The document discusses the topic of online communities and the role of technology in community formation. It explores whether online connections can constitute communities or are simply networks. While some argue online interactions cannot replace face-to-face communities, others believe technology allows isolated individuals to connect in meaningful ways and form communities. The document also examines different tools that can help build and support online communities.
This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
This document discusses emerging technologies and their impact on society. It examines different theories on how technology influences human behavior and social structures. Key topics covered include the evolution of the Internet, rise of social media, and emerging technologies like wearable devices, 3D printing, robots, and the "Internet of Things." The document raises important questions about privacy, surveillance, ownership of data and content, and the role of technologies in shaping human thought and culture.
The role of COINS in the Civic Space: Building a pathway to shared prosperity Betsey Merkel
Betsey Merkel, Co-Founder and Director, The Institute for Open Economic Networks (I-Open), presented a summary of this material at the COINS 2009 conference hosted by the Savannah College of Art & Design (SCAD) October 10, 2009 More http://www.coins2009.com/
The presentation describes a collaborative strategy for colleges, universities, and libraries in a networked model of I-Open Civic Forums to strengthen their role as conveners, connectors, and leaders in national and global prosperity. More http://i-open-2.near-time.net
The presentation describes an accelerated model of Civic Forums capable of incorporating COINS and CONDOR to connect legacy assets to innovation for education, economic, and workforce development. Our strategy is based on I-Open's experience in the last six years building face-to-face and online collaborative communities for enterprise collaboration. Learn more about our work at I-Open http://i-open.org
Learn more about COINS and CONDOR on the Swarm Creativity blog http://swarmcreativity.blogspot.com/
1. Digital media have complicated controlling our digital footprint and separating digital and real lives, directly impacting identity. The speed and spread of social media make information easily shared publicly by default.
2. Many children have a significant digital presence and footprint from a very young age. This challenges the notion of having separate online and offline identities.
3. The complex issues around digital identity pose challenges for youth well-being but education around these topics is lacking. Cyberbullying is associated with increased risks of suicide. While students are immersed in technology, they need guidance to use it responsibly and for learning.
Understanding Digital Citizenship & Identity - Updated March 14Alec Couros
This document discusses the concept of digital citizenship and identity. It covers several topics:
- The evolution of digital citizenship from early focus on "cyber-safety" to a broader concept of preparing students for technology in society.
- Issues around control, fear, vulnerability and predictability in digital spaces, as well as concerns around access to offensive content online.
- The development of digital identity, from controlled offline identities to publicly visible and easily shared online identities.
- The importance of teaching netiquette, activism, information literacy, and respecting rights of creators and consumers in digital spaces.
- The role of schools and teachers in developing students' understanding of digital citizenship and positive digital identities.
This document discusses digital citizenship and how parents and schools can work together to address it. It defines digital citizenship as appropriate and responsible technology use. It notes challenges like sharing personal information online, cyberbullying, and how people's digital footprints can be viewed publicly. It suggests that parents and schools set rules for internet use, filter content, and ensure students feel safe reporting any issues. The goal is helping students build positive digital footprints through open communication and education.
The document discusses the concept of openness in museums and cultural institutions. It argues that as the world becomes more connected through technology, cultural resources should also become more openly accessible and available for reuse. However, many institutions still enclose resources through lack of digitization, restrictive terms of use, or concerns over control, revenue, and resources. The document advocates for a more open approach in line with concepts like open access, open data, and Creative Commons licensing to promote broad participation in and benefit from cultural and scientific resources.
The document discusses the topic of online communities and the role of technology in community formation. It explores whether online connections can constitute communities or are simply networks. While some argue online interactions cannot replace face-to-face communities, others believe technology allows isolated individuals to connect in meaningful ways and form communities. The document also examines different tools that can help build and support online communities.
This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
This document discusses emerging technologies and their impact on society. It examines different theories on how technology influences human behavior and social structures. Key topics covered include the evolution of the Internet, rise of social media, and emerging technologies like wearable devices, 3D printing, robots, and the "Internet of Things." The document raises important questions about privacy, surveillance, ownership of data and content, and the role of technologies in shaping human thought and culture.
The role of COINS in the Civic Space: Building a pathway to shared prosperity Betsey Merkel
Betsey Merkel, Co-Founder and Director, The Institute for Open Economic Networks (I-Open), presented a summary of this material at the COINS 2009 conference hosted by the Savannah College of Art & Design (SCAD) October 10, 2009 More http://www.coins2009.com/
The presentation describes a collaborative strategy for colleges, universities, and libraries in a networked model of I-Open Civic Forums to strengthen their role as conveners, connectors, and leaders in national and global prosperity. More http://i-open-2.near-time.net
The presentation describes an accelerated model of Civic Forums capable of incorporating COINS and CONDOR to connect legacy assets to innovation for education, economic, and workforce development. Our strategy is based on I-Open's experience in the last six years building face-to-face and online collaborative communities for enterprise collaboration. Learn more about our work at I-Open http://i-open.org
Learn more about COINS and CONDOR on the Swarm Creativity blog http://swarmcreativity.blogspot.com/
1. Digital media have complicated controlling our digital footprint and separating digital and real lives, directly impacting identity. The speed and spread of social media make information easily shared publicly by default.
2. Many children have a significant digital presence and footprint from a very young age. This challenges the notion of having separate online and offline identities.
3. The complex issues around digital identity pose challenges for youth well-being but education around these topics is lacking. Cyberbullying is associated with increased risks of suicide. While students are immersed in technology, they need guidance to use it responsibly and for learning.
