Colin Heron Sue Horder Jane Richardson Claire TaylorSEDA
The document outlines the distributed educational development team at a university. It describes how educational development is distributed across four schools, with each school having its own associate director of teaching who leads educational development efforts within that school. It also describes how the associate directors of teaching work together as an extended group to coordinate institutional efforts and ensure alignment with the university's overall strategy. The goal of this distributed model is to enhance learning, teaching, and assessment through communities of practice within each school.
Carl Pennypacker: Another Good Year for GHOU and More Work and Successes AheadGTTP-GHOU-NUCLIO
1) The document summarizes discussions and progress from the GHOU Conference in August 2015. It highlights successes in getting students interested in astronomy through using GHOU materials globally, with over 10,000 teachers trained and 500,000 students reached annually.
2) It outlines hopes for strengthening collaboration between GHOU partners and moving effectively into the future. Key factors that bind the collaboration are the educational power of astronomy and evidence that students learn science well with GHOU.
3) Examples of successes include GHOU being added to national curricula in France and regional curricula in Bavaria. Studies show GHOU improves test scores for English learners and lower-SES students in California and Chile.
The document discusses research in India and compares it to countries in the West. It notes that India spends less than 1% of its GDP on research and development, compared to over 1% in Western countries. This is one factor that contributes to India's lower research output. The document also examines other factors like education spending, the number of researchers and top universities, attitudes towards education, and government funding of university research that influence a country's research performance. It provides data showing that Western countries outperform India in many of these areas. The document concludes by suggesting some steps India could take to improve its research environment such as increasing government funding and promoting more inquisitive thinking.
This document discusses alternatives in continuing professional development for teachers. It begins by defining key terms like professional, development, and continuing. It then discusses areas of professional development like subject matter knowledge and understanding learners. The document outlines employer expectations and concerns around professional development as well as potential "limits". It proposes a 4-step cycle for professional development and provides resources from the KOTESOL Professional Development Special Interest Group.
This document summarizes the key aspects of designing MOOC pedagogies and learning based on a literature review. It discusses trends in MOOC design including debates around technological vs pedagogical determinism. It also outlines several instructional design approaches that can be applied to MOOCs like problem-based learning and cognitive apprenticeship. The document then describes a case study of a MOOC called "Hands on MOOC" that applied the Learning Design Studio approach, which focuses on identifying educational challenges, generating solutions, and evaluating designs. Participants found creating personas and prototyping designs to be the most useful activities. The facilitators provided feedback to many active participants but future iterations may need to better
The document discusses a junior thesis project aimed at improving science education. It analyzes the effects of an education activity called the Imagine competition, which allows students to complete feasibility studies on biotechnological applications. The research objectives are to identify critical success factors in science education, analyze the effects of education activities, and design an instrument to measure educational goals. Preliminary results show teachers value interdisciplinary approaches and opportunities for scientific practice, but do not always feel equipped to supervise thesis projects. The Imagine competition provides a model for an effective interdisciplinary junior thesis that engages students with scientists. Further research is needed to examine implementation challenges and critical success factors.
Learning analytics support for just-in-time teachingraquelm_crespo
The document discusses using learning analytics to support just-in-time teaching through a system called classON. classON provides personalized monitoring of students, awareness of student progress and questions for teachers, and analytics to help teachers more efficiently answer questions and ensure student understanding. An experiment found that classON helped reduce waiting times for student questions to be answered and increased the number of questions solved compared to traditional teaching methods without analytics support. The results validated that classON fulfilled requirements to help both teachers and students make the most of learning sessions with limited resources.
This document discusses skills of research methodology. It defines research as a systematic investigation that involves collecting, analyzing, and interpreting data. Research can help solve problems, answer questions, and achieve objectives. The structure of research includes sections for the title, introduction, problem/objectives, data collection and analysis, discussion and findings, conclusion, and references. The introduction should include the research problem, contributions, and settings. Some suggested research topics are also provided such as education in Oman, communication, health care, employment, driving practices, population, and global warming. The document is authored by Dr. Abdulghani Al-Shuaibi.
Colin Heron Sue Horder Jane Richardson Claire TaylorSEDA
The document outlines the distributed educational development team at a university. It describes how educational development is distributed across four schools, with each school having its own associate director of teaching who leads educational development efforts within that school. It also describes how the associate directors of teaching work together as an extended group to coordinate institutional efforts and ensure alignment with the university's overall strategy. The goal of this distributed model is to enhance learning, teaching, and assessment through communities of practice within each school.
