 Your new post is loading...
Contrary to what its name might suggest, digital transformation is primarily a problem of culture and leadership, a “human” phenomenon. It implies working in a transdisciplinary way, collaborating beyond the usual borders and above all – like in any organizational transformation process – creating trust: trust between engineers and humanists, between government departments, between citizens and government, etc. And since there are no miracles, trust is built over time and experience and it can only come from listening, honesty, competence, and transparency.
Via Gust MEES
Flipping the curriculum could help us meet the demands of the artificial-intelligence era
Technologies such as artificial intelligence, robotics, and biotech are redefining what it means to be human—and employable.
Jobs are disappearing as automation replaces the need for people. New occupations are emerging that demand competencies that can transfer across the multiple assignments workers will experience in their lives. The disappearance of global boundaries presents opportunities—and risks—for all workers.
These changes demand a significant, ambitious evolution in how we prepare students for their future in a world that's increasingly volatile, uncertain, complex, and ambiguous. We need a relevant and modernized education. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=modern-education
Via Gust MEES
If schools are supposed to be training the workers of the future, the growing consensus is that most of them are not doing a very good job of it. In a trend that seems long overdue, technology-based companies are increasingly turning inward to bridge the gap between the skills they need employees have and the skills they’re actually graduating from college with. In 8 Critical Skills For A Modern Education, we offered one view of what ‘modern workplace’ skills might look like, and have argued many times that true ’21st-century learning’ should change what work looks like all together. (Nevermind that, in our estimation anyway, the purpose of school is not job training.) Still, companies (for now, anyway) need human workers with certain skills that, increasingly, they just don’t have. It’s nearly 2018, and the concept of 21st-century skills is more than two decades old now. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/10/29/if-i-would-own-a-company-what-skills-would-i-expect-from-my-workers-in-21st-century/ https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
Via Stephania Savva, Ph.D, Ivon Prefontaine, PhD, Gust MEES
An idea that is beginning to gain a lot of favour in educational circles at the moment is the notion of fixed versus growth mindsets, and how they might relate to students and learning. Based on the work of Stanford University psychologist, Carol Dweck, the idea of mindset is related to our understanding of where ability comes from. It has recently been seized upon by educators as a tool to explore our knowledge of student achievement, and ways that such achievement might be improved. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
Via Gust MEES
As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking. Originally developed by Rotman’s former dean, Roger Martin, integrative thinking is a broad term to describe looking for solutions through the tensions inherent in different viewpoints. Martin noticed that effective CEOs understood that their own world view was limited, so they sought out opposing viewpoints and came to creative solutions by leveraging seemingly opposing positions. For the past seven years, a spin-off group called the I-Think Initiative has been training teachers in the Toronto area on how integrative thinking can build critical thinking in students from a young age. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking
Via Nik Peachey, Ana Pérez Escoda, Gust MEES
The Chorus to Remember
Music can make a huge difference in your workday. Feel free to crank up the volume if noise has you working like a snail, you've got a case of the Monday's, or you've got something mundane or familiar to do. Ideally, though, make your playlists out of songs you already know, and if your tasks involve any sort of linguistic processing, focus on lyric-free options. Lastly, if you have something to learn, pump up your mood with music before you get started. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching?q=music
Via Gust MEES
Across Australia some of these ideas are being put into practice. Some schools have dropped the notion of year levels to enable them to meet children at their point of need and acknowledge that not all students learn at the same pace.
Computer programs are enabling instruction tailored to the student by assessing where they are at and providing a tailored curriculum.
Capabilities , such as personal and social capability and critical and creative thinking, are being embedded in the curriculum. Work is under way to develop assessment measures. Teachers across Australia are working on developing new models of practice to support this approach.
We need to accelerate the change. We are wasting too much of students’ learning time and are failing to amplify their talents. To continue along the current path is increasingly unscientific, unjustifiable and plain dull. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/ https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
Via Kim Flintoff, Gust MEES
Visible Learning for Teachers draws on the findings of John Hattie’s ground-breaking meta study Visible Learning (2009). Hattie’s follow up book concentrates on the underlying story behind the data and provides many hands on examples for Visible Learning in the…
Via Gust MEES
Commission Européenne - Page de détails d'un Communiqué de presse - European Commission - Press release Brussels, 25 February 2016 From connectivity and digital skills to public services, EU countries have made progress since last year which marked the launch of the Digital Single Market Strategy by the European Commission. Today the European Commission published the results of the 2016 edition
Via Gust MEES
|
For some people, artificial intelligence still makes them feel a little…uneasy. It’s often depicted as sinister-looking robots who will take over our lives and our jobs, or even replace humanity.
The reality is, we are already in an age in which AI is infused into our everyday lives in ways that augment rather than replace people. Digital assistants such as Cortana can find you the closest restaurant, dictate a text to your friend, manage your email inbox and even help you create more beautiful PowerPoint presentations. Whether you realise it or not, AI is an integral part of all these interactions. And while it’s not something you can often see or touch, I bet you’re already experiencing the benefits of AI every day.
Via Gust MEES
The concept of Big Data is a relatively new one. It denotes the availability of vast volumes and sources of data, which were not available before. By itself, Big Data is powerful, and when combined with Artificial Intelligence and machine learning, the opportunities presented by this combination are just endless. As big data moves to the maturity phase, firms are now looking for ways to combine the scale of AI and the agility of Big Data processes to bring about an acceleration on the delivery of the much-needed business value.