Understanding Digital Citizenship & Identity - Updated March 14Alec Couros
This document discusses the concept of digital citizenship and identity. It covers several topics:
- The evolution of digital citizenship from early focus on "cyber-safety" to a broader concept of preparing students for technology in society.
- Issues around control, fear, vulnerability and predictability in digital spaces, as well as concerns around access to offensive content online.
- The development of digital identity, from controlled offline identities to publicly visible and easily shared online identities.
- The importance of teaching netiquette, activism, information literacy, and respecting rights of creators and consumers in digital spaces.
- The role of schools and teachers in developing students' understanding of digital citizenship and positive digital identities.
This document discusses digital citizenship and how parents and schools can work together to address it. It defines digital citizenship as appropriate and responsible technology use. It notes challenges like sharing personal information online, cyberbullying, and how people's digital footprints can be viewed publicly. It suggests that parents and schools set rules for internet use, filter content, and ensure students feel safe reporting any issues. The goal is helping students build positive digital footprints through open communication and education.
The document discusses the concept of openness in museums and cultural institutions. It argues that as the world becomes more connected through technology, cultural resources should also become more openly accessible and available for reuse. However, many institutions still enclose resources through lack of digitization, restrictive terms of use, or concerns over control, revenue, and resources. The document advocates for a more open approach in line with concepts like open access, open data, and Creative Commons licensing to promote broad participation in and benefit from cultural and scientific resources.
1) Virtual worlds have been growing in popularity since the 1990s and can be used for educational purposes.
2) Second Life is one of the largest virtual worlds, with over 20 million registered users by 2008. It allows users to build their own 3D content.
3) Educational institutions like Loyalist College have built virtual campuses in Second Life to extend classroom learning and enhance student experiences through simulations and collaborative projects.
The document discusses the opportunities presented by virtual worlds. It argues that virtual worlds allow for better sociability, visualization, and dynamics compared to the real world. Specifically, they improve communications, social connections, navigation, sense-making, coordination, engagement, and understanding of opportunities. The document also discusses how virtual worlds will diversify in the future across dimensions like purpose, interface, user interaction, content production, fictional/non-fictional nature, connection to real space, and experience location. Finally, it outlines innovation skills and abilities like mobality, influency, and emergensight that are emerging from virtual worlds and can benefit the real world.
A presentation on the educational implications of the Web 2.0. It is the latest version, I believe better worked out and clean.
Redondo Beach edition. May 2009.
1) The document discusses designing learning experiences for open and networked environments using new technologies and tools.
2) It highlights how tools like mobile devices, social media, and online networks have significantly shifted how information is accessed, shared, and learned. Knowledge is now abundant and learning is increasingly social and informal.
3) The key aspects of open and networked learning discussed include using hashtags to connect learners globally, creating open online courses and spaces for shared learning events, and developing long-term learning connections through openness and collaboration.
Identity, Networks, and Connected LearningAlec Couros
Slides from my keynote presentation at the DesireToLearn Fusion conference in Boston, MA, on July 17, 2013. You can download the .key (Keynote) file at https://www.dropbox.com/s/tzmw3pccuugu7aq/D2L.key ... feel free to reuse/remix under the CC-NC/ATT/SA license.
A video of this presentation is available at: http://www.youtube.com/watch?v=tF2Xj48iRhw
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
The document discusses ethics and technology. It introduces some key concepts in ethics like cultural relativism and utilitarianism. It then discusses different views of technology, including technology as objects, knowledge, activities, and sociotechnical systems. It also examines patterns of technology adoption from initial optimism to concerns about social media and control of technology through law and regulation. Finally, it discusses issues like technological determinism, privacy, and how technology shapes communication, society, and democracy.
The following pages document my responses to the online discussion questions in the Spring 2017 version of ARC 211 American Diversity and Design at the University at Buffalo – State University of New York.
Imagining a Smithsonian Commons (text version)Michael Edson
Text of talk about the vision of a Smithsonian Commons. Given at the Gilbane Conference, Boston, 12/3/2008, and the Museum Computer Network in D.C., 11-13-2008. See accompanying PowerPoint presentation for the visuals. Note that this is not an official policy document, but is the author's thoughts about what *might* be in the Smithsonian's future.
This content is in the public domain (I'm a federal employee) but SlideShare doesn't let me tag it that way.
Update 7/8/2010: We've created a prototype of the Smithsonian Commons, http://www.si.edu/commons/prototype
2011 April 16 ERDI - futuristics and personalized learningBrian Kuhn
presentation for a panel of K12 school superintendents from Manitoba, Saskatchewan, Alberta, and British Columbia and for SRB / StarDyne an ERP and student system / achievement vendor
Online learning is being transformed by new technologies and social connections. [1] Tools like YouTube and social media allow learning to occur anywhere and be shared widely. [2] Networks provide opportunities for inspiration, collaboration, and crowdsourcing knowledge. [3] Visible, open learning helps develop strong connections and communities for sharing ideas.
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
This document discusses how social networks and openness are transforming teaching and learning. It highlights how tools like social media allow academics to more openly share their work and connect with peers and students. It also discusses the rise of open access to information, open journal publishing models, and how knowledge is becoming more freely shared. The document advocates for more open and connected models of teaching that take advantage of global online learning networks and communities.
Keynote for the Prague Platform on the Future of Cultural Heritage, convened by the European Commission, October 7-8, 2019. The Prague Platform talks about
“Enhanced digitally enabled cultural heritage participation for all citizens.”
But what do these words mean? And how might we approach them — as practitioners, communities, governments and institutions, and citizens?