Carl Pennypacker: Another Good Year for GHOU and More Work and Successes AheadGTTP-GHOU-NUCLIO
1) The document summarizes discussions and progress from the GHOU Conference in August 2015. It highlights successes in getting students interested in astronomy through using GHOU materials globally, with over 10,000 teachers trained and 500,000 students reached annually.
2) It outlines hopes for strengthening collaboration between GHOU partners and moving effectively into the future. Key factors that bind the collaboration are the educational power of astronomy and evidence that students learn science well with GHOU.
3) Examples of successes include GHOU being added to national curricula in France and regional curricula in Bavaria. Studies show GHOU improves test scores for English learners and lower-SES students in California and Chile.
The document discusses research in India and compares it to countries in the West. It notes that India spends less than 1% of its GDP on research and development, compared to over 1% in Western countries. This is one factor that contributes to India's lower research output. The document also examines other factors like education spending, the number of researchers and top universities, attitudes towards education, and government funding of university research that influence a country's research performance. It provides data showing that Western countries outperform India in many of these areas. The document concludes by suggesting some steps India could take to improve its research environment such as increasing government funding and promoting more inquisitive thinking.
This document discusses alternatives in continuing professional development for teachers. It begins by defining key terms like professional, development, and continuing. It then discusses areas of professional development like subject matter knowledge and understanding learners. The document outlines employer expectations and concerns around professional development as well as potential "limits". It proposes a 4-step cycle for professional development and provides resources from the KOTESOL Professional Development Special Interest Group.
This document summarizes the key aspects of designing MOOC pedagogies and learning based on a literature review. It discusses trends in MOOC design including debates around technological vs pedagogical determinism. It also outlines several instructional design approaches that can be applied to MOOCs like problem-based learning and cognitive apprenticeship. The document then describes a case study of a MOOC called "Hands on MOOC" that applied the Learning Design Studio approach, which focuses on identifying educational challenges, generating solutions, and evaluating designs. Participants found creating personas and prototyping designs to be the most useful activities. The facilitators provided feedback to many active participants but future iterations may need to better
The document discusses a junior thesis project aimed at improving science education. It analyzes the effects of an education activity called the Imagine competition, which allows students to complete feasibility studies on biotechnological applications. The research objectives are to identify critical success factors in science education, analyze the effects of education activities, and design an instrument to measure educational goals. Preliminary results show teachers value interdisciplinary approaches and opportunities for scientific practice, but do not always feel equipped to supervise thesis projects. The Imagine competition provides a model for an effective interdisciplinary junior thesis that engages students with scientists. Further research is needed to examine implementation challenges and critical success factors.
Learning analytics support for just-in-time teachingraquelm_crespo
The document discusses using learning analytics to support just-in-time teaching through a system called classON. classON provides personalized monitoring of students, awareness of student progress and questions for teachers, and analytics to help teachers more efficiently answer questions and ensure student understanding. An experiment found that classON helped reduce waiting times for student questions to be answered and increased the number of questions solved compared to traditional teaching methods without analytics support. The results validated that classON fulfilled requirements to help both teachers and students make the most of learning sessions with limited resources.
This document discusses skills of research methodology. It defines research as a systematic investigation that involves collecting, analyzing, and interpreting data. Research can help solve problems, answer questions, and achieve objectives. The structure of research includes sections for the title, introduction, problem/objectives, data collection and analysis, discussion and findings, conclusion, and references. The introduction should include the research problem, contributions, and settings. Some suggested research topics are also provided such as education in Oman, communication, health care, employment, driving practices, population, and global warming. The document is authored by Dr. Abdulghani Al-Shuaibi.
A kindergarten teacher must promote creativity in the classroom to help children develop physically, emotionally, socially, and cognitively. To be a good kindergarten teacher, one must engage students in the educational process and create a setting that is conducive to learning. Teachers can foster creativity by opening their mind, looking at their thinking tools as creative tools, stopping looking just with their eyes and looking in depth with their whole being, and adding what they perceive, feel, and think to melt it altogether.
This document discusses the relationship between education and creativity. It argues that creativity stems from existing knowledge but requires skepticism and liberal thinking. True creativity challenges conventional norms and can face hostility. The document outlines traits of creative versus conformist thinking. It also notes several historical figures who faced opposition for their creative ideas. Finally, it argues that education systems should focus on fostering students' creative potential rather than rote memorization, and that teachers play an important role in cultivating creativity.
