Reinventing Education To Teach Creativity And Entrepreneurship As you read this, students all over the country are sitting for state standardized exams. Schools spend up to 40% of the year on test prep, so that, shall we say, no child is left behind. Schools’ futures and funding depend on the number of students who fall into performance bands like "Advanced," "Proficient," and "Approaching Basic" based on bubble sheets and number two pencils. But this is not the rant you think it is. Let’s get one thing straight from the beginning: As a former high school teacher, I’m not opposed to standardized testing. Schools used to be gatekeepers of knowledge, and memorization was key to success. Given this argument, many entrepreneurs see a disruptive opportunity to "democratize" education, meaning that everyone now has a platform from which to teach, and anyone can learn anything anywhere anytime. Yet there is an inherent bias in the promise of these new platforms that favors extraordinarily self-directed learners. Which brings me back to my original point.
How Schools Can Teach Innovation cating Innovators: 25 Ways to Prepare Students for a Changing Job Landscape Real Innovation: What It Really Is, and How to Really Do It (Really) Posted on behalf of Bill O’Connor, who works in Corporate Strategy at Autodesk, and runs The Innovation Genome Project, which researches the top 1,000 innovations in world history looking for insights people can apply to their day-to-day work. I know you have Tweets to write, and pigs to kill with birds, so I’ll cut right to the chase. We’re all going insane with this “innovation” stuff. Consultants. Even the high-powered, high-IQ dudes who run America and China, respectively, can’t stop chanting the “I” word like sorcerers. So the relevant, two-chambered question here is: 1. So here, without further ado, is a fairly contrarian perspective on what innovation is, plus a practical way to actually do it… [WARNING: Practical, Field-Tested Concepts Ahead]
Solutions | Top 7 reasons for lack of creativity in an organization Summary: Leadership is crucial for defining a shared vision and generating buy-in from employees.C-level managers are responsible for creating a learning organization that values systems thinking, craftsmanship, and team learning.C-level managers must design an organization whose structure, processes, metrics, rewards, and talent align with the organization’s mission.Managers are responsible for creating a well-trained, well-organized, well-managed company. If people require constant supervision then management has failed to do its job. Last year, the new CEO at a client decided to leapfrog existing competitors by creating an innovative product; a product that would attract customers and cause competitors to play catch-up. A team that included the best developers, in the company, was hand-picked; the business was told that cost was not a concern; and the group was secluded from the day-to-day madness and allowed to focus on getting the job done. Lack of a compelling vision In conclusion
It's Not What Natives Do, It's Why They Do It - Digital Education During last night's opening keynote here at ISTE 2012 in San Diego, education creativity merchant Ken Robinson suggested that emphasizing the line between digital natives and digital immigrants may actually do more to discourage the modernization of education than encourage it. But in a lecture this morning, David Warlick of The Landmark Project said understanding the difference between the two populations can be beneficial if educators come to comprehend not only the media preferred by digital natives, but why they prefer it. For example, instead of simply trying to implement video games into a class because kids enjoy video games, teachers should instead try to discern the elements of video games students enjoy, be it the responsiveness, social connection, or agency, and weave those into pedagogy any number of ways. The former teacher and current education consultant also suggested concrete ways in which the 21st-century culture has shifted and to which education must adapt.
Éducation: la France dépense trop pour des résultats médiocres Masse salariale, agents administratifs, nombre d'écoles : selon une étude de l'Ifrap, la France consacre 30 milliards de plus que l'Allemagne et le Royaume-Uni à ce secteur. Dans une note inédite et coup de poing, la fondation pour la recherche sur les administrations et les politiques publiques (Ifrap), un think-tank classé à droite, frappe fort en décidant de s'intéresser aux raisons pour lesquelles la France dépense tous les ans «30 milliards de plus» que le Royaume-Uni et l'Allemagne pour ses écoles, ses collèges et ses lycées. Si la fondation a comparé ces trois pays, c'est parce qu'ils comptent environ le même nombre d'élèves scolarisés (10,5 millions) et parce qu'ils obtiennent à peu près les mêmes résultats dans Pisa, une enquête internationale menée tous les trois ans auprès des jeunes de 15 ans et destinée à évaluer leurs «compétences» scolaires dans diverses disciplines. Le deuxième facteur de surcoût est moins connu.