The slides were used to support the conversations with grades 4-9 at Calgary Girl's School for their Digital Citizenship Symposium. This was facilitated on January 20th, in Calgary Alberta
The document discusses how networks and connectivity are reshaping education. It notes that more video is uploaded to YouTube every month than the major US television networks created in 60 years. Knowledge is now freely available online like air or water. While age is not a determining factor, access and opportunities create a digital divide. Network literacy including understanding how networks work is an important 21st century skill. Learning is becoming more open and social through networks, with learners gaining knowledge from many online sources rather than just educators. The paradigm is shifting from isolated learning to learning through diverse social networks.
What is 21st Century Learning all about? Why should educators care? This presentation is intended to provide some steps to creating a 21st Century Learning School Board or District. @TDOttawa
Digital Culture and the Shaking Hand of ChangeMichael Edson
The presentation shows how to create and use a "problem space" to organize complex challenges. The central metaphor for the talk is the "civic handshake" — a process by which different parts of society cooperate through the informal exchange of information and the sharing of responsibilities.
This document discusses the evolution of societies and education through history. Society 1.0 was based around family businesses and learning through experience at home. As industry rose, children began working in dangerous jobs until laws protected them, and education became focused on job skills. Society 2.0 is now knowledge-based due to information technologies that facilitate sharing ideas. These tools are transforming how people think and act, raising questions about how education can remain relevant in an era of freely flowing information for a workforce of the future we can't imagine.
Estes documentos fornecem as ementas semanais da creche Patronato Nossa Senhora da Bonança em Vila Praia de Âncora, incluindo refeições, lanches e suplementos para as crianças dos grupos de berçário, 1 ano e 2 anos. As ementas variam diariamente e incluem pratos como cremes de legumes, sopas, peixe, carne e vegetais.
Learning objects and metadata framework - Mohammed KharmaMohammed Kharma
The document discusses learning objects, metadata frameworks, and automatic metadata generation. It defines learning objects and explains that metadata helps increase reuse of learning objects by providing contextual information. It then discusses common metadata standards like LOM and Dublin Core, and frameworks that can be used to automatically generate metadata for learning objects based on user interactions and behaviors.
1) Virtual worlds have been growing in popularity since the 1990s and can be used for educational purposes.
2) Second Life is one of the largest virtual worlds, with over 20 million registered users by 2008. It allows users to build their own 3D content.
3) Educational institutions like Loyalist College have built virtual campuses in Second Life to extend classroom learning and enhance student experiences through simulations and collaborative projects.
The document discusses the opportunities presented by virtual worlds. It argues that virtual worlds allow for better sociability, visualization, and dynamics compared to the real world. Specifically, they improve communications, social connections, navigation, sense-making, coordination, engagement, and understanding of opportunities. The document also discusses how virtual worlds will diversify in the future across dimensions like purpose, interface, user interaction, content production, fictional/non-fictional nature, connection to real space, and experience location. Finally, it outlines innovation skills and abilities like mobality, influency, and emergensight that are emerging from virtual worlds and can benefit the real world.
A presentation on the educational implications of the Web 2.0. It is the latest version, I believe better worked out and clean.
Redondo Beach edition. May 2009.
1) The document discusses designing learning experiences for open and networked environments using new technologies and tools.
2) It highlights how tools like mobile devices, social media, and online networks have significantly shifted how information is accessed, shared, and learned. Knowledge is now abundant and learning is increasingly social and informal.
3) The key aspects of open and networked learning discussed include using hashtags to connect learners globally, creating open online courses and spaces for shared learning events, and developing long-term learning connections through openness and collaboration.
Identity, Networks, and Connected LearningAlec Couros
Slides from my keynote presentation at the DesireToLearn Fusion conference in Boston, MA, on July 17, 2013. You can download the .key (Keynote) file at https://www.dropbox.com/s/tzmw3pccuugu7aq/D2L.key ... feel free to reuse/remix under the CC-NC/ATT/SA license.
A video of this presentation is available at: http://www.youtube.com/watch?v=tF2Xj48iRhw
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
The document discusses ethics and technology. It introduces some key concepts in ethics like cultural relativism and utilitarianism. It then discusses different views of technology, including technology as objects, knowledge, activities, and sociotechnical systems. It also examines patterns of technology adoption from initial optimism to concerns about social media and control of technology through law and regulation. Finally, it discusses issues like technological determinism, privacy, and how technology shapes communication, society, and democracy.
The following pages document my responses to the online discussion questions in the Spring 2017 version of ARC 211 American Diversity and Design at the University at Buffalo – State University of New York.
Imagining a Smithsonian Commons (text version)Michael Edson
Text of talk about the vision of a Smithsonian Commons. Given at the Gilbane Conference, Boston, 12/3/2008, and the Museum Computer Network in D.C., 11-13-2008. See accompanying PowerPoint presentation for the visuals. Note that this is not an official policy document, but is the author's thoughts about what *might* be in the Smithsonian's future.
This content is in the public domain (I'm a federal employee) but SlideShare doesn't let me tag it that way.
Update 7/8/2010: We've created a prototype of the Smithsonian Commons, http://www.si.edu/commons/prototype
2011 April 16 ERDI - futuristics and personalized learningBrian Kuhn
presentation for a panel of K12 school superintendents from Manitoba, Saskatchewan, Alberta, and British Columbia and for SRB / StarDyne an ERP and student system / achievement vendor
Online learning is being transformed by new technologies and social connections. [1] Tools like YouTube and social media allow learning to occur anywhere and be shared widely. [2] Networks provide opportunities for inspiration, collaboration, and crowdsourcing knowledge. [3] Visible, open learning helps develop strong connections and communities for sharing ideas.
