This talk critiques the maker movement and explores how making can be integrated into educational models. It questions whether the movement is just a trend or taps into essential human capacities for learning, innovation, and new research models. It also examines what differentiates rigorous cognitive and expressive learning through making, and what components may be superficial. Drawing on decades of educating designers and artists who learn through materials and making, the talk aims to develop a theory of contemporary making that can drive innovation and expansive learning.
Indigenous Consciousness Presentation was presented at the First International Forum in Mountain Province was hosted by the Mountain Province State Polytechnic College and was co-hosted by Bali-based non-government organization Yayasan Global Banjar International- Wow Bali Initiative on April 4-7.
This year the theme, “Innovations for Indigenous Peoples’ Empowerment and Social Transformation!”
Layers loops and processes: learning analytics for complex learning systemsRuth Deakin Crick
1) Learning and teaching are complex multi-layered processes that occur at the individual, group, organizational, and systemic levels.
2) Learning analytics can help represent and feed back complex data from these different layers to enable "learning forwards together".
3) The document presents data and models that analyze learning at the individual agency level, dispositions level, teaching practices level, organizational culture level, and leadership/system level.
Learning Expeditions by WDHB are people and strategy development programs based on immersive experiences and emergent learning. They are tailor-made for executives and organizations to challenge business beliefs and explore new opportunities for sustainable success.
Meet Hai Dai in Virtual Reality! Special engagements with WOW Bali's founder; Creative Director of a sustainable and regenerative NGO, operating in Indonesia and South East Asia. Hear his thoughts and research on an ecosystem design thinking; regenerative frameworks for the digital frontier to reshape the human conditions.
Learn how integrate local wisdom (ancient and indigenous cultures) and native intelligences and modalities (healing arts and other creative culture processes) via a social emotional matrix that can be integrated within technology developments and within an ecosystem design thinking framework for optimal dynamics in everyday living and learning. In short, local wisdom and modern methodologies for a more lean culture.
Action Research: Learning Exchange Modules are done in AltspaceVR and Minecraft at Disorient Camp at BRCvr, the official virtual Burningman in VR space.
Hai Dai can be reach directly on AltSpaceVR and/or Discord at 9haidai9.
The Role of Thinking, Experimenting and Communicating in the Science LabeLearning Papers
Authors: Victòria Carbó i Cortina, Teresa Pigrau i Solé, Rosa M. Tarín i Martínez.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
- Key aspects of the PYP including its focus on developing international mindedness through inquiry-based learning and teaching centered around six transdisciplinary themes.
- Elements of the PYP curriculum framework including knowledge, concepts, skills, attitudes and action.
This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
This talk critiques the maker movement and explores how making can be integrated into educational models. It questions whether the movement is just a trend or taps into essential human capacities for learning, innovation, and new research models. It also examines what differentiates rigorous cognitive and expressive learning through making, and what components may be superficial. Drawing on decades of educating designers and artists who learn through materials and making, the talk aims to develop a theory of contemporary making that can drive innovation and expansive learning.
Indigenous Consciousness Presentation was presented at the First International Forum in Mountain Province was hosted by the Mountain Province State Polytechnic College and was co-hosted by Bali-based non-government organization Yayasan Global Banjar International- Wow Bali Initiative on April 4-7.
This year the theme, “Innovations for Indigenous Peoples’ Empowerment and Social Transformation!”
Layers loops and processes: learning analytics for complex learning systemsRuth Deakin Crick
1) Learning and teaching are complex multi-layered processes that occur at the individual, group, organizational, and systemic levels.
2) Learning analytics can help represent and feed back complex data from these different layers to enable "learning forwards together".
3) The document presents data and models that analyze learning at the individual agency level, dispositions level, teaching practices level, organizational culture level, and leadership/system level.
Learning Expeditions by WDHB are people and strategy development programs based on immersive experiences and emergent learning. They are tailor-made for executives and organizations to challenge business beliefs and explore new opportunities for sustainable success.
