For those who feel more than responsible and passionate for Corporate Learning.
In order to make the European economy more efficient and responsible, an initiative group involved in the HRM Expo has established an award that distinguishes ideas that have a pan-European effects and provide new approaches to corporate learning. With the “Leonardo - European Corporate Learning Award“ people are honoured who have initiated and put into practice “beacon projects“ for European education and have thus become benchmarks for other participants throughout Europe, in particular:
- through innovations in the field of “corporate learning”, whose impact extends to other firms and sectors (keywords: knowledge- and talent-management, knowledge partnerships, training and e-learning concepts, life-long learning)
- through services to Corporate Social Responsibility (CSR) and intercultural cohesion in Europe, which serve as examples and have a broader impact, which contribute significantly towards growth and employment in the spirit of the “Europe 2020” Lisbon follow-up strategy.
In 2010, the first “Leonardo – European Corporate Learning Award” was awarded to Prof. Dr. Jacques Delors, former President of the European Commission, for his efforts to anchor the community goals of a European educational policy within the framework of the Maastricht treaties, the UNESCO proclamation for education in the 21st century: The treasures within "Learning to know, Learning to do, Learning to live together, Learning to be. Winner in 2011 was Jimmy Wales, Co-Founder of Wikipedia for brining the wisdom of crowds to centre-stage.
Since 2012 there have been three partly overlapping categories of the Leonardo Award, which is actually no coincidence. The award emphasizes the unique components of each of the award-winning education innovations, which are unified by the Leonardo's holistic spirit:
Leonardo – Thought Leadership
Leonardo - Company Transformation
Leonardo – Crossing Borders
Website: http://www.leonardo-award.eu/content/index_eng.html
For those who feel more than responsible and passionate for Corporate Learning.
In order to make the European economy more efficient and responsible, an initiative group involved in the HRM Expo has established an award that distinguishes ideas that have a pan-European effects and provide new approaches to corporate learning. With the “Leonardo - European Corporate Learning Award“ people are honoured who have initiated and put into practice “beacon projects“ for European education and have thus become benchmarks for other participants throughout Europe, in particular:
- through innovations in the field of “corporate learning”, whose impact extends to other firms and sectors (keywords: knowledge- and talent-management, knowledge partnerships, training and e-learning concepts, life-long learning)
- through services to Corporate Social Responsibility (CSR) and intercultural cohesion in Europe, which serve as examples and have a broader impact, which contribute significantly towards growth and employment in the spirit of the “Europe 2020” Lisbon follow-up strategy.
In 2010, the first “Leonardo – European Corporate Learning Award” was awarded to Prof. Dr. Jacques Delors, former President of the European Commission, for his efforts to anchor the community goals of a European educational policy within the framework of the Maastricht treaties, the UNESCO proclamation for education in the 21st century: The treasures within "Learning to know, Learning to do, Learning to live together, Learning to be. Winner in 2011 was Jimmy Wales, Co-Founder of Wikipedia for brining the wisdom of crowds to centre-stage.
Since 2012 there have been three partly overlapping categories of the Leonardo Award, which is actually no coincidence. The award emphasizes the unique components of each of the award-winning education innovations, which are unified by the Leonardo's holistic spirit:
Leonardo – Thought Leadership
Leonardo - Company Transformation
Leonardo – Crossing Borders
Website: http://www.leonardo-award.eu/content/index_eng.html
Knowledge Unleashed: Harnessing Information for Personal and Societal Growthanwarkhan45314
In the digital age, information is abundant and readily accessible, empowering individuals and societies to unlock their full potential for growth and development. From personal enrichment to societal progress, the harnessing of knowledge plays a pivotal role in shaping our collective future.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
LAK19 - Towards Value-Sensitive Learning Analytics DesignBodong Chen
LAK19 Full Paper. Abstract: To support ethical considerations and system integrity in learning analytics, this paper introduces two cases of applying the Value Sensitive Design methodology to learning analytics design. The first study applied two methods of Value Sensitive Design, namely stakeholder analysis and value analysis, to a conceptual investigation of an existing learning analytics tool. This investigation uncovered a number of values and value tensions, leading to design trade-offs to be considered in future tool refinements. The second study holistically applied Value Sensitive Design to the design of a recommendation system for the Wikipedia WikiProjects. To proactively consider values among stakeholders, we derived a multi-stage design process that included literature analysis, empirical investigations, prototype development, community engagement, iterative testing and refinement, and continuous evaluation. By reporting on these two cases, this paper responds to a need of practical means to support ethical considerations and human values in learning analytics systems. These two cases demonstrate that Value Sensitive Design could be a viable approach for balancing a wide range of human values, which tend to encompass and surpass ethical issues, in learning analytics design.