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
This document discusses how social networks and openness are transforming teaching and learning. It highlights how tools like social media allow academics to more openly share their work and connect with peers and students. It also discusses the rise of open access to information, open journal publishing models, and how knowledge is becoming more freely shared. The document advocates for more open and connected models of teaching that take advantage of global online learning networks and communities.
Keynote for the Prague Platform on the Future of Cultural Heritage, convened by the European Commission, October 7-8, 2019. The Prague Platform talks about
“Enhanced digitally enabled cultural heritage participation for all citizens.”
But what do these words mean? And how might we approach them — as practitioners, communities, governments and institutions, and citizens?
The slides were used to support the conversations with grades 4-9 at Calgary Girl's School for their Digital Citizenship Symposium. This was facilitated on January 20th, in Calgary Alberta
The document discusses how networks and connectivity are reshaping education. It notes that more video is uploaded to YouTube every month than the major US television networks created in 60 years. Knowledge is now freely available online like air or water. While age is not a determining factor, access and opportunities create a digital divide. Network literacy including understanding how networks work is an important 21st century skill. Learning is becoming more open and social through networks, with learners gaining knowledge from many online sources rather than just educators. The paradigm is shifting from isolated learning to learning through diverse social networks.
What is 21st Century Learning all about? Why should educators care? This presentation is intended to provide some steps to creating a 21st Century Learning School Board or District. @TDOttawa
Digital Culture and the Shaking Hand of ChangeMichael Edson
The presentation shows how to create and use a "problem space" to organize complex challenges. The central metaphor for the talk is the "civic handshake" — a process by which different parts of society cooperate through the informal exchange of information and the sharing of responsibilities.
This document discusses the evolution of societies and education through history. Society 1.0 was based around family businesses and learning through experience at home. As industry rose, children began working in dangerous jobs until laws protected them, and education became focused on job skills. Society 2.0 is now knowledge-based due to information technologies that facilitate sharing ideas. These tools are transforming how people think and act, raising questions about how education can remain relevant in an era of freely flowing information for a workforce of the future we can't imagine.
Estes documentos fornecem as ementas semanais da creche Patronato Nossa Senhora da Bonança em Vila Praia de Âncora, incluindo refeições, lanches e suplementos para as crianças dos grupos de berçário, 1 ano e 2 anos. As ementas variam diariamente e incluem pratos como cremes de legumes, sopas, peixe, carne e vegetais.
Learning objects and metadata framework - Mohammed KharmaMohammed Kharma
The document discusses learning objects, metadata frameworks, and automatic metadata generation. It defines learning objects and explains that metadata helps increase reuse of learning objects by providing contextual information. It then discusses common metadata standards like LOM and Dublin Core, and frameworks that can be used to automatically generate metadata for learning objects based on user interactions and behaviors.
Presentation for CAUDIT's 2012 learning spaces tourS_Alexander
This document discusses linking pedagogy, technology, and learning spaces. It begins by outlining the need to work on learning spaces and the process of planning, designing, implementing, and evaluating new spaces. It then provides examples of the UTS model, which integrates exposure to professional practice, situates learning in a global context, and takes a research-inspired approach. Technologies and spaces must support curriculum aims and the learner. Student involvement in course activities and preferences for communication methods are shown. Finally, examples of new learning spaces at UTS are presented, along with student feedback and some dilemmas around issues like the future of face-to-face lectures and sustainability.
The Usability Evaluation of UNICAMPUS – the Romanian MOOC Diana Andone
The Usability Evaluation of UNICAMPUS – the Romanian MOOC, by Diana Andone, Vlad Mihaescu, Andrei Ternauciuc
Paper presented at the 9th EDEN Research Workshop, 4-7 October 2016 Oldenburg, Germany
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, maior tela e melhor desempenho. O dispositivo também possui recursos adicionais de inteligência artificial e segurança de dados aprimorados. O lançamento do novo smartphone está programado para o final deste ano.
The document is a letter from NARIC (National Recognition Information Centre) confirming qualifications for Tomas Smutny. It details that Mr. Smutny completed a school-leaving examination in Production of Construction in 2003 from a vocational school in Slovakia, which is comparable to UK GCE Advanced level qualifications. It also notes he completed an apprenticeship in Masonry in 2001 from the same institution, comparable to UK N/SVQ level 2. The letter provides information on Smutny's educational history and benchmarks the equivalency of his Slovak qualifications against UK standards.
Live Customer Webinar: Developing High Performing Content, Ad Creative and La...LinkedIn
1. The document provides guidance on developing effective content, creative, and landing pages for LinkedIn's Lead Accelerator program to optimize lead generation.
2. It recommends setting clear goals, understanding the target audience, and mapping content to different stages of the buyer's journey. Content should be repurposed from existing assets and aligned with audience segmentation.
3. Creative should have clear calls-to-action and be tailored to different audiences and channels. Landing pages should provide valuable information and capture important form fields while keeping the user experience seamless. Testing and optimizing the program is also emphasized.
La planta geotermoeléctrica Cerro Prieto de la Comisión Federal de Electricidad (CFE) es la principal fuente de contaminación del valle de Mexicali. Estudios realizados por ejidatarios, la Procuraduría Federal de Protección al Ambiente y la Universidad Autónoma de Baja California han encontrado sustancias tóxicas en el agua, aire y suelo de la región que ponen en riesgo la salud de los residentes y la agricultura. La CFE ha ignorado las normas ambientales, lo que ha contaminado los mantos
This is the first session of the GoSolo series of entrepreneurial workshops. This was held in Dubai and was focused on defining entrepreneurship, highlighting the challenges faced by entrepreneurs today and provided an overview of the startup and SME ecosystem in the Arab world.