Defining & Valuing Creativity According to TorranceTom Tresser
For the online class from the DePaul School for New Learning, "Acting Up - Using Theater & Technology for Social Change," Tom Tresser, Instructor, www.tresser.com
Creativity and innovation training actionmorenomarchal
This document summarizes a training action on creativity and innovation. It describes the design of a 1-month, 7 session course to teach participants a process innovation model called CREALAB. Evaluation results showed that participants agreed the course helped them learn a methodology, practice innovation, generate ideas, and progress on a project conception. The conclusions were that learning for innovation is a challenge, this training action achieved good results, and the methodology could be extended to other educational levels.
Thoughts around Creativity in Education and the Potential of ICT Enhanced Lea...Hazel Owen
The document is about Unitec New Zealand, Te Whare Wananga o Wairaka. Unitec's mission is to inspire people to discover and apply their intellectual and creative potential and contribute responsibly to their societies and cultures. The document contains images and sticky notes asking participants to write one sentence about learning/teaching, the role of ICT, and a reaction to ICT enhanced learning in 2-3 words.
The document discusses the importance and benefits of creativity in education. It notes that incorporating creative subjects like dance, drama and theater into school curriculum can help improve student well-being and academic performance based on a Nordic study. The document also outlines some basic principles of creativity, quotes Ken Robinson on the importance of finding one's creative element, and argues that creativity and innovation are crucial skills for success in a rapidly changing world.
This document discusses the importance of incorporating creative arts like music, visual arts, drama, dance, and media education into school curriculums. It argues that engaging with the arts enhances learning, develops higher-order thinking skills, and allows students to express themselves in fun and engaging ways. The arts are seen as integral to everyday life and should therefore be part of children's education. Involving students in creative arts helps motivate them, improves memory and understanding, and encourages self-expression, creativity, and independent thinking.
Creativity Test (TTCT Torrance, TCT-DP Jellen& Urban etc)Lily
The document discusses various tests and methods used to measure creativity, including drawings, stories, and verbal responses. It describes the Test for Creative Thinking-Drawing Production (TCT-DP), which presents participants with an incomplete drawing and evaluates their creative responses based on criteria like adding new elements, making connections, and breaking boundaries. It also discusses analyzing the stories participants write to describe their drawings, finding connections between narrative creativity and scores on the graphic TCT-DP test. The document provides examples of linear and non-linear story formats and creative components identified within stories.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Tablet Computers and eBooks. Unlocking the potential for personal learning en...Marco Kalz
Dr. Marco Kalz is a researcher at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. CELSTEC conducts research on learning and cognition, professional development, and learning media. It also offers master's programs and provides commercial training services. Dr. Kalz has been involved in several European projects related to technology-enhanced learning and learning in different professional fields. His research focuses on mobile lifelong learning, including an iPad pilot study examining factors influencing acceptance of eBooks and their impact on learning practices.
This document summarizes an introduction to the International Studies Schools Network (ISSN). It covered the goals of developing global competence and college readiness through a framework of four domains of global competence. It introduced tools for school and classroom design including essential questions, performance assessments, and a Graduation Performance System for assessing student work. Participants engaged in activities to envision ISSN schools and classrooms and learned about resources on the ISSN online community.
This document summarizes Avon Maitland District School Board's participation in a global partnership called New Pedagogies for Deep Learning during the 2014-2015 school year. It involved 6 schools exploring how to design teaching and learning to lead to more successful lives for all students. The schools participated in collaborative inquiries, developed deep learning artifacts, and submitted some to the Canadian and global clusters for moderation. Reflections noted an emerging need to deepen understanding of the partnership's measures and resources and effectively mobilize the knowledge across the district. Areas of future focus include deepening understanding of the dimensions of deep learning and measuring its impact.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Seizing the Agenda | Progress to Progress 8 with Shireland Collegiate AcademyWholeeducation
This document summarizes the agenda for the Whole Education 6th Annual Conference on school improvement. The conference will focus on establishing a shared vision for school improvement and seizing the agenda through marginal gains across curriculum, environments, and methodology represented by the acronym P=CxExM. Specific sessions will provide details on the curriculum, learning environments, flipped learning methodology, and initiatives to address potential barriers to improvement represented by the I in the equation. The document promotes a future two-day conference focused on the flipped classroom with founders Aaron Sams and John Bergmann to share how flipped learning has improved standards and progress at leading UK schools.
Rethinking Learning to Learn as a complex intervention: Raising the bar, clos...James Mannion
My slides from the researchED conference at Capital City Academy, London, Sept 10th 2016. Outlining an innovative, whole-school approach to Learning to Learn which led to an increase in standards and a closing of the Pupil Premium attainment gap, from the bottom up.