Knowledge Unleashed: Harnessing Information for Personal and Societal Growthanwarkhan45314
In the digital age, information is abundant and readily accessible, empowering individuals and societies to unlock their full potential for growth and development. From personal enrichment to societal progress, the harnessing of knowledge plays a pivotal role in shaping our collective future.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
Similar to Where Is Knowledge Building Headed (20)
LAK19 - Towards Value-Sensitive Learning Analytics DesignBodong Chen
LAK19 Full Paper. Abstract: To support ethical considerations and system integrity in learning analytics, this paper introduces two cases of applying the Value Sensitive Design methodology to learning analytics design. The first study applied two methods of Value Sensitive Design, namely stakeholder analysis and value analysis, to a conceptual investigation of an existing learning analytics tool. This investigation uncovered a number of values and value tensions, leading to design trade-offs to be considered in future tool refinements. The second study holistically applied Value Sensitive Design to the design of a recommendation system for the Wikipedia WikiProjects. To proactively consider values among stakeholders, we derived a multi-stage design process that included literature analysis, empirical investigations, prototype development, community engagement, iterative testing and refinement, and continuous evaluation. By reporting on these two cases, this paper responds to a need of practical means to support ethical considerations and human values in learning analytics systems. These two cases demonstrate that Value Sensitive Design could be a viable approach for balancing a wide range of human values, which tend to encompass and surpass ethical issues, in learning analytics design.
KBSI 2015: Towards multimodal indicators of idea improvement in knowledge bui...Bodong Chen
An invited talk about potential multimodal indicators for assessing idea improvement in group knowledge building. Trieste, Italy. Early thoughts; comments welcomed.
Next-Generation Knowledge Building EnvironmentsBodong Chen
This is presented at 2011 Knowledge Building Summer Institute hosted in Guangzhou, China, as an important event after CSCL 2011. By going through ten important aspects that might help define next-generation knowledge-building environment, presenters invited all participants to contribute their ideas about how to make knowledge-building environment better.
Advancing the design of knowledge-building softwareBodong Chen
Advancing the design of knowledge-building software.
Presented at CSCL 2011 Symposium: Enhancing the Social and Cognitive Benefits of Digital Tools and Media.
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
Design to Integrate Knowledge Building with Individual Learning in Open Learn...Bodong Chen
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.
Idea centered knowledge building environmentBodong Chen
This is a presentation I gave in one of my courses in Knowledge Media Design collaborative program on Nov 4, 2010. It articulates a design challenge--idea-centered open knowledge building environment--I want to pursue in this course.
Any comment will be highly appreciated!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Where Is Knowledge Building Headed
1. Where is Knowledge Building
Heading?
Carl Bereiter and Marlene Scardamalia
Institute for Knowledge Innovation and Technology
University of Toronto
Knowledge Building Summer Institute
Guangzhou, China
July 9, 2011
2. Outline
Knowledge Building: A brief introduction
A broader mission: Building cultural capacity for innovation
Learning innovation by doing it
Wider range of innovating activities
Classroom as a center of creative culture
Theory development and theory improvement
Knowledge Building becomes the heart of the curriculum
Theory development not only in science
Explanatory coherence and “rising above”
Idea-centered evaluation at the group level
Inter-group competition and comparison
The BCCI vision: A worldwide knowledge-creating civilization that
values cultural differences
3. Knowledge Building
The term is currently used in more than a million web
documents, but seldom defined.
Our definition:
Knowledge building is producing knowledge of value
to a community, and continually improving it.
• Synonymous with “knowledge creation” (Nonaka)
• Common in knowledge-based organizations of all kinds;
rare in schools.
4. Knowledge Building
Member of the large family of constructivist
approaches to education
If compelled to put into one sentence what
is different:
giving students collective responsibility
for idea improvement
5. Knowledge Building
In Knowledge Building all ideas are
assumed to be improvable
Engineers and designers do not even
contemplate the possibility of a final state of
perfection
(Petroski, 2003).
Knowledge building students and teachers
don’t either.
6. What “Innovation” Means in
Today’s World
No one seriously advocates innovation for its own sake. In
current usage, “innovation” stands for a cluster of
concepts that include
Invention
Discovery
Knowledge creation
Problem solving
Entrepreneurship
Together these constitute the creative aspect of progress,
progress achieved through the production and application
of new knowledge.
7. Innovation is not just about new ways
to make money
Innovation is needed for economic progress, but…
The need for new knowledge, new solutions, extends well
beyond the economic sphere.
Homer-Dixon (2000, 2006) has documented the need for
new knowledge that will enable societies to deal with a
host of urgent and increasingly complex problems—
problems of health, environment, resources, crime,
corruption, and oppression.
One of the most pressing needs is for knowledge of how
to deal with complexity itself.
8. Innovativeness is becoming recognized
as a cultural issue
Governments can do only so much by establishing
innovation centers, providing stimulus funds, and
removing barriers.