- The document provides a summary of Moses N. Newman's professional experience including over 30 years of experience in programming languages like C#, Visual FoxPro, Visual Basic, SQL, and others. It lists his employment history with various companies where he served as a senior developer or project manager, developing and maintaining applications. It also provides details of his education background in computer science.
Collective Intelligence was created in Bogota in 2003 to increase the collective impact of social initiatives. It has 12 years of experience in Colombia and 3 years in Europe developing expertise in methodologies and technologies for activating collective intelligence in social ecosystems. Some of its projects include mapping social ecosystems, visualizing activities, facilitating effective participation, linking actors, and dynamizing communities to solve problems collaboratively across sectors.
Collective Intelligence was created in Bogota in 2003 to increase the collective impact of social initiatives. It has 12 years of experience in Colombia and 3 years in Europe developing expertise in methodologies and technologies for activating collective intelligence in social ecosystems. Some of its projects include mapping social ecosystems, visualizing activities, facilitating effective participation, linking actors, and dynamizing communities to solve problems in a collaborative way.
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
Presentation for the live Elluminate session for week one of the 2010 BGI (Bainbridge Graduate Institute) course "Using the Social Web for Social Change". Topics included Shared Language, Social Web Definitions, Social Bookmarking & Collaborative Discovery.
Presentation given for University of British Columbia Oct. 23, 2013 as part of Open Access Week.
Presentation explores open practices throughout society including education with a special focus on what freedoms openness brings and who is using those freedoms.
Online education final dec. 2013 - thu an duongOfficience
Reflexion on How Online Education have, are and will affect the world, by Thu An Duong (Linkedin: http://goo.gl/TM3zXA)
To read and share without moderation! #whitepaper #OnlineEducation
The Redemption of Technology Workshop (Theology of Technology) by Andrew SearsCity Vision University
This was a 5 hour workshop presented to the Boston Fellows program covering the following topics: Vocation, Theology of Technology, Theology of Work, Media Addiction and Life Balance.
Teaching Information and Copyright Literacy: the role of librariansJane Secker
This document summarizes a presentation on teaching information and copyright literacy. It discusses the role of librarians in teaching these topics to help people think critically about information and understand copyright issues. It also explores challenges like assumptions people make about information and struggles with understanding confusing copyright rules. Finally, it suggests that teaching critical thinking skills, using new technologies, and promoting cultural understanding can help address these challenges.
This document discusses communities of practice and how they evolve through different lifecycles. It begins by providing background on communities of practice and how they were first observed among groups of technicians sharing expertise. The document then discusses the emerging paradigm of communities having lifecycles that include planning, initiating, launching, driving toward self-sufficiency. Barriers to their evolution like lost momentum are also examined, along with tips for reversing trends like providing resources and recognizing contributions. The document presents two case studies, one of a community in an Italian bank and another of a virtual online community, to illustrate successful communities. Mantras for structuring and sustaining communities through variety and breaking monotony are also shared.
The document discusses several media theorists and concepts related to changes in media brought about by new technologies and the internet, including Web 2.0 enabling user interaction and participation, citizen journalism challenging traditional "Big Media", knowledge building communities allowing faster sharing of ideas, convergence across platforms encouraging participatory culture and collective intelligence, and the "Long Tail" theory describing how niche content is becoming more economically viable online. However, it also notes potential issues like lack of diversity on platforms like YouTube and questions around the ethics of citizen journalism.
This slide deck is an initial draft outlining the mission and objectives of Systems Thinking Marin (as of Autumn 2017), possible projects for realizing that mission, and provides examples of the major systems thinking frameworks that inform the mission and objectives.
Betsey Merkel, Co-Founder and Director, The Institute for Open Economic Networks (I-Open), presented a summary of this material at the COINS 2009 conference hosted by the Savannah College of Art & Design (SCAD) October 10, 2009. More http://www.coins2009.com/
The presentation describes a collaborative strategy for colleges, universities, and libraries in a networked model of I-Open Civic Forums to strengthen their role as conveners, connectors, and leaders in national and global prosperity.
The presentation describes an accelerated model of Civic Forums capable of incorporating COINS and CONDOR to connect legacy assets to innovation for education, economic, and workforce development. Our strategy is based on I-Open's experience in the last six years building face-to-face and online collaborative communities for enterprise collaboration. Learn more about our work at I-Open at http://i-open-2.near-time.net
Learn more about COINS and CONDOR on the Swarm Creativity blog here http://swarmcreativity.blogspot.com/
Visit the Institute for Open Economic Networks (I-Open) at http://www.i-open.org
The document discusses identity in social media versus real life. It notes that social networking sites allow teenagers to express different personas than in real life. While social media gives users tools to create and share their identity, it can also lead to confusion between one's online and real-life identity. The research aims to understand why people present different identities online versus offline and the impact of having split identities across social and real worlds. The methodology will include interviews, surveys, and research on social media use and identity representation to analyze the differences between online and real-life identities.
Here are a few key points to consider in this situation:
- Canadians are increasingly flying out of U.S. airports to take advantage of cheaper fares on U.S. carriers. This is costing Canadian carriers like WestJet passengers and revenue.