Meet Hai Dai in Virtual Reality! Special engagements with WOW Bali's founder; Creative Director of a sustainable and regenerative NGO, operating in Indonesia and South East Asia. Hear his thoughts and research on an ecosystem design thinking; regenerative frameworks for the digital frontier to reshape the human conditions.
Learn how integrate local wisdom (ancient and indigenous cultures) and native intelligences and modalities (healing arts and other creative culture processes) via a social emotional matrix that can be integrated within technology developments and within an ecosystem design thinking framework for optimal dynamics in everyday living and learning. In short, local wisdom and modern methodologies for a more lean culture.
Action Research: Learning Exchange Modules are done in AltspaceVR and Minecraft at Disorient Camp at BRCvr, the official virtual Burningman in VR space.
Hai Dai can be reach directly on AltSpaceVR and/or Discord at 9haidai9.
The Role of Thinking, Experimenting and Communicating in the Science LabeLearning Papers
Authors: Victòria Carbó i Cortina, Teresa Pigrau i Solé, Rosa M. Tarín i Martínez.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
The document provides an overview of the International Baccalaureate Primary Years Programme (PYP) for parents. It discusses:
- The history and mission of the IB organization.
- The three IB programs including the PYP for students aged 3-12.
- Key aspects of the PYP including its focus on developing international mindedness through inquiry-based learning and teaching centered around six transdisciplinary themes.
- Elements of the PYP curriculum framework including knowledge, concepts, skills, attitudes and action.
This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
Active Learning Framework and Process of Classroom Engagement A Literature Re...ijtsrd
This literature review shows different types of Active Learning Frameworks ALFs . It includes behaviorism, constructivism, connectivism as a learning theory, universal learning design, deductive and inductive teaching techniques, debates, discussions, microlearning, and digital storytelling techniques, improving student engagement and participation, enhancing the learning environment, and building knowledge structure. The literature shows that the classroom environment of the 21st century differs from the traditional teaching environment. The Internet and modern research based teaching models have created fundamental, long term changes in the classroom teaching environment, technologically, socially, and psychologically. As the norm of traditional teaching models has slowly eroded, ALFs have taken their place across junior colleges, 4 year colleges, and graduate level universities. This replacement represents significant changes in educational pedagogy. Although using a new teaching framework is generally difficult in the classroom, a blended teaching method will facilitate active learning. This studys findings suggest future research possibilities for an ALF that can benefit the classroom. Ultimately, using an ALF can lead to a more comprehensive active learning process, thereby helping students and institutions of higher education. There is a need to explore educators who have experienced ALFs regarding how different ALFs have affected student engagement and participation in the structure of building knowledge. Quantitative survey data may then help generalize the research results. Hasan Ahmed | Latifa Rahman "Active Learning Framework and Process of Classroom Engagement: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50583.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/50583/active-learning-framework-and-process-of-classroom-engagement-a-literature-review/hasan-ahmed
This is a journey with regenerative cultures; FROM local to global and into virtual environments for affective ecosystems design thinking.
See the progressions of a leading NGO in sustainable and regenerative developments evolved towards Social Emotional Learning and Ecosystem Design Thinking via Industry 4.0. Look at the diverse outcomes in past regeneration to visualize the future of our "horizon in focus" for Post-Covid, the "new normal" and how to ensure localized developments for globalized dynamics.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Teaching technology entrepreneurship at engineering universities—experiences,...Sergej Lugovic
Zagreb, 20th
- 24th July 2015
Zagreb, Croatia
“ICEE 2015, 19th International Conference on Engineering Education“
Organizers:
ZSEM-Business Academy, Zagreb
iNEER
General partner:
Ministry of Science, Education and Sports
This document discusses various learning theories and concepts related to teaching in higher education. It covers topics such as reflective practice, the role of formal theory versus experience, different learning styles and models of the learning process. Critical theory is discussed as a way to expose assumptions and power structures. The document also addresses academic identity, disciplines, and good teaching practices such as encouraging student participation and respecting diversity.