Education for Sustainability: Not Yet on A Sustainable Footingldore1
Students’ interest in sustainability is growing. In 2014 a large HEA and NUS survey found that 68% of first year students agreed “Sustainable development is something which all university courses should actively incorporate and promote”¹. The most recent annual Sustainability Skills Survey of UK students found that 79% agreed “universities and colleges should be obliged to develop students’ social and environmental skills as part of the courses they offer”².
Over the 2022/23 academic year our cross-college team at King’s College London have been conducting a literature review, seeking to build an overview of the concepts, models, and ideas for embedding ESD, how they have been operationalised and pursued within or outside degree curricula.
In this paper we will explore one of the key themes emerging from our research so far. Across the world we can see pockets of successful practice emerging as universities attempt to educate a sustainability literature workforce. Individual university teachers and teams are working to promote environmental literacy among their students. However, while 79% of UK students might feel their universities should be developing their environmental skills, we have not yet reached a point were 79% of graduates are more environmentally aware than they when they started their course of study.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
Introducing e-Learning and MOOCs in Pakistani SchoolsMariaRayed
The document introduces Daily e-Learning Plans (DeLP), an initiative to bring e-learning to rural schools in Pakistan. DeLP aims to address issues like a lack of trained teachers and gender discrimination by sending daily emails with lessons, activities, and homework aligned to curriculum standards. A study found that an experimental group using DeLP for a year showed much higher improvements compared to a control group on measures like reading comprehension, presentation skills, and applying knowledge, requiring less teacher time. DeLP allows students to learn independently and develop 21st century skills.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
A kindergarten teacher must promote creativity in the classroom to help children develop physically, emotionally, socially, and cognitively. To be a good kindergarten teacher, one must engage students in the educational process and create a setting that is conducive to learning. Teachers can foster creativity by opening their mind, looking at their thinking tools as creative tools, stopping looking just with their eyes and looking in depth with their whole being, and adding what they perceive, feel, and think to melt it altogether.
This document discusses the relationship between education and creativity. It argues that creativity stems from existing knowledge but requires skepticism and liberal thinking. True creativity challenges conventional norms and can face hostility. The document outlines traits of creative versus conformist thinking. It also notes several historical figures who faced opposition for their creative ideas. Finally, it argues that education systems should focus on fostering students' creative potential rather than rote memorization, and that teachers play an important role in cultivating creativity.
Defining & Valuing Creativity According to TorranceTom Tresser
For the online class from the DePaul School for New Learning, "Acting Up - Using Theater & Technology for Social Change," Tom Tresser, Instructor, www.tresser.com
Creativity and innovation training actionmorenomarchal
This document summarizes a training action on creativity and innovation. It describes the design of a 1-month, 7 session course to teach participants a process innovation model called CREALAB. Evaluation results showed that participants agreed the course helped them learn a methodology, practice innovation, generate ideas, and progress on a project conception. The conclusions were that learning for innovation is a challenge, this training action achieved good results, and the methodology could be extended to other educational levels.
Thoughts around Creativity in Education and the Potential of ICT Enhanced Lea...Hazel Owen
The document is about Unitec New Zealand, Te Whare Wananga o Wairaka. Unitec's mission is to inspire people to discover and apply their intellectual and creative potential and contribute responsibly to their societies and cultures. The document contains images and sticky notes asking participants to write one sentence about learning/teaching, the role of ICT, and a reaction to ICT enhanced learning in 2-3 words.
The document discusses the importance and benefits of creativity in education. It notes that incorporating creative subjects like dance, drama and theater into school curriculum can help improve student well-being and academic performance based on a Nordic study. The document also outlines some basic principles of creativity, quotes Ken Robinson on the importance of finding one's creative element, and argues that creativity and innovation are crucial skills for success in a rapidly changing world.
This document discusses the importance of incorporating creative arts like music, visual arts, drama, dance, and media education into school curriculums. It argues that engaging with the arts enhances learning, develops higher-order thinking skills, and allows students to express themselves in fun and engaging ways. The arts are seen as integral to everyday life and should therefore be part of children's education. Involving students in creative arts helps motivate them, improves memory and understanding, and encourages self-expression, creativity, and independent thinking.
