Balance of the Planet is a project from Curtin University that connects learners from around the globe and invites them to learn valuable skills, compete for scholarship funds and prizes, and gain university-endorsed recognition by solving real-world problems associated with the United Nations Sustainable Development Goals (SDGs).
Black Swans and the Future of EducationKim Flintoff
“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
Part of a series of presentations about Challenge-based Learning and Curtin University's Global Challenge platform. Presented during May 2020 via the Cisco Digital Schools Network.
http://LearningFuturesNetwork.org
http://GlobalCnallenge.org.au
Balance of the Planet is a project from Curtin University that connects learners from around the globe and invites them to learn valuable skills, compete for scholarship funds and prizes, and gain university-endorsed recognition by solving real-world problems associated with the United Nations Sustainable Development Goals (SDGs).
Black Swans and the Future of EducationKim Flintoff
“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
Part of a series of presentations about Challenge-based Learning and Curtin University's Global Challenge platform. Presented during May 2020 via the Cisco Digital Schools Network.
http://LearningFuturesNetwork.org
http://GlobalCnallenge.org.au
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
Global goals: the basis of any relevant educationKim Flintoff
We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
This session will consider the scope of the UN Sustainable Development Goals and how we as educators can begin to link our teaching and learning to the these goals.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Presentation for Futurelab conference looking at resistances to innovations in education and a thematic approach to reducing the resistances to change.
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
Global goals: the basis of any relevant educationKim Flintoff
We have an obligation to alert and empower young people to address these challenges and create new ways of engaging with the world and its people.
This session will consider the scope of the UN Sustainable Development Goals and how we as educators can begin to link our teaching and learning to the these goals.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Presentation for Futurelab conference looking at resistances to innovations in education and a thematic approach to reducing the resistances to change.
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
Problems with Education Essay
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Establishing global connections and being a global educatorKim Flintoff
Participating in AISWA's Purposeful Pedagogies PD... the story of being a global educator involves being disrupted (and disruptive), embracing risk, ambiguity and uncertainty... but above all, connected!
If learning is confined to a classroom and doesn't connect beyond the school gates its probably irrelevant...
Future Landscapes for Educational TechnologyKim Flintoff
WA Education Summit - May 24 - Optus Stadium
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations. During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use. This session will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Global Challenge Video: https://www.youtube.com/watch?v=I2QEgqV4sCA
Convened in the Think Space at Curtin University November 29 2018. The afternoon really concreted that vision we had in launching the Learning Futures Network that by drawing together schools and non-schools we can start to shape a new model of relationships that keeps us involved at all stages but removes most of the administrative and resourcing overheads. We saw 3 of our ISC members step up as project leaders willing to share their work to date and to assist with guiding these new projects so each school involved cam address local priorities within a consortia-based umbrella.
Education and Emerging Futures Children's Week 2018Kim Flintoff
A presentation for Childrens' Week 2018. Offered at State Library of Western Australia in Perth October 24, 2018. Thanks to Meeralinga for their invitation and support.
Securing the future of education with BlockchainKim Flintoff
ABSTRACT
As all levels and sectors of education contemplate ongoing developments in digital technology, distributed and fragmented models of learning, stackable credentials, and educational unbundling the potential for a system like blockchain to bring security to a diverse landscape of evidence of learning, recognition of learning and acknowledgement of learning becomes more relevant.
As MOOCs, SPOCs, online courses, RPL and alternative credentialling become more ubiquitous the main stakeholders in education, industry and government are realising the need for systems that enable higher levels of trust when certificates, awards and prior learning recognition are at stake.
This session will discuss some of the needs and some of the attempts already in place globally.
A keynote presentation for the Joondalup Learning Community Conference.
Abstract
As we look to the future it is clear that there are many unknowns. The rapid development of computation, robotics and artificial intelligence means that we don’t know the specific tasks that will be part of jobs of the future. What does seem apparent though is the requirement for flexibility, innovation, creativity, adaptable communication, cultural competence, problem-solving, data handling, personal learning, and collaboration as key attributes of future citizens. Subject expertise seems to poised to be something that needs to change according to context. If that is the case then what is the primary role of education systems in this future world where menial and repetitive tasks are consigned to domain of machines?
