Presentation at SXSW Interactive 2010 about the future of higher education. MIT, Yale, Stanford, and others put lectures online. Chris Anderson argues all university lectures should be free. From Academic Earth to TED, it's free. So what is the value-add of a university education? What models of higher education will survive? How will universities leverage the social web to reinvent themselves?
"The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation."
The future focus principle cited above has been a feature of our NZ Curriculum Framework since it was published in 2006. Since then we’ve seen all sorts of activities and programmes introduced in schools under the banner of ‘future focus’ – including things such as TechFutures Week, Futures Problem Solving, Enviro-schools, Robo-challenges, Young Enterprise Schemes and Youth Parliament to name just a few. Despite this, however, in a comparison of the individual principals evident in school’s curricula reported on by ERO in 2011, Future Focus was the least evident.
The history of our current education system is premised on the notion that we are preparing young people for their future. When schools were first established that meant preparing students with the literacy and numeracy skills they would require in the factories and other industrial settings they would leave school to work in. Two hundred years later the jobs may have changed, but the drivers remain much the same.
But what if the future our tamariki will face is less certain? What about the global issues and concerns that threaten to disrupt the way we have known life on this planet for the past few centuries? What are the areas of knowledge, skills and dispositions they will need in order to face these challenges, to cope with this uncertainty, and to thrive in the world of the future?
In a world where we’re focused on short-term solutions and seeking immediate gratification for our efforts, can ‘thinking long’ provide an alternative way of viewing what we do and how we go about it? Is ‘thinking long’ the key to future focused learning in our schools?
In this Leaders Connect we will explore what it means to be Future Focused in our approach to our work as educators, and in the design of programmes for our students.
"The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation."
The future focus principle cited above has been a feature of our NZ Curriculum Framework since it was published in 2006. Since then we’ve seen all sorts of activities and programmes introduced in schools under the banner of ‘future focus’ – including things such as TechFutures Week, Futures Problem Solving, Enviro-schools, Robo-challenges, Young Enterprise Schemes and Youth Parliament to name just a few. Despite this, however, in a comparison of the individual principals evident in school’s curricula reported on by ERO in 2011, Future Focus was the least evident.
The history of our current education system is premised on the notion that we are preparing young people for their future. When schools were first established that meant preparing students with the literacy and numeracy skills they would require in the factories and other industrial settings they would leave school to work in. Two hundred years later the jobs may have changed, but the drivers remain much the same.
But what if the future our tamariki will face is less certain? What about the global issues and concerns that threaten to disrupt the way we have known life on this planet for the past few centuries? What are the areas of knowledge, skills and dispositions they will need in order to face these challenges, to cope with this uncertainty, and to thrive in the world of the future?
In a world where we’re focused on short-term solutions and seeking immediate gratification for our efforts, can ‘thinking long’ provide an alternative way of viewing what we do and how we go about it? Is ‘thinking long’ the key to future focused learning in our schools?
In this Leaders Connect we will explore what it means to be Future Focused in our approach to our work as educators, and in the design of programmes for our students.
Presentation from Referencing Reboot: Tools, Tech and Twinkle on 4 June 2014 (English Faculty, University of Cambridge).
Liz works at the Central Bedfordshire College.
How Technology is Changing the Future of LearningDavid Kelly
These slides were used in support of a keynote I delivered at the 2015 eACH Conference.
If you're interested in bringing this talk/workshop into your event or organization, please contact me at LnDDave@gmail.com.
“What happens to learning when we move from the stable infrastructure of the 20th century to the fluid infrastructure of the 21st century? Where technology is constantly creating and responding to change?”
A discussion of 'A New Culture of Learning: Cultivating the Imagination for a World of Constant Change' by Doug Thomas and John Seely Brown.
Please visit my blog post for all the notes accompanying the slides: http://adeeblearnstocode.blogspot.co.uk/2015/05/a-new-culture-of-learning-day-19_22.html
'QuickTipsForTeachingOnline' Blog Series- EdTech2021David Moloney
Email: david.f.moloney@ul.ie
Presentation at ILTA EdTech 2021 on the 'Quick Tips for Teaching Online' Blog Series, run by the Learning Technology Forum at the University of Limerick.
Presentation from Referencing Reboot: Tools, Tech and Twinkle on 4 June 2014 (English Faculty, University of Cambridge).
Liz works at the Central Bedfordshire College.
How Technology is Changing the Future of LearningDavid Kelly
These slides were used in support of a keynote I delivered at the 2015 eACH Conference.
If you're interested in bringing this talk/workshop into your event or organization, please contact me at LnDDave@gmail.com.
“What happens to learning when we move from the stable infrastructure of the 20th century to the fluid infrastructure of the 21st century? Where technology is constantly creating and responding to change?”
A discussion of 'A New Culture of Learning: Cultivating the Imagination for a World of Constant Change' by Doug Thomas and John Seely Brown.