Creativity Test (TTCT Torrance, TCT-DP Jellen& Urban etc)Lily
The document discusses various tests and methods used to measure creativity, including drawings, stories, and verbal responses. It describes the Test for Creative Thinking-Drawing Production (TCT-DP), which presents participants with an incomplete drawing and evaluates their creative responses based on criteria like adding new elements, making connections, and breaking boundaries. It also discusses analyzing the stories participants write to describe their drawings, finding connections between narrative creativity and scores on the graphic TCT-DP test. The document provides examples of linear and non-linear story formats and creative components identified within stories.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Tablet Computers and eBooks. Unlocking the potential for personal learning en...Marco Kalz
Dr. Marco Kalz is a researcher at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. CELSTEC conducts research on learning and cognition, professional development, and learning media. It also offers master's programs and provides commercial training services. Dr. Kalz has been involved in several European projects related to technology-enhanced learning and learning in different professional fields. His research focuses on mobile lifelong learning, including an iPad pilot study examining factors influencing acceptance of eBooks and their impact on learning practices.
This document summarizes an introduction to the International Studies Schools Network (ISSN). It covered the goals of developing global competence and college readiness through a framework of four domains of global competence. It introduced tools for school and classroom design including essential questions, performance assessments, and a Graduation Performance System for assessing student work. Participants engaged in activities to envision ISSN schools and classrooms and learned about resources on the ISSN online community.
This document summarizes Avon Maitland District School Board's participation in a global partnership called New Pedagogies for Deep Learning during the 2014-2015 school year. It involved 6 schools exploring how to design teaching and learning to lead to more successful lives for all students. The schools participated in collaborative inquiries, developed deep learning artifacts, and submitted some to the Canadian and global clusters for moderation. Reflections noted an emerging need to deepen understanding of the partnership's measures and resources and effectively mobilize the knowledge across the district. Areas of future focus include deepening understanding of the dimensions of deep learning and measuring its impact.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Seizing the Agenda | Progress to Progress 8 with Shireland Collegiate AcademyWholeeducation
This document summarizes the agenda for the Whole Education 6th Annual Conference on school improvement. The conference will focus on establishing a shared vision for school improvement and seizing the agenda through marginal gains across curriculum, environments, and methodology represented by the acronym P=CxExM. Specific sessions will provide details on the curriculum, learning environments, flipped learning methodology, and initiatives to address potential barriers to improvement represented by the I in the equation. The document promotes a future two-day conference focused on the flipped classroom with founders Aaron Sams and John Bergmann to share how flipped learning has improved standards and progress at leading UK schools.
Rethinking Learning to Learn as a complex intervention: Raising the bar, clos...James Mannion
My slides from the researchED conference at Capital City Academy, London, Sept 10th 2016. Outlining an innovative, whole-school approach to Learning to Learn which led to an increase in standards and a closing of the Pupil Premium attainment gap, from the bottom up.
Education for Sustainability: Not Yet on A Sustainable Footingldore1
Students’ interest in sustainability is growing. In 2014 a large HEA and NUS survey found that 68% of first year students agreed “Sustainable development is something which all university courses should actively incorporate and promote”¹. The most recent annual Sustainability Skills Survey of UK students found that 79% agreed “universities and colleges should be obliged to develop students’ social and environmental skills as part of the courses they offer”².
Over the 2022/23 academic year our cross-college team at King’s College London have been conducting a literature review, seeking to build an overview of the concepts, models, and ideas for embedding ESD, how they have been operationalised and pursued within or outside degree curricula.
In this paper we will explore one of the key themes emerging from our research so far. Across the world we can see pockets of successful practice emerging as universities attempt to educate a sustainability literature workforce. Individual university teachers and teams are working to promote environmental literacy among their students. However, while 79% of UK students might feel their universities should be developing their environmental skills, we have not yet reached a point were 79% of graduates are more environmentally aware than they when they started their course of study.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
Introducing e-Learning and MOOCs in Pakistani SchoolsMariaRayed
The document introduces Daily e-Learning Plans (DeLP), an initiative to bring e-learning to rural schools in Pakistan. DeLP aims to address issues like a lack of trained teachers and gender discrimination by sending daily emails with lessons, activities, and homework aligned to curriculum standards. A study found that an experimental group using DeLP for a year showed much higher improvements compared to a control group on measures like reading comprehension, presentation skills, and applying knowledge, requiring less teacher time. DeLP allows students to learn independently and develop 21st century skills.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
Cultivating Pedagogical Innovation Through Emerging LeadersAndrea Tejedor
This document outlines a spiral model for cultivating pedagogical innovation through emerging leaders. It discusses initiating a leadership group through invitation and discovery phases. It focuses on seeding the ground by creating containers for inquiry and collective maturation. The goal is to leverage educational technologies by exploring technologies, examining pedagogy, and evaluating outcomes through an ongoing process of synthesis, differentiation, and living design.