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pptxItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pdfItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Gray white simple modern Thesis Defense Presentation (1).pptxNurislamiyah7
This document discusses the constructivism theory of learning. It defines constructivism as a theory that emphasizes active learning where students construct their own understanding through experiences and interactions. There are two main types: cognitive constructivism based on Piaget which states knowledge is built from cognitive structures; and social constructivism based on Vygotsky which emphasizes collaborative learning through social and cultural interactions. The document provides examples of constructivist approaches like problem-based learning, inquiry-based learning and collaborative learning. It outlines benefits like critical thinking, collaboration skills, and personalized learning. Overall, constructivism recognizes that students actively participate in building understanding through hands-on activities and social interactions.
Knowledge construction is a dialectical process, which involves systematisation of various facts through dynamic interactions between individuals and the environment. Knowledge creation is a spiral that goes through seemingly opposing concepts such as order and chaos, micro-macro, part-whole, mind and body, tacit and explicit, deduction and induction, and creativity-efficiency. There is need to understand that knowledge creation is a transcending process through which entities (individuals, groups, and institutions) go beyond the boundary of the old into a self-acquiring new knowledge. Learners work with their knowledge such that they link their new knowledge to their existing knowledgebase.
This was presented at Lean Kanban Central Europe 2015 (#LKCE15) and focused on how we develop a learning mindset, how adult learners learn in order to promote a growth mindset, and how to influence employees towards a learning mindset.
Classroom Styles as Discerning and Constructivismijtsrd
Constructivism improves thinking skills, statement and social talents, encourages unusual methods of appraisal, helps student's removal skills to the real realm and promotes intrinsic inspiration to learn. Discerning and Constructivism are the big notions in education. Their inferences for how educators teach, and study to teach are immense. Rather than getting ‘knowledge' from professionals in training periods, teachers and executives will have to team up with peers, academics, and their own scholars to make intellect of discerning and constructivism. Merely then we can convert our nation, via education, into an attentive, critical, scientific area, imbued with the desire for truth and for total social prosperity. If we want a futurity that is much more solicitous, vastly more compliant, greatly more concerned, and a lot more amorous, then we have to devise it. The prospect is in our schools, schoolrooms and humanity today. Ameer Bee Mirza Abdul Aziz Baig "Classroom Styles as Discerning and Constructivism" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47538.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47538/classroom-styles-as-discerning-and-constructivism/ameer-bee-mirza-abdul-aziz-baig
Meaning of Multidisciplinary
Examples of Multidisciplinary
Characteristics of Multidisciplinary
Skill Development in Multidisciplinary Project or Courses
Multidisciplinary as a
Approach
Course
Collaboration
Research
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
1. The study examined how discipline of study, risk-taking behavior, and their interaction influence managerial creativity in higher education students.
2. It found that management students had significantly higher managerial creativity than education or science students, likely due to the nature of their training developing lateral thinking and awareness of managing diverse situations.
3. Risk-taking alone and its interaction with discipline did not significantly influence managerial creativity, but it may interact with other factors like experience, age, and culture.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Paper for 2nd International Conference on Lean Six Sigma for Higher Education
Curriculum design and delivery of lectures can be integrated with green elements in the teaching and learning process - service delivery. In fact, there is a keen competition among educational institutes under globalization and explosion of technology. It is time for faculty members to re-visit the ways of minimizing the time of service delivery with the concept of Six Sigma but maximizing the outputs of the teaching and learning process.
This document outlines plans for workshops on developing interdisciplinary units in the MYP at CIEDI. The goals are to understand interdisciplinarity and how to make it effective in teaching and learning. Workshops will be held in October and November 2014 to introduce interdisciplinarity and develop initial interdisciplinary units. Further workshops and collaborative meetings will take place to refine the units, with implementation from March to May 2015 and subsequent reflection. Regular progress checks are also scheduled to support the process.
Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
Active Learning Framework and Process of Classroom Engagement A Literature Re...ijtsrd
This literature review shows different types of Active Learning Frameworks ALFs . It includes behaviorism, constructivism, connectivism as a learning theory, universal learning design, deductive and inductive teaching techniques, debates, discussions, microlearning, and digital storytelling techniques, improving student engagement and participation, enhancing the learning environment, and building knowledge structure. The literature shows that the classroom environment of the 21st century differs from the traditional teaching environment. The Internet and modern research based teaching models have created fundamental, long term changes in the classroom teaching environment, technologically, socially, and psychologically. As the norm of traditional teaching models has slowly eroded, ALFs have taken their place across junior colleges, 4 year colleges, and graduate level universities. This replacement represents significant changes in educational pedagogy. Although using a new teaching framework is generally difficult in the classroom, a blended teaching method will facilitate active learning. This studys findings suggest future research possibilities for an ALF that can benefit the classroom. Ultimately, using an ALF can lead to a more comprehensive active learning process, thereby helping students and institutions of higher education. There is a need to explore educators who have experienced ALFs regarding how different ALFs have affected student engagement and participation in the structure of building knowledge. Quantitative survey data may then help generalize the research results. Hasan Ahmed | Latifa Rahman "Active Learning Framework and Process of Classroom Engagement: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50583.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/50583/active-learning-framework-and-process-of-classroom-engagement-a-literature-review/hasan-ahmed
This is a journey with regenerative cultures; FROM local to global and into virtual environments for affective ecosystems design thinking.
See the progressions of a leading NGO in sustainable and regenerative developments evolved towards Social Emotional Learning and Ecosystem Design Thinking via Industry 4.0. Look at the diverse outcomes in past regeneration to visualize the future of our "horizon in focus" for Post-Covid, the "new normal" and how to ensure localized developments for globalized dynamics.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Teaching technology entrepreneurship at engineering universities—experiences,...Sergej Lugovic
Zagreb, 20th
- 24th July 2015
Zagreb, Croatia
“ICEE 2015, 19th International Conference on Engineering Education“
Organizers:
ZSEM-Business Academy, Zagreb
iNEER
General partner:
Ministry of Science, Education and Sports
This document discusses various learning theories and concepts related to teaching in higher education. It covers topics such as reflective practice, the role of formal theory versus experience, different learning styles and models of the learning process. Critical theory is discussed as a way to expose assumptions and power structures. The document also addresses academic identity, disciplines, and good teaching practices such as encouraging student participation and respecting diversity.
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pptxItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Unleashing Creativity Innovative Teaching Techniques in Italian Classrooms.pdfItalyGuestPostingSer
In the ever-evolving landscape of education, the role of creativity in nurturing well-rounded individuals is paramount. Innovative teaching techniques have emerged as a potent force in Italian classrooms, aiming to unleash the boundless potential of students' creativity.
Gray white simple modern Thesis Defense Presentation (1).pptxNurislamiyah7
This document discusses the constructivism theory of learning. It defines constructivism as a theory that emphasizes active learning where students construct their own understanding through experiences and interactions. There are two main types: cognitive constructivism based on Piaget which states knowledge is built from cognitive structures; and social constructivism based on Vygotsky which emphasizes collaborative learning through social and cultural interactions. The document provides examples of constructivist approaches like problem-based learning, inquiry-based learning and collaborative learning. It outlines benefits like critical thinking, collaboration skills, and personalized learning. Overall, constructivism recognizes that students actively participate in building understanding through hands-on activities and social interactions.
Knowledge construction is a dialectical process, which involves systematisation of various facts through dynamic interactions between individuals and the environment. Knowledge creation is a spiral that goes through seemingly opposing concepts such as order and chaos, micro-macro, part-whole, mind and body, tacit and explicit, deduction and induction, and creativity-efficiency. There is need to understand that knowledge creation is a transcending process through which entities (individuals, groups, and institutions) go beyond the boundary of the old into a self-acquiring new knowledge. Learners work with their knowledge such that they link their new knowledge to their existing knowledgebase.
This was presented at Lean Kanban Central Europe 2015 (#LKCE15) and focused on how we develop a learning mindset, how adult learners learn in order to promote a growth mindset, and how to influence employees towards a learning mindset.
