How to Engage Them | Talent Conn...LinkedIn Talent Solutions
There are over 30 million students and recent graduates on LinkedIn. Learn about LinkedIn’s latest initiatives, including our CheckIn app, to further engage the college and university crowd, the fastest-growing segment of our global membership base.
See more studies on University Recruiting: http://lnkd.in/univrecrt
Subscribe to the LinkedIn Talent Blog: http://linkd.in/18yp4Cg
Follow the LinkedIn company page: http://linkd.in/1f39JyH
Tweet with us: http://bit.ly/HireOnLinkedIn
Learn more about CheckIn: http://linkd.in/GO2YCm
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Slides from my contribution to the panel convened by Jeremy Roschelle at the International Society for the Learning Sciences: Engaging Learning Scientists in Policy Challenges: AI and the Future of Learning
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...Simon Buckingham Shum
Slides accompanying the monthly UTS educator briefing https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-18-march/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions). This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-2-dec/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions).
This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Webinar: Learning Informatics Lab, University of Minnesota
Replay the talk: https://youtu.be/dcJZeDIMr2I
Learning Informatics
AI • Analytics • Accountability • Agency
Simon Buckingham Shum
Professor of Learning Informatics
Director, Connected Intelligence Centre
University of Technology Sydney
Abstract:
“Health Informatics”. “Urban Informatics”. “Social Informatics”. Informatics offers systemic ways of analyzing and designing the interaction of natural and artificial information processing systems. In the context of education, I will describe some Learning Informatics lenses and practices which we have developed for co-designing analytics and AI with educators and students. We have a particular focus on closing the feedback loop to equip learners with competencies to navigate a complex, uncertain future, such as critical thinking, professional reflection and teamwork. En route, we will touch on how we build educators’ trust in novel tools, our design philosophy of “embracing imperfection” in machine intelligence, and the ways that these infrastructures embody values. Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences spark productive reflection around as the UMN Learning Informatics Lab builds its program.
Biography:
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as inaugural director of the Connected Intelligence Centre. CIC is a transdisciplinary innovation centre, using analytics to provide new insights for university teams, with particular expertise in educational data science. Simon’s career-long fascination with software’s ability to make thinking visible has seen him active in communities including Computer-Supported Cooperative Work, Hypertext, Design Rationale, Scholarly Publishing, Semantic Web, Computational Argumentation, Educational Technology and Learning Analytics. The challenge of visualizing contested knowledge has produced several books: Visualizing Argumentation, Knowledge Cartography, and Constructing Knowledge Art. He has been active over the last decade in shaping the field of Learning Analytics, co-founding the Society for Learning Analytics Research, and catalyzing several strands: Social Learning Analytics, Discourse Analytics, Dispositional Analytics and Writing Analytics. http://Simon.BuckinghamShum.net
Despite AI’s potential for beneficial use, it creates important risks for Australians. AI, big data, and AI-informed decision making can cause exclusion, discrimination, skill loss, and economic impact; and can affect privacy, security of critical infrastructure and social well-being. What types of technology raise particular human rights concerns? Which human rights are particularly implicated?
Abstract: The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners, teaching and teachers – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. What should we see when open the black box powering analytics? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? This isn’t just interesting to ponder academically: your school or university will be buying products that are being designed now. Or perhaps educational institutions should take control, building and sharing their own open source tools? How are universities accelerating the transition from analytics innovation to infrastructure? Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
Vanessa Echeverria, Roberto Martinez-Maldonado, and Simon Buck- ingham Shum.. 2019. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data. In Proceedings of ACM CHI conference (CHI’19). ACM, New York, NY, USA, Paper 39, 16 pages. https://doi.org/10.1145/3290605.3300269
Collocated, face-to-face teamwork remains a pervasive mode of working, which is hard to replicate online. Team members’ embodied, multimodal interaction with each other and artefacts has been studied by researchers, but due to its complexity, has remained opaque to automated analysis. However, the ready availability of sensors makes it increasingly affordable to instrument work spaces to study teamwork and groupwork. The possibility of visualising key aspects of a collaboration has huge potential for both academic and professional learning, but a frontline challenge is the enrichment of quantitative data streams with the qualitative insights needed to make sense of them. In response, we introduce the concept of collaboration translucence, an approach to make visible selected features of group activity. This is grounded both theoretically (in the physical, epistemic, social and affective dimensions of group activity), and contextually (using domain-specific concepts). We illustrate the approach from the automated analysis of healthcare simulations to train nurses, generating four visual proxies that fuse multimodal data into higher order patterns.