- Younger Canadians aged 18-24 are most likely to fly out of U.S. airports. Ontario and BC residents also make up a significant portion of those choosing U.S. flights.
- Two major Canadian airports, Vancouver and Winnipeg, are each estimated to lose over 1 million and 250,000 passengers respectively to U.S. airports each year.
- To remain competitive on fares, WestJet introduced baggage fees but this move was
Essay Body How To Write A Body Paragraph For An Essay ExamplesLesly Lockwood
This document discusses how to write the body of an essay through a 5 step process: 1) Create an account on HelpWriting.net, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and choose one, 4) Ensure the paper meets expectations and authorize payment, 5) Request revisions until satisfied. It also provides two essay body paragraph examples on the topics of ancient Sumer's influence on society and methods of primary/secondary data collection.
Media Literacy and Communication -- Fundamentals ClassCorinne Weisgerber
This document discusses several key concepts related to media literacy:
1. It introduces theories of media effects including uses and gratifications theory, agenda setting theory, and cultivation theory.
2. It emphasizes the importance of understanding how media influences audiences and engaging with media critically rather than passively.
3. It addresses debates around the impact of internet and social media use on social connection and isolation. While some research finds internet use reduces isolation, other research links increased use to greater loneliness and smaller social networks.
1) The document discusses using conversation mapping and role-playing games to have more civil conversations about complex issues like refugees.
2) It proposes using "Knowing Gardens" which are social labs that use game mechanics and structured conversations to bring together different perspectives.
3) The goal is to create a federation of these Knowing Gardens to collectively address wicked problems through collaborative discovery and action.
Michael Edson, Relevance, Existence, and Smithsonian Strategy, for OCLC "Web ...Michael Edson
The Smithsonian has developed a new strategic plan focused on solving complex problems through interdisciplinary collaboration. However, the Smithsonian faces challenges with relevance as its web presence and reach have declined compared to competitors. To address this, the Smithsonian used an open, transparent and participatory process to develop a new web strategy using workshops, wikis and public feedback to engage internal and external stakeholders.
Similar to Understanding the Education System [Trace Pickering] (20)
The document discusses the need to design schools for a digital, global era by translating changes in information, economics, and learning into school practices. It notes that learning is becoming more open, multimodal, real-time, individualized, flexible, shared, networked, global, accessible, self-directed, free, adaptive, personalized, multimedia-based, crowdsourced, transparent, collaborative, connected, convenient and technological. It argues schools must empower students by helping them master the information landscape and be economically productive members of a changing society.
The document discusses the need for ICT and higher-order thinking skills in education due to several societal shifts, including an aging population, climate change, and Asia's economic rise. It notes how the information landscape and economy have changed, requiring skills like collaboration, problem solving, and adaptability. However, schools were designed to teach different skills for the industrial age, and are now struggling to prepare students for the current environment. The presentation argues that educational leaders need to understand modern skills demands and guide schools accordingly to ensure students can thrive in tomorrow's world.
Two Big Shifts, One Big Problem - Archdiocese of PhiladelphiaScott McLeod
1. The education system is facing major shifts due to the new information landscape and changing job market. The hyper-connected world has disrupted many industries and allows anyone to produce and share content anytime from anywhere.
2. Jobs are shifting away from routine manual and cognitive tasks towards more abstract tasks requiring skills like problem solving, adaptability, collaboration and creativity. However, schools were designed to prepare students for the industrial era.
3. There is a fundamental dilemma, as schools are still focused on uniqueness and one right answers, but students are now expected to thrive in a world of constant change, connectivity and collaboration. The existing educational model is not prepared for these disruptive changes facing the information age.
This document presents a hypothetical "T-Shirt Game" where participants must indicate whether various t-shirt slogans would be allowed in their school. The t-shirts contain a range of expressions relating to personal identity, religion, sexuality, race, politics and criticism of authority that schools may deem inappropriate or offensive.
This document discusses the importance of social media for business outreach and marketing. It emphasizes that quality conversations will attract attention over just broadcasting to audiences. Businesses need to provide value through their story or experience rather than just products. They should focus on building trust and permission through authentic engagement with customers as active participants who can spread messages through their own networks. Harnessing customer ideas and knowledge can help businesses, who should view social media communities as assets rather than annoyances.
Technology will not replace teachers, but teachers who effectively use technology to help students connect and collaborate online will replace those who do not. Given the realities of students' digital futures, teachers should incorporate digital technologies into instruction rather than choose not to. The 21st century is here so it is time schools prepare students for it.
Teaching and learning in an era of disruptive innovationScott McLeod
Dr. Scott McLeod's presentation to the NEA Board of Directors. Washington, DC. December 12, 2009.
Contact me if you have questions:
www.dangerouslyirrelevant.org/contact.html
Slides used when we ask session participants to think in groups about the impacts that the Internet and other digital technologies have had on various sectors of our society.
CASTLE, www.schooltechleadership.org
Q-Man is a small but big-hearted magnetic superhero who goes on an adventure with his friend Little Dude. They visit Glow World, the park, zoo, jungle, library and rocket off to space. Although he almost dies from carbon monoxide, Q-Man has fun swimming, playing chess, flying and with his friends. At the end of his long day, Q-Man returns home.
Profiles International is a global leader in employment evaluation and human resources assessment tools. Founded in 1991 and headquartered in Texas, it has offices in 121 countries and serves over 40,000 clients worldwide with products available in 32 languages. PathwayBuilder is Profiles International's integrated education and workforce solution that aims to educate, train, and match individuals with careers based on their talents through an online portal system.