Balance of the Planet: Developing Mobile Solutions for Global LearnersKim Flintoff
This session will consider the development process of both a platform and associated learning experiences to facilitate meaningful mobile learning experiences for learners across the globe. It will look at the development of the Curtin Challenge platform as an example of a learning technology to support learning engagement in new ways. The session will further look at the approach and development pathway of the Balance of the Planet; a global collaborative challenge-based learning experience focussed around the United Nations Sustainable Development Goals.
"STEM +" Towards Smart Partnerships And Dynamic Learning CommunitiesKim Flintoff
A presentation for the Australian College of Eductaors Hot Topics series (Wednesday 24 August 2016)
STEM: What is it and where is it heading?
We proudly offer a range of speakers for this 'hot topic' forum. Kim Flintoff from Curtin University, in his role as Learning Futures Advisor, Keren Caple from the STEM Innovation Unit, in her role as Senior Associate and Ian Simpson, in his role as Head of Science at Wesley College.
Kim Flintoff, as guest speaker will address participants, and then participants will engage in roundtable discussions with each of our three speakers. Groups will each discuss STEM innovations for 10 to15 minutes. The aim of the roundtable discussions is to provide the opportunity for more interaction and discussion within a smaller group.
Big Data, Analytics and the Future of LearningKim Flintoff
As training, education, teaching and learning are constantly adapting to new technological developments it is not surprising that in the dawning age of data these areas are finding new ways to engage learners, provide teachers and learners with new insights about learning, and to find new ways to recognise and acknowledge learning. In an time when we might be considered as “always-on” and generating data in unprecedented volumes we are possibly more able to engage in more organic learning activities that do not require high-stakes testing regimes for us to evidence our learning. This session will consider the more recent developments in data-informed learning and teaching, learning analytics; and new forms of credentials as they influence our experience of learning across a range of contexts.
Presented at Forward Government Learning Forum 2016 (Canberra for the ARK Group)
and at Digicon 2016 for DLTV (Swinburne, Melbourne).
Introduction to Data and Computation: Essential capabilities for everyone in ...Kim Flintoff
An overview seminar about the themes of the Curtin Institute for Computation, and some thoughts on the future role of these capabilities in Learning and Teaching.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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!
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TEDxUWASalon: Symbiosis - Learning with Purpose
1. Event: TEDxUWASalon
Date: July 12, 2021
Speaker: Kim Flintoff
Title: Learning with purpose
-------
Good evening.
I want to talk to you tonight about learning with purpose.
There’s nothing especially radical about the idea, but somewhere
along the way education and schooling have become quite different
social undertakings than meaningful, connected learning.
[SLIDE] - Seedling
Many of us will remember a time in our first few years of school
when we are asked to plant and observe the germination and growth
of a seed. In most classrooms, the teacher made all the decisions
about how and why the seed would be planted, and the students
were directed to take measurements, make observations, and keep a
record of it all.
Students then considered a range of factors about how seeds
germinate, what factors influence their growth, and what might be
the optimal conditions for growth. It was very simple teacher-
directed inquiry learning.
In many classrooms today, that experience is still being played out,
except some teachers have fallen into a habit of making some small
but significant adjustments to the method.
2. For a variety of well-meaning reasons, teachers will often front load
the experience with a lot of talk and information about how plants
need water, nutrients, air, and sunshine to grow. Then the
experience of planting a seed is simply a confirmatory follow-up.
It has become transmission with experiential confirmation.
This model of practice often ends up replicating the factory model of
schooling – dictating single pathways // and prioritising the
topic/test approach that is more concerned with “coverage” and
“results” than emphasising the capabilities that encourage learning.
Front-loading curriculum often removes relevance and purpose, and
we sometimes see students trapped in a cycle of topic – test –
forget.