Panel held at LAK13: 3rd International Conference on Learning Analytics & Knowledge
http://simon.buckinghamshum.net/2013/03/lak13-edu-data-scientists-scarce-breed
Educational Data Scientists: A Scarce Breed
The Educational Data Scientist is currently a poorly understood, rarely sighted breed. Reports vary: some are known to be largely nocturnal, solitary creatures, while others have been reported to display highly social behaviour in broad daylight. What are their primary habits? How do they see the world? What ecological niches do they occupy now, and will predicted seismic shifts transform the landscape in their favour? What survival skills do they need when running into other breeds? Will their numbers grow, and how might they evolve? In this panel, the conference will hear and debate not only broad perspectives on the terrain, but will have been exposed to some real life specimens, and caught glimpses of the future ecosystem.
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Summer@UTS: Building your resilience for complexity
1. Building your resilience
for complexity
Prof. Simon Buckingham Shum
Prof. Ruth Deakin Crick
Summer@UTS Workshop, 8th Feb. 2018
Connected Intelligence Centre
https://utscic.edu.au/event/resilience-complexity
School of Education
UTSCRICOSProviderCode:00099F
6. The ability to learn is critical to adapting to the pace of change
Human Adaptability to Technology Change
‘Enhancing human
adaptability is 90% about
optimising for learning’
Eric Teller – CEO Google X
Adapted from Deloittes Human Capital Trends Report 2017
12. 12
We develop analytic tools to help UTS students and
staff reflect on their readiness for this complex,
uncertain future, and build their capacity
13. What is it that enables a person or a team
to become resilient in the face of
uncertainty, risk and challenge?
— and to mindfully transform adverse
situations into positive growth and wellbeing?
14. “Knowledge of methods alone will not
suffice: there must be the
desire, the will, to employ
them.
This desire is an affair of personal
disposition.”
John Dewey
Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath and Co, Boston, 1933
Knowledge, Skills & Dispositions
15. “It’s more than knowledge and skills. For the
innovation economy, dispositions
come into play:
readiness to collaborate;
attention to multiple perspectives;
initiative;
persistence;
curiosity.” Larry Rosenstock
High Tech High
San Diego
hightechhigh.org
LearningREimagined project: http://learning-reimagined.com
Larry Rosenstock: http://audioboo.fm/boos/1669375-50-seconds-of-larry-rosenstock-ceo-of-hightechhigh-on-how-he-would-re-imagine-learning
Knowledge, Skills & Dispositions
15
16. “One of the key issues emerging from these
findings was the learner’s orientation
towards the unknown,
uncertainty and ambiguity, and
their tendency to either retreat from it or
move into it. The former effectively precludes
deep learning, and the latter is the beginning
point for it.”
Ruth Deakin Crick & Chris Goldspink
Deakin Crick R. and Goldspink G. (2014) Learning Dispositions, Self-theories and Student Engagement, British
Journal of Educational Studies, 62,1,1-17. DOI: http://dx.doi.org/10.1080/00071005.2014.904038
Knowledge, Skills & Dispositions
17. Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C.
(2015) Developing Resilient Agency in Learning: The Internal
Structure of Learning Power. British Journal of Educational
Studies, vol. 63, Issue 2, pp.121- 160.
DOI: http://dx.doi.org/10.1080/00071005.2014.904038
17
Mindful Agency
Sense Making
Creativity
CuriosityBelonging
Collaboration
Hope and Optimism
More Rigid
Persistence
More Fragile
Dependent
Orientation to Learning
18. Deakin Crick, R., Huang, S. Shafi A. & Goldspink C. (2015): Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies,63, 2,121 160.
19. Rapid feedback for self-directed change
Learners
Teachers
Leaders
System
leaders
Immediate visual feedback as
spider diagram for coaching and
personal change
Histograms with basic statistics
anonymised for a selected
group for diagnosis and strategy
More detailed anonymised
descriptive statistics for
organisational learning and
leadership decisioning
Raw anonymised data
exported for sophisticated
analysis and research
low medium high
Learning power
70.00
72.00
74.00
76.00
78.00
80.00
MeanofLivingmyvirtuesandvalues
20. MINDFUL AGENCY
is taking responsibility for your own
learning. It’s about how you manage your
feelings, your time, your energy, your
actions and the things you need to
achieve your goals. It’s knowing your
purpose - then knowing how to go about
achieving it; stepping out on the path
towards your goals.
20
21. HOPE AND OPTIMISM
is being confident that you can change and
learn and get better over time. It is helped by
having a positive learning story to reflect upon,
that gives you a feeling of having ‘come a long
way’ and of being able to ‘go places’ with your
learning.