Classroom Styles as Discerning and Constructivismijtsrd
Constructivism improves thinking skills, statement and social talents, encourages unusual methods of appraisal, helps student's removal skills to the real realm and promotes intrinsic inspiration to learn. Discerning and Constructivism are the big notions in education. Their inferences for how educators teach, and study to teach are immense. Rather than getting ‘knowledge' from professionals in training periods, teachers and executives will have to team up with peers, academics, and their own scholars to make intellect of discerning and constructivism. Merely then we can convert our nation, via education, into an attentive, critical, scientific area, imbued with the desire for truth and for total social prosperity. If we want a futurity that is much more solicitous, vastly more compliant, greatly more concerned, and a lot more amorous, then we have to devise it. The prospect is in our schools, schoolrooms and humanity today. Ameer Bee Mirza Abdul Aziz Baig "Classroom Styles as Discerning and Constructivism" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47538.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47538/classroom-styles-as-discerning-and-constructivism/ameer-bee-mirza-abdul-aziz-baig
Meaning of Multidisciplinary
Examples of Multidisciplinary
Characteristics of Multidisciplinary
Skill Development in Multidisciplinary Project or Courses
Multidisciplinary as a
Approach
Course
Collaboration
Research
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
1. The study examined how discipline of study, risk-taking behavior, and their interaction influence managerial creativity in higher education students.
2. It found that management students had significantly higher managerial creativity than education or science students, likely due to the nature of their training developing lateral thinking and awareness of managing diverse situations.
3. Risk-taking alone and its interaction with discipline did not significantly influence managerial creativity, but it may interact with other factors like experience, age, and culture.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Paper for 2nd International Conference on Lean Six Sigma for Higher Education
Curriculum design and delivery of lectures can be integrated with green elements in the teaching and learning process - service delivery. In fact, there is a keen competition among educational institutes under globalization and explosion of technology. It is time for faculty members to re-visit the ways of minimizing the time of service delivery with the concept of Six Sigma but maximizing the outputs of the teaching and learning process.
This document outlines plans for workshops on developing interdisciplinary units in the MYP at CIEDI. The goals are to understand interdisciplinarity and how to make it effective in teaching and learning. Workshops will be held in October and November 2014 to introduce interdisciplinarity and develop initial interdisciplinary units. Further workshops and collaborative meetings will take place to refine the units, with implementation from March to May 2015 and subsequent reflection. Regular progress checks are also scheduled to support the process.
Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
Similar to WDHB: Impactful Learning in the VUCA World (20)
Originally presented at XP2024 Bolzano
While agile has entered the post-mainstream age, possibly losing its mojo along the way, the rise of remote working is dealing a more severe blow than its industrialization.
In this talk we'll have a look to the cumulative effect of the constraints of a remote working environment and of the common countermeasures.
Ganpati Kumar Choudhary Indian Ethos PPT.pptx, The Dilemma of Green Energy Corporation
Green Energy Corporation, a leading renewable energy company, faces a dilemma: balancing profitability and sustainability. Pressure to scale rapidly has led to ethical concerns, as the company's commitment to sustainable practices is tested by the need to satisfy shareholders and maintain a competitive edge.
Impact of Effective Performance Appraisal Systems on Employee Motivation and ...Dr. Nazrul Islam
Healthy economic development requires properly managing the banking industry of any
country. Along with state-owned banks, private banks play a critical role in the country's economy.
Managers in all types of banks now confront the same challenge: how to get the utmost output from
their employees. Therefore, Performance appraisal appears to be inevitable since it set the
standard for comparing actual performance to established objectives and recommending practical
solutions that help the organization achieve sustainable growth. Therefore, the purpose of this
research is to determine the effect of performance appraisal on employee motivation and retention.
A presentation on mastering key management concepts across projects, products, programs, and portfolios. Whether you're an aspiring manager or looking to enhance your skills, this session will provide you with the knowledge and tools to succeed in various management roles. Learn about the distinct lifecycles, methodologies, and essential skillsets needed to thrive in today's dynamic business environment.