[SLIDE] – I forget
But, I read a story about a teacher who took a different approach.
She entered her Year 2 classroom and told her students about
something very upsetting that she’d learned. She’d learned that
there were millions of people in the world who had too little to eat,
that there were people all over the world who were starving.
She asked the class what they thought about that.
They reported they felt sad // that it didn’t seem fair, // and that
they would like to share some of what they had with those hungry
people.
To cut the tale short, she engaged the students in thinking about
solutions to a wicked problem.
3. It didn’t take long before the children started suggesting that
perhaps they could teach people how to grow food in their gardens.
At this point, the students had a purpose for planting a seed.
At this point // they became active global citizens.
Now it was very important to understand how plants grew and what
could be done to help them grow well. Students had a responsibility
to the starving people of the world to be able to teach others how to
grow food producing plants.
The shift was subtle, but profound.
The teacher still had all the evidence that her students had
addressed the curriculum requirements in understanding the basics
of plant germination and growth // there were still artefacts she
could use to assess writing, recording data, taking measurements,
etc.
But she also had a wealth of other evidence that related to problem-
solving, communication, collaboration, global awareness, critical and
creative thinking, and personal learning.
And even more importantly, her students were engaged because
they cared, // they were acting to make a difference, // and they
were discovering their connection and responsibility for other people
in the world.
[SLIDE] – Dewey - problems
Real world learning usually confronts us with a problem or a need
before we have to search for the knowledge to solve it.
4. In fact, John Dewey said “We only think when we are confronted with
problems.”
Real learning is messy – iterative – ad hoc – non-linear – sometimes
social, sometime solo – its partial and imperfect –not packaged –
relevant to our lives and the lives of those we care about –reactive
and responsive.
Learning to learn focusses on capabilities before content.
PAUSE
In recent years, it’s all about STEM learning.
As a former Drama teacher I probably taught more STEM than I
realised – we engaged with human anatomy, biomechanics, human
movement, voice production, sound, light, set design and
construction, materials science, electronics, programming,
mathematics, and more. And that was before we took into account
the themes of the creative works we developed and the scripts we
worked with.
One of my educational heroes was Professor John Carroll; John
studied with Dorothy Heathcote in the UK and brought his learning
back to Australia. Dorothy and John were both Drama teachers too,
// they had a vision about how to make learners the experts as they
learned.
Dorothy translated her concept of the Mantle of the Expert into real-
world engagement in the Commission Model of Learning.
[SLIDE] John and Dorothy
John refined and recontextualized a lot of this work and developed
his own approach to Situated Role.
5. You won’t be surprised when I tell you had the opportunity to meet
and learn from both of these wonderful people.
The connections between the Arts and other disciplines are well
established –
Drama is a way of knowing, and Dorothy and John showed me it is
also a vehicle for meaningful engagement with real-world concerns.
When it came to thinking about STEM it’s not surprising to these
ideas came flooding back.
[SLIDE]Dorothy Heathcote /John Carroll
STEM is all about the tools for solving problems – the other parts of
our school learning provide the insights and the context that let us
focus on problems worth solving.
[SLIDE] HASS V STEM
STEM makes sure you solve problems right – but HASS and the
ARTS make sure you solve the right problems.
Without the ethical and moral frameworks, the critical and creative
application of philosophy, politics, culture and diversity STEM is often
driven exclusively as a servant of industry and economics.
[SLIDE] SDGs
As Global Sustainability becomes more front of mind, it is my belief
that all learning must be connected – // that achievement without
feeding back or paying forward is not sustainable, and may even be
unethical.
[SLIDE] Future Ready Learning
6. Professor David Gibson and I proposed a framework for student
learning based upon some attributes that foster learning.
We drew on well-established and research informed categories and
came up with the Future Ready Attributes
These five key capabilities can be mapped to all the major
frameworks in use in education around the world.
They need some explanation and expansion but they frame a skill
set, and a mindset, that are about inclusion and connection.