This document discusses Universal Design for Learning (UDL) and accommodating students with different learning needs. It provides an overview of UDL and its objectives to make instruction accessible to all students. It outlines challenges students with disabilities face in college and legal considerations regarding accommodations. Examples of reasonable accommodations and how UDL principles of representation, engagement and expression can be implemented through low-tech and high-tech strategies are presented. The document emphasizes the importance of frequent assessment to evaluate student and teaching outcomes.
This document summarizes an educational project on butterfly conservation conducted by students in India and Italy using ICT tools. The key points are:
1) The project aimed to raise awareness of butterfly conservation issues and involved students researching butterflies, creating an online website with games/quizzes, and collaborating virtually across countries.
2) Over 1,000 schools and 48,000 teachers were impacted by the project. The students developed skills in photography, video editing, and web design tools like Photoshop and Flash.
3) The project won an "Honorable Mention" award from the ThinkQuest competition and helped motivate over 1 million students towards learning.
This presentation, given on 30/9/20 to OpenEdColloquium20 at Nelson Mandela University, South Africa, highlights the GO-GN Research Methods Handbook. The Handbook provides a guide to research methodology for researchers working in the field of open education.
This document provides information about Self-Organized Learning Environments (SOLEs). It discusses the rationale for using SOLEs, which is to develop inquiry-based and student-centered learning. Examples of SOLE questions are provided that address various curriculum areas. Guidelines for implementing SOLE sessions in the classroom are also outlined, including having students work in groups to research an open-ended question using online resources and then share their findings.
Considerations for successful career planning for research staffRob Daley
This document provides guidance and considerations for research staff career planning. It summarizes the speaker's own career path in research and academic development roles. It then discusses common career paths for researchers, including staying in academia or pursuing roles outside of higher education. The document provides statistics on doctoral career destinations and research staff career aspirations. It also covers a range of topics for career planning, such as determining long term goals, required skills development, and available support. Interview processes and strategies are reviewed, along with tools for self-assessment and professional development planning. A variety of resources and support options are also listed.
Designing and developing MOOCs - Dr. Kulari Lokuge-Dona and Prof. Janet Grego...Blackboard APAC
On World Autism Day, April 2, 2015, Swinburne University of Technology commenced offering a seven-week Massive Open Online Course (MOOC) for families, educators and carers who support individuals on the Autism spectrum. Blackboard OpenEducation MOOC platform hosted the Autism MOOC enabling over 15,000 enrolments and use of groups within the MOOC environment. This presentation demonstrates how the MOOC was designed and delivered via Blackboard OpenEducation, and how the MOOC activities were designed based on the e-tivity model (Salmon, 2013) to faciliate interaction. The presenters will provide an overview of the similiarities and differences in the design of the Autism MOOC, and the Carpe Diem MOOC which was offered by the Learning Transformations Unit at Swinburne University in 2014. Reflections on the design processes for these MOOCs will highlight the issues and challenges when designing an interactive MOOC for large cohorts.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Similar to T'aint what you do it's the way that you do it: ICT and Creativity in the Primary Classroom (20)
5. The National Context
• Standards for Initial Teacher Education
(SITE)
• Standard for Full Registration (SFR)
3
6. The National Context
• Standards for Initial Teacher Education
(SITE)
• Standard for Full Registration (SFR)
• Curriculum for Excellence (CfE)
3
7. The National Context
• Standards for Initial Teacher Education
(SITE)
• Standard for Full Registration (SFR)
• Curriculum for Excellence (CfE)
• Glow
3
43. Conclusions
• Importance of SPACE and TIME
• Range of teaching approaches
• TEI staff should possess good ICT
skills and should demonstrate use
13
44. Conclusions
• Importance of SPACE and TIME
• Range of teaching approaches
• TEI staff should possess good ICT
skills and should demonstrate use
• Collaboration, investigation,
provisionality, MOBILITY
13
47. References
• Csikzentmihalyi, M. (1996). Creativity: Flow and the
psychology of discovery and invention. New York:
Harper Collins.
• Starko, A. J. (2010). Creativity in the Classroom. (4th
edition). Abingdon: Routledge.
• Sternberg, R.J. (Ed).(1999). Handbook of Creativity.
New York: Cambridge University Press.
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