Please visit my blog post for all the notes accompanying the slides: http://adeeblearnstocode.blogspot.co.uk/2015/05/a-new-culture-of-learning-day-19_22.html
'QuickTipsForTeachingOnline' Blog Series- EdTech2021David Moloney
Email: david.f.moloney@ul.ie
Presentation at ILTA EdTech 2021 on the 'Quick Tips for Teaching Online' Blog Series, run by the Learning Technology Forum at the University of Limerick.
You know you need to create content, but what does that really mean?Barbra Gago
This runs through reasons you should be developing content to share with your customers, how it adds value, and some main do's & don'ts to think about.
Effective communication is everyone’s job—whether you are trying to sell in a concept or convince a client. Visual Thinking can help us take in complex information and synthesize it into something meaningful. In an increasingly fragmented and cluttered world, simple imagery, metaphors and mindmaps can get people to understand the abstract and make your ideas tangible. Find out why why thinking visually may be one of the most sought after abilities of the 21st century.
This presentation outlines the six lessons in Dan Pink's new book, The Adventures of Johnny Bunko. I expanded a little on some of the lessons. I added more text a some more slides than I would use in the actual talk. Nothing fancy -- these are are very simple slides to create.
Visual and Creative Thinking:What We Learned From Peter Pan and Willy WonkaKelsey Ruger
Presentation on Visual and Creative Thinking. The presentation explores how professional in all fields can apply creative and visual thinking skills to their work as well as why people ignore the talents that made them naturally creative as children. He will discuss the myths that people hold about creativity, why they exist and how you can overcome them.
An educational presentation that explores how technology is changing the way people work together. Learn more at http://www.odesk.com/.
A video version can be found at: http://www.youtube.com/watch?v=G8Yt4wxSblc
An overview of Greek philosophers that shaped the world by teaching us how to think.
Covers the teachings of Socrates, Plato, and Aristotle. Used in university philosophy class to creatively teach these men's ideas in a meaningful and impacting way.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Introduction to 21st Century Learning: The Digital Natives are Restless
What is 21st Century learning? Why is it important? Come gain an understanding of the shifting learning literacies that the 21st Century demands and why developing a 21st Century pedagogy is critical to student learning in a digital age. Leave with a sense of urgency for why you should shift your classroom practice toward more engaging approaches.
This introduction to social media for business was given at the open house of Miami University's Armstrong Institute for Interactive Media Studies. Presented by Glenn Platt and Peg Faimon, AIMS Co-Directors. The presentation was a "teaser" for a two-day workshop on social media marketing and online community engagement.
"Brand As API" is a conceptual framework for understanding new opportunities in branding. This model was unveiled at SXSW Interactive in March 2012 (though it was first presented in a raw form at a P&G GBS Summit in April 2011) and will be detailed in a forthcoming book.
This presentation was given at Miami University's "Winter College" where alums return for lectures. This one hour lecture was targeted to an audience that did not know much about Twitter and wasn't sure why they should care about it. It is largely the personal case for using Twitter, though it references Jeff Bullas' arguments for the business case. It also uses arguments and examples from Clay Shirky, Twitter, and others. The last part of the presentation is in response to a request where the alums submitted a list of interests, and I found twitter resources to match those interests - hence the long list of links.
Presentation at SXSW Interactive 2010 about the future of higher education. NOTE: The version of this presentation WITH AUDIO is also on slideshare. MIT, Yale, Stanford, and others put lectures online. Chris Anderson argues all university lectures should be free. From Academic Earth to TED, it's free. So what is the value-add of a university education? What models of higher education will survive? How will universities leverage the social web to reinvent themselves?
This presentation was given to Miami University Alumni at Winter College. It provides an organized list and links for various web-based applications for making life a bit easier.
This presentation was given at Miami University's Alumni Winter College. It was designed to introduce social media to the "post college" crowd and explain why it matters to them.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
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
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Universities in the "Free" Era - SXSW 2010 Presentation
1. Universities in the “Free” Era Peg Faimon, Miami Design Collaborative Glenn Platt, Armstrong Institute for Interactive Media Studies Miami University, Oxford, Ohio SXSW Interactive 2010
2. Links can be found at http://tinyurl.com/sxsw2010edlinks Slides can be found at http://tinyurl.com/sxsw2010edslides
3. The Role of Higher Education So what’s the Purpose of a university anyway?
80. Questions, Comments, Thoughts? Peg.Faimon@muohio.edu Glenn.Platt@muohio.edu Links can be found at http://tinyurl.com/sxsw2010edlinks Slides can be found at http://tinyurl.com/sxsw2010edslides
Editor's Notes
Following up on Anya Kamenetz’s presentation yesterday and her book, DIYU.Six parts to this presentation: 1. Role of Higher Education 2. University System in Collapse 3. Tectonic Change 4. The Disruptors 5. The New Professor 6. Next Steps
Need a referent point (points) if later, we are to evaluate the merits of new models.
First and foremost, back to Greco-Roman times.
Research University. Modern construct. NSF study found as much as 50% of new products come from universities.
Holisticgrowth. “Most of what I learned in college I didn’t learn in the classroom.”
Global and local impact. Service learning.