They incorporate the need to work with others, the expectation that
communication is essential, that personal learning happens
alongside, and because of the need to work with and for others.
Real-world problem solving creates a need and a context for learning
with critical thinking and creativity at its core.
[SLIDE] Coronavirus
As the COVID-19 pandemic began to influence our lives in early 2020,
my colleague, Tim Rowberry, and I were contemplating the impacts
on the work we were doing in schools.
Tim is a Design and Technology teacher at a prominent arts high
school in Fremantle, and at the time I was the Learning Futures
Advisor for a major Western Australian university.
For the previous few years we had been working to bring a different
mindset to STEM education.
One of the projects Tim and I had been working on drew together
school students, the Leeuwin sail training ship, university academics,
industry experts, and Masters-level university students to design and
7. create Virtual Reality assets that could be used for awareness,
training and orientation experiences relating to the STS Leeuwin.
[SLIDE] iThink
Suddenly, we all found ourselves working from home, // and it was
in that early window of working from home that the WA State
Government opened up an online platform called iThink to allow the
entire population of Western Australia to have a voice in the
response to the pandemic.
Tim and I suggested something quite simple – that we also listen to
the voices of young people in schools.
We suggested that we use this opportunity to generate authentic
learning experiences for WA school students to apply STEM-inspired,
curriculum-linked, design-thinking processes to solving real-world
problems relating to the immediate and future impacts of COVID-19
and other community-related needs in Western Australia.
[SLIDE] iThink Activity
Within days it became the most discussed and most up-voted idea
on the platform.
[SLIDE] STEM4Innovation was born.
Tim and I found ourselves talking with Professor Fiona Wood about
how this idea could be realised.
In the course of our discussions, back-dropped by the COVID crisis,
Fiona explained how her work place, // one of Perth’s major
hospitals, was preparing for and being impacted by the threat of
thousands of COVID patients.
8. She described the concerns about how to deal with the possibility
COVID-positive patients requiring surgery – //
for her burns unit this was a real challenge.
It soon dawned on us all that this was exactly the sort of challenge
that could be offered to students and teachers around WA.
Soon after, Fiona was Zoom meeting a group of Tim’s students from
her operating theatre at the hospital.
She was able to show the situation she was dealing with and walk
students through the very spaces she and her colleagues worked in
each day. She was able to show the complexities and difficulties that
they faced in trying to perform their life-saving work // with the
added layer of an out of control contagion.
Students in that experience learned a lot about the realities of the
health system, health care and working as a health professional.
They learned that the operating theatre is heated to 34oC because
the human body with severe burn trauma cannot regulate itself, //
that there are many layers of PPE and precise protocols for
sterilisation and hygiene, // that burns patients are regularly
manoeuvred on the operating table to allow Fiona to harvest tissue
to be used in skin grafts that assist with repair and healing of burned
flesh, and // that with the growing obesity crisis in Australia
sometimes her patients can be so large that there are increased risks
to the patient, and hospital staff when a patient has to be moved.
The students had the opportunity to ask questions, to clarify gaps or
misunderstandings, and to develop real empathetic insights into the
lived experience of those affected by the problems they were
starting to identify.
9. The students present were also charged with being representative of
all other students who would come to the Hospital Immersion
Challenge.
Students were offered the challenge to find solutions for the
difficulties that Fiona had described.
[SLIDE] Fiona – Hospital Immersion
A video of the event was made available and Tim and I
communicated with more than 150 schools that we had connections
with through the Learning Futures Network.
More than 60 schools expressed an interest in being involved, and
eventually we piloted the challenge-based learning experience with
22 schools and more than 700 students around the state.
This was no mere “hackathon”, this was the first instance of a
responsive, adaptable, contributory, community-linked, and future-
focussed mode of learning built on STEM priorities and collaborative
design-thinking processes.
Three weeks later we had a collection of solution proposals to offer
Fiona.
We selected about a dozen interesting proposals and invited the
student creators to pitch their ideas at an event at Tim’s school.