21
22. SENSE MAKING
is making connections between ideas,
memories, facts - everything you know - linking
them and seeing patterns and meaning. It’s
about how ‘learning matters’ to you,
connecting with your own story and things that
really matter.
22
23. CURIOSITY
is your desire to get beneath the surface,
find things out and ask questions, especially
‘Why?’ If you are a curious learner, you
won’t simply accept what you are told
without wanting to know for yourself
whether and why it’s true.
23
24. CREATIVITY
is using your imagination and intuition,
being playful and ‘dreaming’ new ideas,
having hunches, letting answers come to
you, rather than just ‘racking your brains’
or looking things up. It’s about going ‘off
the beaten track’ and exploring ideas.
24
25. COLLABORATION
is how you learn through your
relationships with others. It is about
knowing who to turn to for advice and
how to offer it too. It’s about solving
problems by talking them through,
generating new ideas through listening
carefully, making suggestions and
responding positively to feedback.
25
26. BELONGING
reflects how much you feel you belong as part
of a ‘learning community’ – at work or at
home, or in your wider social network. It’s
about the confidence you gain from knowing
there are people you learn well together with
and to whom you can turn when you need
guidance, support and encouragement.
26
27. OPENESS TO LEARNING
is being open to new ideas and to challenge
and having the ‘inner strength’ to move
towards learning and change, rather than either
giving up and withdrawing or ‘toughing it out’
and getting mad with the world. Becoming
more open to learning is like a pathway to all
the other dimensions of learning power, just as
the other dimensions also help you become
more open to learning.
27
28. Carol
Description
o Carol loves her job and works long hours. Her role
allows her to be creative, and to see the impact of
her work.
o She’s worked in infrastructure services for 30
years, and worked for her current company for 15
years.
o She has good relationships with all her colleagues,
and socialises with them regularly. However, she
wouldn’t describe them as friends.
o She leads a department and describes her
leadership style as ‘directive’. She feels this is
necessary given the risk to the company if the
services are not successful.
o She relies on her experience when designing new
projects and has little interest in new engineering
initiatives such as net postive infrastructure or
BIM. She finds them interesting, but doesn’t see
how they could increase the company’s
performance.
o She feels she has had to fight hard to get to her
current position, and to keep it, however she
enjoys this challenge.
Mindful
Agency
Hope and
Optimism
Collaboration
Belonging Curiosity
Creativity
Sense
Making
Rigid
Persistence
Fragile
Dependence
Openness to learning
Key Information
Name: Carol
Age Range: 45-54
Role: Head of Maths Faculty
29. Jon
Description
o Jon was attracted to Engineering as he always wanted to
know how things worked and how he could make them
work better.
o He has a talent for bringing together diverse pieces of
information to help solve problems. In his previous job,
this led to him being promoted rapidly.
o Jon has been with his current company for 18 months. It
was a promotion for him, and he is really interested in the
new company’s approach to the future of infrastructure.
However, he spends more time managing people than
addressing engineering challenges.
o He is part of a team of 4 senior managers, however, they
tend not to speak to each other and a lot of the
communication is via email.
o In this senior role he feels that he spends a lot of time
fighting against others for resources rather than
collaborating to achieve a common goal.
o Jon used to be really keen to advance professionally, but
given that he’s not happy in his senior role, now he’s not so
sure.
Mindful
Agency
Hope and
Optimism
Collaboration
Belonging Curiosity
Creativity
Sense
Making
Rigid
Persistence
Fragile
Dependence
Openness to learning
Key Information
Name: Jon
Age Range: 35-44
Role: Senior Teacher STEM
32. Throughout undertaking my
initial teacher training my
Learning Power profile
represented by CLARA has
changed in a significant way.
My second CLARA profile taken 4
months later shows great
improvement to belonging and hope
and optimism. The most significant
change has been part of the UTS Insite
group where we would routinely
discuss our personal thoughts as we all
progress as teachers. I am now able to
see how powerful learning device that
can be created by working as a team
and being able to freely share
thoughts, ideas and even
shortcomings to a supportive group.
The sense of belonging I believe has
helped reshape me as a learner and is
reflected in my shift towards open
readiness.
33. Learning Relationships for Leaders
• Supporting the learning in making their own decisions
and taking responsibility for their own learningCoach
• Showing the learning how to do something that the
Mentor already knows how to doMentor
• Presenting expert knowledge – representing existing
funds of knowledgeExpert
Peer
• Facilitating the resolution of personal and social
challengesCounsellor
Learning together on the job with peers – collaboratively
solving problems.