The document discusses how technology is rapidly changing society and the skills needed for the 21st century. It argues that schools need to change their approach to better prepare students. Specifically, it notes that schools still teach for the industrial age while students learn skills like collaboration outside of school that are needed for today's interconnected global economy. It stresses that for institutions to survive, they need to change faster than the rate of change outside to remain relevant.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins that elevate and stabilize mood.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses various Web 2.0 tools including wikis, blogs, RSS feeds, podcasts and social bookmarking. It explains how these tools work and provides examples of how they can be used for collaboration. The document also discusses the educational potential of video games and lists some examples that combine gaming with learning. It concludes by thanking the audience and providing links for further information.
CALI Conference for Law School Computing. June 18, 2007. Dr. Scott McLeod, CASTLE, University of Minnesota. www.schooltechleadership.org. www.scottmcleod.net/contact. www.dangerouslyirrelevant.org.
How to get from here to there: An action agendaScott McLeod
This document outlines an action agenda for navigating technological change. It recommends 1) increasing understanding of how technology is changing society, 2) promoting effective change agents rather than just scaring people, and 3) conquering fear of change through investing in smart infrastructure and embracing an anticipatory leadership approach rather than managing compliance. The overall message is that technology is compressing societal change at an unprecedented rate and schools must adapt how and what they teach to better prepare students.
This document summarizes the results of a study conducted by researchers at the University of Minnesota on data-driven decision making (DDDM) in K-12 schools. The study surveyed over 4,000 educators in Minnesota. Key findings included that teachers felt less positively about DDDM efforts than administrators, many teachers were not using state assessment data in their instruction, and elementary teachers had more positive views of DDDM than secondary teachers. The researchers identified next steps such as additional statistical analysis and exploring relationships between DDDM practices and student achievement data.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Understanding the Education System [Trace Pickering]
1. UNDERSTANDING THE EDUCATION SYSTEM
An overview of the history and purpose of education in America
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
2. EDUCATION AS A SYSTEM
• When thinking about any system, it is important to
examine that system in light of 4 elements:
1. CONTEXT – what is happening in the
environment that is impacting the system and the
problems people face?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
3. EDUCATION AS A SYSTEM
• When thinking about any system, it is important to
examine that system in light of 4 elements:
2. FUNCTIONS – what is the system designed to
produce? What is its vision or purpose?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
4. EDUCATION AS A SYSTEM
• When thinking about any system, it is important to
examine that system in light of 4 elements:
2. STRUCTURES – how do we organize the people
and “parts” of the system to help achieve our
vision?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
5. EDUCATION AS A SYSTEM
• When thinking about any system, it is important to
examine that system in light of 4 elements:
3. PROCESSES – what practices and procedures do
we put in place to ensure we achieve the vision?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
6. THE QUESTIONS: What is
happening
around us?
What CONTEXT
practices/
procedures
do we need?
PROCESSES FUNCTIONS
What do we
want our
How do we system to do
organize to STRUCTURES for us?
get what we
want?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
7. AGRARIAN AMERICA: 1600-LATE 1800’S
What is
happening
around us?
CONTEXT
The World of America was about: Americans wanted and needed:
• Gentleman farmers • A way to secure the republic
• Skilled craftsmen • Opportunities for the poor
• “Learned” leaders • A small class of educated leaders
• Mass of uneducated populace • Masses of people with artisan and trades skills
• New governmental form: democracy
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
8. T. JEFFERSON SETS EDUCATION VISION
Having a clear understanding of the context of the day, Jefferson, in his notes on the State of
Virginia, 1784, articulated the vision (function) of education in America:
“To rake the genius from the rubbish.”
Agrarian America wanted education to: FUNCTIONS
• Give poor kids a chance to show they were
“smart” (based on reading, writing, and math
skills) and separating them from the masses. What do we
• Ensure that America had a small number of want our
intellectuals to advance the republic. system to do
• Give poor kids an equal opportunity to for us?
demonstrate that they were “smart.”
• (Jefferson only wanted to find the top 10 students
every year.)
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
9. AGRARIAN AMERICA: 1600-LATE 1800’S
To “rake the genius from the rubbish” in an Agrarian society, we:
• Created one-room schoolhouses
• Children of all ages from the community attended
• As children aged, they returned to the farm, became
apprentices to learn a trade, or continued in school while
helping younger children.
How do we
organize to STRUCTURES
get what we
want?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
10. AGRARIAN AMERICA: 1600-LATE 1800’S
What
practices/
procedures
do we need?
PROCESSES
Practices & Procedures:
• Taught basic reading, writing, and computation
• Teacher paid and housed by the community
• Attendance not required – this was parent choice
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
11. AGRARIAN AMERICA: 1600-LATE 1800’S
An agrarian, upstart nation forging a new democracy
and settling a vast country, created an education
system to help America identify the best and
brightest while providing a voluntary, basic
education for the masses.
This design was well suited to the needs and sensibilities of the time:
Economic
Political
Social
Educational
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
12. INDUSTRIAL AMERICA: 1890 - 1980
What is
happening
around us?
CONTEXT
The World of America was about: Americans wanted and needed:
• Rapid industrialization • A way to “Americanize” the immigrants
• Mass immigration • A way to deal with large numbers of children
• Mass migration to the cities in the cities
• New job – working for a wage • To prepare large numbers of children to
• Huge disruption in how people lived become factory workers
and worked • To prepare a small number of children to own
and manage factories
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
13. JEFFERSON’S VISION STILL HOLDS
While the context had dramatically shifted from agrarian to industrial, Jefferson’s vision for
education fit well with the needs of an industrial economy:
“To rake the genius from the rubbish.”