Enriching engagement with ethical review processesstrikingabalance
New ethics review processes at the University of Bath. Presented at the 8th World Conference on Research Integrity by Filipa Vance, Head of Research Governance and Compliance at the University of Bath. June 2024, Athens
Colby Hobson: Residential Construction Leader Building a Solid Reputation Thr...dsnow9802
Colby Hobson stands out as a dynamic leader in the residential construction industry. With a solid reputation built on his exceptional communication and presentation skills, Colby has proven himself to be an excellent team player, fostering a collaborative and efficient work environment.
Sethurathnam Ravi: A Legacy in Finance and LeadershipAnjana Josie
Sethurathnam Ravi, also known as S Ravi, is a distinguished Chartered Accountant and former Chairman of the Bombay Stock Exchange (BSE). As the Founder and Managing Partner of Ravi Rajan & Co. LLP, he has made significant contributions to the fields of finance, banking, and corporate governance. His extensive career includes directorships in over 45 major organizations, including LIC, BHEL, and ONGC. With a passion for financial consulting and social issues, S Ravi continues to influence the industry and inspire future leaders.
10. DIVERGENT
THINKING
CONVERGENT
THINKING
Varied, tailor-made and highly
immersive experiences and activities
offer new insights and stimulate
divergent thinking.
Facilitators guide participants in their
discovery and reflection to organically
assemble solutions based on personal
exposure and shared experience.
TWO CORE CONCEPTS
11. WDHB Strategic Learning 11
1st Dimension: Immersive Experiences to Broaden Horizons
CONTEXT
CULTURE
CONTENT
SOCIO-
ECONOMIC
TRENDS
SHIFTS IN
CUSTOMER
EXPECTATIONS
TECHNOLOGICAL
DRIVERS &
OPPORTUNITIES
DISRUPTIVE
MANAGEMENT
APPROACHES EVOLVING
ORGANIZATIONAL
PRACTICES
CHANGES IN
YOUR FIRM’S
INDUSTRY
LANDSCAPE
BUSINESS
MODEL
REINVENTION
A variety of carefully prepared
activities and exchanges allow
the group to explore relevant
and inspiring content, contexts
and cultures outside of their
usual activity perimeter.
12. WDHB Strategic Learning 12
2nd Dimension: Emergent Learning for Tangible Outcomes
ORGANIZATION
SHARED INSIGHTS FROM
VISITS & EXPERIENCES
STRONGER COHESION BASED
ON SHARED EXPERIENCES
ALIGNED VISION ON
MAJOR CHALLENGES
NEW COLLABORATIVE
ENDEAVORS
NEW AWARENESS
ABOUT ONE’S ROLE
NEW AMBITION TO DEVELOP
OWN COMPETENCIES
CULTURAL SHOCK &
BROADENED HORIZONS
STRATEGIC RECOMMENDATIONS
TO GROUP LEADERSHIP
CONCRETE CHANGE &
IMPROVEMENT INITIATIVES
REINFORCED
ORGANIZATIONAL EMPATHY
MOTIVATED
CHANGE-AGENTS
A discrete but purposeful
facilitation approach
guarantees the organic
emergence of tangible results
on multiple impact levels.
13. WDHB IN NORTH AMERICA
WDHB, Inc.
1877, Broadway, Suite 600
Boulder, CO 80302, USA
O +1 303 999 0184
F +1 303 648 4239
WDHB IN SOUTH AMERICA
WDHB Brasil c/o Draxos
Av. das Américas, 7935
Barra da Tijuca
Rio de Janeiro, Brasil
O +55 21 2127 6447
WDHB IN EUROPE
WDHB Europe GmbH
Zwinglistrasse 43
8004 Zürich, Switzerland
O +41 43 534 74 93
F +41 43 556 82 94
WDHB IN ASIA-PACIFIC
WDHB Asia, Ltd.
21st Floor, Phoenix Building
No. 21-25 Luard Road
Wan Chai, Hong Kong
O +852 3568 6343
WDHB IN SOUTHEAST ASIA
WDHB Pte Ltd.
10 Anson Road
#19-15 International Plaza
Singapore 079903
O +65 9778 9671
www.wdhb.com