Create, Engage, Assess through Mobile Devices. | Interactive Lessons | Mobile Learning | Apps for Education | iPads in the Classroom NCLB Outrages What No One Said About NCLB Profiteering (Except the People Who Were Saying It) Recommended: Subscribe to Extra!, a hard-hitting monthly magazine of well-documented media criticism. Extra! You can also follow them on Twitter @fairmediawatch by Peter Hart New York Times columnist Gail Collins had a good critique of standardized testing and the No Child Left Behind law (4/28/12), weighing in on the Pineapplegate controversy about a bizarre question that appeared on a New York English exam. She writes: We have turned school testing into a huge corporate profit center, led by Pearson, for whom $32 million is actually pretty small potatoes. Indeed. This is the part of education reform nobody told you about. And in fact it was being written about. Metcalf pointed out: And, not surprisingly, the Bush legislation has ardent supporters in the testing and textbook publishing industries.
The Four Worst Innovation Assassins - Scott Anthony by Scott Anthony | 12:08 PM April 18, 2012 Is there a corporate leader who doesn’t extol the virtues of innovation these days? Yet if innovation is so important, why do so many companies have so much trouble with it? The reflexive response is that it is a human capital problem — that is, that most people just don’t have what it takes to successfully innovate. I reject that view. Academic research in fact shows that almost anyone can become a competent innovator (with sufficient practice). Those people can only be effective in the right context, but, ironically, many of the things leaders do to encourage innovation actually kill it. 1. Instead, consider issuing highly-focused challenges. 2. As an alternative, executives should ask a small number of people to spend a significant amount of time on innovation. 3. Instead of shooting for the moon, executives should encourage what author Peter Sims calls “little bets.” 4. The best companies manage innovation in a disciplined manner.
Fixing College Through Lower Costs and Better Technology NO matter what the University of Virginia’s governing board decides today, when it is scheduled to determine the fate of the university’s ousted president, Teresa A. Sullivan, the intense interest in the case shows how much anxiety surrounds the future of higher education — especially the question of whether university leaders are moving too slowly to position their schools for a rapidly changing world (as some of Ms. Sullivan’s critics have suggested of her). There is good reason for the anxiety. The almost insatiable demand for a college credential meant that schools could raise their prices and families would go to almost any end, including taking on huge amounts of debt, to pay the bill. Students were not the only ones to go deeper into debt. Other information industries, from journalism to music to book publishing, enjoyed similar periods of success right before epic change enveloped them, seemingly overnight. One urgent need is to make better use of technology in the classroom.
TED talk : comment les cours en ligne révolutionnent l'enseignement Vous souhaitez suivre un cours de physique par un éminent professeur de Harvard ? Pas de problème ! Un clic et c'est parti . Même pas besoin d'ouvrir son portefeuille. Bienvenue dans l'univers des MOOC . Ces cours en ligne ouverts et massifs se multiplient sur la toile, et connaissent un succès retentissant. Daphne Koller a confondé Coursera , une des plus importantes plateformes de cours en ligne. "Nous pouvons collecter chaque clic, chaque travail soumis, tous les posts des dizaines de milliers d'étudiants sur le forum. TED Global / Juin 2012 D'autres conférences TED tech & solidaires : > L'open data au service de l'aide internationale > L'artisanat technologique au service des plus pauvres > L'humanitaire à l'heure du numérique
LE FUTUR DU LEARNING – VOL.1 : les ancêtres des MOOCs Dans cette série en trois parties sur le futur du Learning et les MOOCS, nous nous intéressons aux écosystèmes existants d’éducation ouverte et gratuite, vieux pour certains de plusieurs siècles (I). Nous dessinons ensuite un état de l’art actuel, et notamment la stratégie des acteurs traditionnels, les universités, pour épouser ce moment d’ouverture (II). Pour conclure en expliquant que si les MOOCs veulent changer le monde, il faudra commencer par l’expérience utilisateur et le design éducatif (III). INTRODUCTION par Antonin Torikian, Project Director chez FABERNOVEL 27 milliards d’euros. C’est le marché annuel de la formation professionnelle en France. 50 000, c’est le nombre d’organismes de formation. 22 millions, le nombre d’individus en France qui bénéficient des dispositifs de formation continue financés en partie par l’Etat et Pôle Emploi. Nous croyons que les MOOC constituent un véritable vecteur de transformation numérique des entreprises mais aussi de l’économie française.