The Future(S) Of Education Project
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This document outlines The Future(s) of Education project which aims to seed participatory groups around the world to discuss the future of education. It highlights that small groups using participatory action research have successfully addressed complex issues. The project seeks to connect these groups, bring diverse voices to the conversation, and facilitate putting ideas into action. The goals are to replicate successful models and broadcast results globally as the roles of technology and the classroom are changing but new models are limited by traditional paradigms. It calls for local people and experts to work together to further develop solutions at a grassroots level.
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This document discusses online learning communities and defines different types of virtual learning communities. It provides definitions of community and online learning communities. It also discusses the 4L model of linking, lurking, learning, and leading as roles within online communities. The document shares perspectives from teachers on virtual communities and how they allow teaching worlds to grow. It provides examples of using tools like Wikis, blogs, and RSS feeds to connect educators.
Global perspective ppt.pptx
The document discusses a Global Perspectives course that aims to encourage awareness of global issues and solutions through cooperation. The course helps students deal with challenges in an interconnected world, develop a sense of their place in it, and cope with changes that will impact their lives. Students will explore topics of global significance, critically assess information, and collaborate with others from different cultures to direct their own learning. They will work in groups to research and create a project on an issue like child labor, aging, salt pan workers, public transport, HIV/AIDS, or women's safety. Each student will also complete an individual evaluation of the group project and their contribution and learning, including their cross-cultural collaboration.
Using Social Media to Foster Learning Connections
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Using Social Media to Foster Learning Connections
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Change in Education
The teacher implemented a project called "Glogster EDU Best of the Best" to promote using Glogster EDU, an online tool, in teaching. She formed a Facebook group and wiki with over 50 teachers from Romania and other countries. The teacher trained 90 other teachers on using Glogster EDU. The project aims to develop 21st century skills in students like communication, creativity, and problem solving. It has motivated the teacher's students and enhanced the learning process.
Towards a New End: New Pedagogies for Deep Learning
Towards a New End: New Pedagogies for Deep Learning . By Michael Fullan and Maria Langworthy. On behalf of the global partnership
June 2013
Passionbased Main Education08
The document discusses the transition from traditional education models to more connected, personalized learning models leveraging technology and networks. It notes that by 2011, 80% of Fortune 500 companies will use immersive virtual worlds. It outlines shifts from formal to informal learning, mandated to collaborative teaching, and a focus on learning networks and passion-based learning over quick learning bites.
Schooling for the 21st C - Un eashing Student Passion
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
21stcschooling Passion Based
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
Technology and the Human Connection
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
Leading and Learning in 21st Century Schools
This document summarizes Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main points included:
- Connected learning occurs through interactions and conversations between learners. Learning is collaborative and based on networking.
- Connected learning focuses on engaging learners and solving complex problems, rather than just content delivery. It involves skills like sharing, cooperating, collaborating and collective action.
- For schools to be relevant in the 21st century, they need to transform and redefine themselves, not just reform at the edges. This requires changing beliefs, values and the school culture to support innovation.
JTC May 2013 - Flexible Pathways Session
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
Evaluation of web based professional development using par
This document summarizes a study that evaluated the use of web-based professional development for educators using an action research model. It examined how well the web-based model created a supportive community of practice and holding environment for educators, compared to an initial face-to-face model. While both models showed positive outcomes, the web-based version struggled with higher attrition and less implementation of actions compared to knowledge gains, suggesting the importance of facilitation to maintain engagement and support research-driven practices. Lessons learned will inform redesign of the web component to strengthen communities of practice and results.
Clc erlc
This document discusses the shift to learning that is mobile, networked, global, and collaborative rather than time- and place-bound. It notes that the pace of change is accelerating and that half of what students learn in their first year may be outdated by their third year. Communities and networks are proposed as alternatives to traditional professional development. Connected learners who collaborate online and bring what they learn back to share are described as agents of change.
Social media
This document discusses the use of social media in education. It defines social media technology as web and mobile applications that allow users to create and share content. The document outlines various social media platforms like Facebook, Twitter, YouTube, and blogs that can be used in educational settings. It provides perspectives on how social media enhances learning through increased interaction and collaboration among students and teachers. However, it also notes challenges like privacy, reliability and distraction. The future of education is seen as increasingly incorporating social media and technology in the classroom.
Dan Sutch UWE presentation
The document discusses participatory approaches to learning with digital technologies. It describes different levels of participation in design from children and teachers providing input as "native informants" to equal stakeholder roles in co-design. Key aspects of changing educational paradigms are also summarized, including personalization, learner voice, use of new technologies, and links to informal learning. Examples of participatory projects involving co-design with users are provided.
Passion based wiu21
This document discusses the transformation of education for the 21st century. It argues that schools need to transform, not just reform, by changing the underlying culture and structure, not just procedures. This involves shifting beliefs, values and the social structure to support innovation. The document advocates preparing students for their future world by developing skills like critical thinking, collaboration, adaptability and accessing/analyzing information. New literacies and emerging media have a place in transforming education and the role of educators.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The Future(S) Of Education Project
- 1. Using participant actions to fuel change
- 8. Local people paired with researchers and experts in technology, education, anthropology, etc. working as equals to take this issue to the next level and beyond. “ Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has.” ~ Margaret Mead ~ This project believes in today's ‘ world those groups networked and communicating can change the future.