[SLIDE] Showcase lineup
The pitches were offered to an audience made up of representatives
from government, industry, the health sector, higher education, //
and of course, some very proud families and teachers of the students
presenting.
[SLIDE] John Dewey
10. The students added some evidence to John Dewey’s assertion that
when we
“Give the pupils something to do, not something to learn; And the
doing is of such a nature as to demand thinking; Learning naturally
results”
[SLIDE] VUCA
STEM4Innovation is built upon this idea of purposeful learning, // as
well as enabling student voice so that there are opportunities for
learners to begin shape the future they will have to deal with.
Young people:
• contributing to new Visions of the future that appear so
volatile,
• developing Understanding of the systems and dynamics that
seem so uncertain,
• participating in the Communication that unpacks the
complexity, and
• applying the requisite Agility to pivot when they encounter
ambiguity.
[SLIDE] Stem4innovation tracks
Since our first deep dive into STEM4Innovation we have evolved and
grown – STEM priorities around our next Health Challenge have
become embedded across virtually all learning areas in Tim’s school.
As Tim says, “Look for STEM in your subject, not your subject in
STEM” – the acrimony of trying to modify the acronym to reflect it all
has started to abate.
In my school, the first early steps towards interdisciplinarity are
underway.
11. The scope of STEM4Innovation has grown to invite all manner of
industry and community challenges under the broad umbrella of six
program tracks.
[SLIDE] Takeaways
As our next Health and Wellbeing challenge gets underway //
the issue brought to us by a team of Upper GI and Bariatric surgeons
who have become frustrated with trying to address the challenges of
lifestyle diseases //
our students are once again encouraged to learn with purpose.
Our students are examining the problem, understanding the issues
and the effects, and developing real outputs that will contribute to
the efforts of the doctors involved.
Our students are producing a variety of work that have a positive
impact in many different ways.
They are sharing the responsibility for improving health outcomes for
all West Australians, // they are still providing the evidence to enable
assessment, // but it’s on their terms.
There is no single pathway being followed.
Teachers are allies and supporters of the deep the learning that’s
occurring, // and our communities are seeing that young people
aren’t learning to prepare for life, // they are deeply engrossed in
living their life through the learning experiences that enable them to
be active and compassionate citizens with growing awareness of the
futures they want to create.
Our students are active agents in their own learning.
They rely on each other to achieve high order outcomes.
12. They connect and contribute to the world beyond the school gate.
They are networking with real stakeholders.
Our students lead the learning and curriculum follows.
Our students are learning with purpose.
[SLIDE] Watch it grow.
And remember that seed – there’s a metaphor in there – watch it
grow.
18. “I have a dream that has not yet been realized; I
would like students, not to learn what their
teachers teach them, but to be people who solve
problems in the outside world that their teachers
bring to them…
This is actually a radical way of learning, I want
students to be citizens of the world.
– Dorothy Heathcote
19. STEM MAKES
SURE YOU DO THE
PROJECT RIGHT,
HASS MAKES
SURE YOU DO THE
RIGHT PROJECT.
28. “GIVE THE PUPILS SOMETHING TO DO,
NOT SOMETHING TO LEARN;
AND THE DOING IS OF SUCH A NATURE AS
TO DEMAND THINKING;
LEARNING NATURALLY RESULTS”
JOHN DEWEY
29.
30. • Health and Wellbeing
• Technology and Exploration
• Food security, Primary
Production, Agriculture
• Life on Earth
• Education, Culture, Community,
Peace and Harmony
• Industry, Infrastructure, Smart
Cities, and the World of Work
STEM4INNOVATION PROGRAM TRACKS
31. • STUDENT AGENCY
• POSITIVE INTERDEPENDENCE
• CONNECT BEYOND THE SCHOOL GATE
• REAL STAKEHOLDERS
• CONTEXT FOR LEARNING
• LEARN WITH PURPOSE
• LEARNING LEADS AND CURRICULUM FOLLOWS