Beyond that it depends on the innovativeness of the
people.
Innovativeness is probably not in the genes, but it is
certainly in the culture.
It is in how people are brought up—to be seekers and
risk-takers or to be followers and risk-avoiders.
9. Knowledge Building as a platform for
developing innovativeness
Learning to innovate by innovating
Innovation in disciplinary knowledge: theory
building
Innovation in engineering: e.g., Learning by
Design (Kolodner)
Entrepreneurship: e.g., Junior Achievement
Innovation in the arts
Classroom becomes a miniature home for the “creative
class” (Richard Florida)
10. Knowledge Building retains its major
focus on theory building
Theory building is where education for innovation and
disciplinary learning come together
Theory building can enrich the study of history, social
studies, and literature—as well as science and
mathematics
Theories are not beliefs but constructions and tools
Theory improvement takes precedence over truth and
evidence
Explanatory coherence (Thagard) is the goal
11. Innovation ~ Idea Improvement ~
“Rising Above”
Producing new ideas is easy (at least for children)
Improving ideas is hard
A “rise-above” is not a summary, it is a synthesis
Significant innovation requires sustained creative work
with ideas
Schools typically fail on the “sustained” part, the “work”
part, and the “ideas” part--and confine the “creative” part
to expressive media
12. Idea-centered Evaluation at
the Group Level
In a culture of innovation, knowledge advancement at the group level
counts for as much or more than knowledge advancement at the
individual level (Stahl)
Group-level assessment traces the emergence and spread of ideas
Assessment should help to motivate and guide collaborative
knowledge building
Inter-group competition and comparison
Different groups may produce essentially the same theory, but with
differences in formulation that call for “rising above”
13. The BCCI Vision
Building cultural capacity for innovation, starting in early
childhood and making use of all cultural resources both in
and out of school
Young people as junior members of a knowledge-creating
civilization
One civilization, many cultures
14. BCCI Goals for Students
To become more innovative in today’s world, societies must
develop learners who
1. are socialized into a world-wide knowledge-creating
culture
2. have distinctive ways of contributing to innovation
3. are well grounded in science and humanities and
appreciate their importance in a progressive society
4. are willing to work at improving their own and their
community’s ideas
5. are able to thrive on complexity and idea diversity
15. These goals represent major challenges
for Knowledge Building
Although goal 3, education in the disciplines, receives
considerable attention in the learning sciences, and goal 5,
thriving on complexity and idea diversity, is beginning to
receive more attention, the remaining goals are largely
neglected:
socialization into a world-wide knowledge-creating
culture
development of distinctive ways of contributing to
innovation
willingness to work at improving own ideas and the
community’s ideas
16. Acculturation: Socialization into a World-
wide Knowledge-creating Culture
A knowledge-creating culture already exists in every
developed and developing nation.
Like the sports culture, it is not dominant in any nation
but it cuts across national boundaries and is
committed to progress.
Schools know how to promote a culture of continuous
progress in sports, one that almost all students identify
with and support.
They need to do the same with a culture of continuous
advancement of knowledge frontiers.
Just as not everyone needs to be a star athlete in a
sports culture, not everyone needs to be a star
innovator in a knowledge-creating culture.
17. Multiple and Individuated Ways of
Contributing
In a sports culture everyone can contribute, even if it is
only by cheering for the home team.
A knowledge-creating culture needs cheerleaders and
a cheering section too.
It also needs critics and question-askers.
Knowledge Building should help students develop
distinctive personal ways of contributing to creative
work with knowledge.
These become distinctive talents that graduates can
carry with them into the job market.
As with a sports team, the whole is strengthened by
the diversity of individual strengths.
18. Disciplinary Education and
Socialization
The boundaries between disciplines are not “artificial.”
Knowledge building in the disciplines should embrace
“thinking like a chemist”--like a historian, a lawyer, a
literary critic, a mathematician, and so on.
Understanding what this means is a worthwhile focus
of metacognitive inquiry in every school subject.
Understanding evolution is an important goal; so is
understanding what it means to understand evolution.
19. Idea Improvement Mindset: Students work at
improving their own and their community’s ideas
Essential for a successful knowledge-creating culture.
Idea improvement should be inculcated as a value.
Delay of judgment about truth is an essential
component of the idea improvement mindset.
Jung’s “perceiving” vs. “judging” personality types.
When should judging have priority over seeking
improvements?
Students need tools and methods for idea
improvement. Is this a place for “scripting”?
20. Thriving on Complexity and Idea Diversity
Knowledge advances almost always involve increase
in complexity, even when the end result is
simplification.
Throughout history the main obstacle to intellectual
progress has been stubborn adherence to simpler
ideas.
Complexity needs to become an object of inquiry in
schools, but that isn’t enough.
Oversimplification is an important concept for students
engaged in Knowledge Building. Needlessly complex
is also helpful.