Industrial America wanted education to: FUNCTIONS
• Efficiently and effectively sort out the “smart” kids
(based on reading, writing, and math skills) from the
“not so smart” kids. What do we
• Model itself after the factory to become highly want our
efficient and standardized. system to do
• Prepare masses of children for the for us?
standardized, repetitive work they faced in the
factories.
• Provide basic reading, writing, and arithmetic to the
massesproject Understanding the Education System isin society. the Creative Commons Attribution License
The so that they could participate available under
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
14. INDUSTRIAL AMERICA: 1890 - 1980
To “rake the genius from the rubbish” in an Industrial society, we:
• Designed school around the factory model of efficiency and standardization:
• Batch kids by age and treat them as products.
• Simplify and standardize the work of teaching by separating out subject
areas and topics within subjects (math – algebra – algebra II)
• Create tight, unwavering cycle times that would determine who could
keep up and who was “defective.” (13 years, 180 days, 7 hours, 50 min)
• Institute tests and exams to inspect the quality at the end and to “sort
out” the bright from the dull.
How do we
organize to STRUCTURES
get what we
want?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
15. INDUSTRIAL AMERICA: 1890 - 1980
What
Practices & Procedures:
practices/
procedures
do we need? • Taught basic reading, writing, and computation.
• Developed curriculums and syllabi to ensure
everyone was exposed to the same material at the
same time.
PROCESSES • Focused on memorization.
• Instituted strict behavior, discipline, and attendance
policies.
• Used “grades,” like the meat packing plant, to label
the products.
• Improved the “aptitude” and “intelligence” test to
more efficiently sort and select the children.
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
16. INDUSTRIAL AMERICA: 1890 - 1980
An industrialized, bustling, growing
superpower, America created an education system
to help fill the factories, employ millions, and do so
efficiently and with high standardization using the
best mechanical systems thinking of the day.
This design was well suited to the needs and sensibilities of the time:
Economic
Political
Social
Educational
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
17. POST-INDUSTRIAL AMERICA: 1980 - PRESENT
What is
happening
around us?
CONTEXT
The World of America is about: Americans want and need:
• Rapid globalization • To stay competitive in a post-industrial world
• Mass immigration • To prepare large numbers of children to
• Technological explosion creating become knowledge, high-technology workers
highly connected/networked society • To prepare large numbers of entrepreneurs
• New jobs – work shifting to jobs and innovators.
requiring more mind than body • To solve the economic disparities plaguing
• Huge disruption in how people are the country.
living and working
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
18. JEFFERSON’S VISION NO LONGER VALID
While the context is quite similar to the shift seen from agrarian to industrial (mass
immigration, migration to cities, new ways of working/living) it now demands that all our
children learn and develop to a high degree. The “tried-and-true” vision to:
Our new vision is to:
“Unfoldthe genius from the rubbish”
“Rake the potential of every child.”
Post Industrial America wants education to: FUNCTIONS
• Effectively and efficiently help all children learn to a
high level.
• Prepare masses of children for the highly What do we
contextualized and intellectually demanding world want our
they face. system to do
• Go beyond the old “basics” to ensure that children for us?
are lifelong learners and knowledge seekers.
• Provide avenues for the disadvantaged to realize the
“American dream”
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
19. POST-INDUSTRIAL AMERICA: 1980 - PRESENT
To “unfold the potential of every child” in a Post-Industrial society, we must:
• Design school around the learner:
• Organize children by what they know and can do.
• Integrate subjects to help students understand the inter-relationships of
the subjects.
• Create fluid, flexible structures that allow the student to move through
the system at the pace best suited for them.
• Engage the larger community in connecting and learning with children.
• Allowing children’s passions and interest help drive their learning.
How do we
organize to STRUCTURES
get what we
want?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
20. POST-INDUSTRIAL AMERICA: 1980 - PRESENT
What
Practices & Procedures:
practices/
procedures
do we need? • Develop individualized learning plans for each child.
• Develop assessments to determine what a child
needs and if they have achieved the learning level to
move on.
PROCESSES • Focus on inquiry and integration of subject matter.
• Allow student passion and interest drive learning.
• Develop teams of teachers who consistently interact
with one another and students to create and plan –
providing a model for the behavior demands of the
age.
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
21. POST-INDUSTRIAL AMERICA: 1980 - PRESENT
A global, networked economy is driving a new
American economy based on
innovation, creativity, and knowledge. In order to
continue to be a significant force in the
world, America must employ millions in a new
knowledge-based economy by ensuring that all
children learn and develop to their maximum
potential.
This design is well suited to the needs and sensibilities of our time:
Economic
Political
Socially/morally
Educational
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
22. We seem to be stuck here, arguing over which factory-age solutions we
should try without fully understanding the implications of the context
we are in and the new functions we need education to perform.
What is
happening
What CONTEXT around us?
practices/
procedures
do we need?
PROCESSES FUNCTIONS
What do we
want our
How do we system to do
organize to STRUCTURES for us?
get what we
want?
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering
23. EDUCATING IOWA
• So. . . Will you join us in conversation and dialogue to
help ensure our great state is asking the right
questions and solving the correct problems?
• We look forward to you joining our network of people
passionate about education and interested in helping
define what an education looks like that:
UNFOLDS THE POTENTIAL OF EVERY CHILD
The project Understanding the Education System is available under the Creative Commons Attribution License
Creator 3.0 Copyright 2012 by Dr. Trace Pickering