The Power of Combining AI and Big Data
Most businesses are data-driven. As a result, firms with the right type and quantity of data has the upper hand over rivals. Convergence between AI and big data is promising. Firms can now access large volumes of broken down and categorized data by their usefulness. Traditional computer processors cannot process big data. Big data can best be processed by a GPU database, which has the flexibility needed to handle a significant amount of data of different types. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=AI https://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?&tag=AI https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Big+Data...
Via Gust MEES
It is almost universally acknowledged that in order to succeed in the 21st century, students must learn much more than the “three Rs” and basic computer competency. The term “21st century skills” is used often in educational circles to refer to a range of abilities and competencies that go beyond what has traditionally been taught in the classroom, including problem solving, communication, collaboration, creativity and innovation. Others define the term as “information literacy, media literacy, and information, communication and technology literacy.” More importantly, students need these skills because employers across a huge variety of industries increasingly demand them. A recent McKinsey report indicated that close to 40 percent of employers could not find people with the right skills while 60 percent “complain[ed] of a lack of preparation.” Even jobs that were once considered vocational, such as welding, petroleum production, and even factory work, are now high tech, and require specialized knowledge that includes not only a robust science background and familiarity with the computerized machinery that keeps heavy industry humming, but also critical thinking and collaboration skills. In other words, 21st century job growth is outpacing our ability to develop a prepared workforce, making it more critical than ever to teach these skills. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/ https://gustmees.wordpress.com/2015/10/29/if-i-would-own-a-company-what-skills-would-i-expect-from-my-workers-in-21st-century/
Via Gust MEES
“Skills young people should be learning to be prepared for a career in 2020 include:
The ability to concentrate, to focus deeply.
The ability to distinguish between the “noise” and the message in the ever-growing sea of information. The ability to do public problem solving through cooperative work. The ability to search effectively for information and to be able to discern the quality and veracity of the information one finds and then communicate these findings well. Synthesizing skills (being able to bring together details from many sources). The capability to be futures-minded through formal education in the practices of horizon-scanning, trends analysis and strategic foresight.” Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/05/26/what-are-the-skills-needed-from-students-in-the-future/
Via Gust MEES
LEARN
It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.
“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”
It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.
Via Gust MEES
Niantic Labs, partnering with Nintendo and Pokémon Co., released “Pokémon Go,” a free game for iPhones and Android phones. When you launch it, you see the game franchise’s world famous “pocket monsters” as if they existed in your backyard or bathtub. The point? To “catch ’em all,” as the kids say.
Via Gust MEES
At some point in our lives, we’ve all practiced some counterproductive learning habits. We’ve sabotaged ourselves without realizing it, and found ourselves stuck. There have been failures we believe have defined our potential. We’ve obsessed over perfect solutions and singular pathways. In frustrated moments we’ve refused help from others, thinking acceptance means weakness. We’ve done this as teachers, students, friends, and parents.
These are not crimes; they’re part of what makes us human. Our counterproductive learning habits usually come from what we observe and hear. We pick things up as children from well-intentioned adults in our lives. In addition, the experiences of others constantly unfold right in front of us. We observe actively, and we remember.
Eventually we come to believe that what we see is how things are, and that it never changes. We know now that this doesn’t have to be the case. We know now that we can create our own experiences. Let’s make them good ones when it comes to learning.
Leartn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
Via Gust MEES
Why do digital rights matter?
As we increasingly conduct our lives online – shopping, socializing and sharing information – our digital rights, particularly the rights to privacy and freedom of expression, are becoming more important. We need to understand how our data is being used by companies, governments and internet giants such as Facebook and Google. Is it being handled fairly and scrupulously, or sold or shared without our consent?
Revelations about surveillance programmes and digital hacking have sparked political and diplomatic wrangles. National Security Agency (NSA) whistleblower Edward Snowden has called for new international laws to protect data privacy, arguing that now we know about mass data surveillance it is time to “assert our traditional and digital rights so that we can protect them”. Learn more: https://gustmees.wordpress.com/2013/12/21/privacy-in-the-digital-world-shouldnt-we-talk-about-it/
Via Gust MEES
|
Contrary to what its name might suggest, digital transformation is primarily a problem of culture and leadership, a “human” phenomenon. It implies working in a transdisciplinary way, collaborating beyond the usual borders and above all – like in any organizational transformation process – creating trust: trust between engineers and humanists, between government departments, between citizens and government, etc. And since there are no miracles, trust is built over time and experience and it can only come from listening, honesty, competence, and transparency.
Technically, the data produced and collected must be designed from the outset to lend themselves optimally to automatic analysis and the systems must be built so that they can evolve easily. As for the famous ethical dimension of algorithms, we will not forget that the data feeding automatic learning must be examined from a critical point of view by competent humans and not blindly believed. In my understanding, a good part of the “ethical” problems related to AI comes from two essential points being forgotten:
– The tools must be designed from the user’s point of view (design thinking).
– The quality of training data determines the quality of program performance (garbage in garbage out).
Many topics were treated in this event, with numerous concrete examples of the use of new technologies: security, the blockchain, cloud, micro-services, Internet of things, etc. The theme that caught my attention the most was chatbots animated by natural language processing and deep learning. In the coming years, more and more services (governmental or commercial) will use chatbots.
The public already knows Siri by Apple or Alexa by Amazon. Rather than thinking of these programs as autonomous “artificial intelligence”, it would be more useful to conceive them as media for distributing expertise, user-friendly interfaces for exploring huge databases, knowledge management toolsand cognitive augmentation. Chatbots are able to understand questions in natural languages (not just recognize keywords), they can learn from their interactions, they are able to suggest relevant ideas according to context and provide a “pleasant” experience to their users.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digital+transformation