Last two are relatively new. Spence, in 1974, first wrote about this.
Universities have focused on this to varying degrees.
"The most enduring institutions of Western civilization are the Roman Catholic Church; legislative assemblies and other government entities in Great Britain, Iceland, the Isle of Man and Switzerland; the Bank of Siena; and 61 universities.”Clark Kerr, Higher Education Cannot Escape History: Issues for the Twenty-First Century (Albany: State University of New York, 1994)
Average private tuition in US - $25K, 4 times of public in 08/09. Rising well faster than inflation. State subsidies disappearing. 2/3 of students graduate with debt, which future salaries don’t justify. (e.g. it would take 17 years of higher salaries from private institution graduates to make up for the difference in cost).
The interest in, and need for, a pure residential experience is fast disappearing. This model is being challenged by a growing set of voices. The university a single center of knowledge is both impractical and inaccurate.
The timing of traditional university education is challenged by the 24/7 information economy and the flat world. 57% of students take 6 years or more to finish degree.
We all know experts are never all local. And really, what we know, is that “expert” as a single person, is less and less valid.
For a host of reasons, including tenure, universities are worse at change management than any other institution short of the church. And might be worse than that.
Zeigert article about ISTJ and ENFP Economists.
Broken from both sides of tenure. Already de facto gone. 29% of faculty are in TT positions.
Networked learners. Digital natives. Diversity in learning styles have been identified and pedagogy to match them is new. Engaging students where they are has changed.
1. Rise of the interdisciplinary space 2. Limitations of narrow disciplinary perspective (more and more about less and less until they know everything about nothing)
In Ohio – “Senior to Sophomore” program.
Networking technologies (in all senses) have created expert networks where there once were experts. We reach out to our network to learning something, not up.
Universities long felt immune from market forces. The choice set for students has increased. Competition between schools has risen.
From advisory boards to actual curriculum within the walls of companies and non-profits. Universities have become more open to this and leverage alumni networks.
Just look around SXSW.
Goes without saying but deserves a mention.
We group these disruptors into categories. They bleed into each other quite a bit, but are useful for our discussion.
Just the tip of the iceberg.
5 million downloads of Stanford’s iPhone Dev course. 15 million from Stanford.
Same deal as iTunes, but open.
New associations to coordinate and leverage scale – avoid reinventing the wheel.
David Wiley and others become thought leaders in the movement.
New communities evolve.
Aggregator and filters follow, just like in industry. As the din rises, the action is in the filtering and aggregating.
Non-”academic” content. In many ways richer than academic. Tend to be one-off topics as opposed to courses and multi-part content.
Google Books is example of standalone content. Online textbooks.
Remixable textbooks.
Free textbooks.
Coordinated cheap textbooks.
Goes without saying the online content about subject matter areas is as deep as the user has interest in pursuing.
Social networks that allow for students to come together as they once did physically, virtually. In some ways, richer interactions. 500,000 registered users.
Sharing.
Incentivizing.
Coordinating. Hybrid.
Out of the box social networking tools make it easy.
NEW models for structured curricula. SU has a lot of coverage from Business Week. Taking the TED model into graduate study and certificate program.
Tuition Free.
Serves thousands and thousands – in the UK
One of many. Question for audience – how many are enrolled in U of P’s MBA? 140,000.
Prof. Kingsfield.One end of the spectrum. This job is gone.
Complete educational anarchy. Has its place, for sure, but still begs the role of the university.
The middle way. Seven roles for the “New Professor”. UX and Experience design provides a perfect model for the role of a Professor (and university, for that matter). UX and Design Thinking both drive new ways to help solve problems and develop competencies.
Coordinator. Logistician. Classic PM skills make for strong faculty skills.
Faculty play similar role a venture capitalist. Helping to seed innovation, guide ideas, see opportunities, map a route for success.
Finding and making sense of the wealth of Free information.
Providing the resources (not just money, but time, space, equipment, and network) to contribute to student success.
Blurring of curricular and co-curricular.
How does the signaling model extend to a networked world?
Project-based courses (Dalai Lama & P&G Visualization Dashboard). Study abroad. More time in class and out to with hands-on experience. Usually multi-disciplinary. Teaches ambiguity.
Leverage the meta-network. For academic and economic reasons. See competitors as partners.
…or just train them. T person model.
Identify mutual wins. Don’t assume industry is exploitive or has interests that are cross-purpose with the academy.
Design curriculum around teaching students how to ask questions, how to find answers. Empower them. Leadership and engagement skills. Communication and social skills.
Restructure to encourage team-based work, team research, team teaching. Reward structure in Higher Ed needs to adjust.
It needs to be “OK” to have a Professor say that someone else’s content is better than their own.
At the core of the academic system’s problems – for quality research, for quality pedagogy.
Liz Coleman (Bennington College)
Connection to community, global citizenship, but also innovation and market-based insights. Teaching students they can be the change they want to see.
Develop and play into the humanist in us that gives back to a community. Enhance and empower the culture in higher ed of contribution to the commons and celebrate it.