CCK12 #LAK12 From Information Attention, Abundance to Engagement. Here is Marty Kaplan’s presentation on From Attention to Engagement. I would like to vote it as one of the best presentations on media, entertainment and technology I have ever watched. To me, it is a GREAT presentation. Some key points: Power The power to occupy attention = political power The power to occupy attention = economic power User Generated Content is growing. Technology has created - new platforms - new content - new competition - new autonomous audience Engagement - awareness and intention - appreciation - behavior “The future is already here. Big data Big Democracy Analytics as Engagement “Data is the new creative” Transnational taste communities From Big Data to My Data Privacy and Ownership is important Instead of Push journalism, think about Pull journalism. Amusing Ourselves to Death. Attention is monetized. Postscript: Here is his presentation last year. Like this: Like Loading...
Www.equip123.net/docs/e3-beninfinal.pdf. Www.equip123.net/docs/e3-guyanafinal.pdf. Www.equip123.net/docs/e3-YSP.pdf. Www.equip123.net/docs/e3-CYM.pdf. Issue paper for Session 1 - Employability: Education, skills development and technology. Bridging knowledge gaps Globalization places a high premium on education and skills Globalization has intensified international competition between companies and countries in products and services, their design, distribution and cost. As a consequence, it has placed a premium on developing a high-quality labour force. Demand has increased most for professionals, technicians, managerial staff and skilled and educated production workers and office staff able to perform tasks to standards, continuously innovate and improve processes and products through the application of new technologies. At the same time, new thinking about how people learn is being used to adapt education and training systems and improve the competencies and employability of the workforce.
Competence is a broader concept than skill, embracing the abilities of individuals to apply and adapt their knowledge, understanding and skills in a particular occupation and a given working environment. Issues for discussion 1. 2. EFA Global Monitoring Report | Education. Education - Secondary Education - Key Issues.
Today, the demand for secondary education worldwide is soaring due to progress towards universal primary school completion, large cohorts of young people searching for the key to a better life, and the global demand for an increasingly sophisticated labor force. This heightened demand for secondary education is accompanied by the need to respond to the twin challenges of “increasing access to” and, at the same time, “improving quality and relevance of” secondary education. These two overarching themes run through all other issues in secondary education.
A key policy objective of the World Bank is to ensure that both access and quality are increased for those generally excluded by poverty, ethnicity, gender, and other factors. The World Bank has identified the following as key issues in secondary education: Quality and Relevance Source: World Bank policy paper, “Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education” Equal Opportunities International | Improving access to secondary education in Kenya: what can be done? Www.uis.unesco.org/Library/Documents/global_education_digest_2011_en.pdf. International goals. The UIS is the official source of data used to monitor Education for All (EFA) and the education-related targets of the Millennium Development Goals (MDGs) as well as related international initiatives. Tracking progress towards EFA The Institute is the main data source for the EFA Global Monitoring Report (GMR), which provides an annual assessment of the world’s progress towards achieving the six Dakar goals adopted in 2000 at the World Education Forum.
We work in close cooperation with the Report team and provide extensive information on students, teachers, adult literacy and education expenditure, as well as the number of children out of school. The UIS produces international monitoring indicators based on its annual education survey in more than 200 Member States and territories. In addition to collecting data, the Institute develops new statistical and monitoring tools to better assess progress. Tracking progress towards the MDGs Monitoring is a key component in this process. Goal 2. Disparities Hinder Access to Secondary Education for Young People. (c) I.Phetsiriseng Understanding the challenges facing access to secondary education in the Asia-Pacific requires much more than solely analyzing enrolment rates, but calls for a more comprehensive examination of many and multiple factors—including gender, socio-economic, ethnic and rural-urban disparities.
Universalizing primary education has been an important endeavour for all countries in the international community. However, there has been increasing awareness to indicate that universalizing primary education alone is not sufficient to achieve developmental goals. Countries need to expand access to secondary education significantly to respond to the rapidly changing knowledge-based society. Addressing access to secondary education in the Asia-Pacific requires the understanding that the region is immensely diverse—including the coverage of secondary education.
To help increase access and address the disparities, there are many policies that governments can utilize. Author: Hai Tiet. Www.mp.gov.rs/resursi/dokumenti/dok7-eng-ETF_Secondary_education_in_OECD.pdf. Www.cipe.org/publications/flyers/pdf/thematic/youth.pdf. About Us | Empower Orphans. Grand Kids. Northern Starfish.
A conversation on TED.com: How can we empower kids to reshape the education system? *A TEDActive Education Project Question* | 21st century learning. Generation Waking Up: Igniting a Movement. World Teachers' Day 2011. 10,000 Young People: Designing the Future. Ever wondered what 10,000 young people could do to solve some of the world’s greatest problems? That’s what NoTosh is wanting to find out this month as we help reinvent the world’s most important ICT event, ITU Telecom World 11. The October 24-27 event is the flagship meeting of the world’s telecoms industries, brought together by the International Telecommunication Union (ITU), the specialised United Nations agency responsible for information and communication technologies.
In the run up to the event, and during it, we’ll be showcasing the ideas of young people, aged 8-18, alongside the debates, panels and corridor discussions of these influential delegates. I recall how I felt after attending WISE a few years ago, a little numb with all the talk and a firm realisation that the conference was too far removed from the experiences of teachers and students.
I am confident that this will be different. Youth Forum - 2011. As the unique regular platform, within the UN System, allowing youth to submit recommendations to Member States representatives at the highest decision-making level, the UNESCO Youth Forum held from 17 to 20 October 2011, brought together more than 500 youth voices from across the world to debate “How youth drive change”. From the Arab Spring to the many youth-led social innovation projects implemented in their communities, the Forum showcased the important contributions that young women and men can make towards peace, democracy and development. The Forum was also the first global UN event after the end of the International Year of Youth on Dialogue and Mutual Understanding that took stock of the achievements of the Year and discussed the way forward. Rallying the support of high profile figures and partners, such as UNESCO Goodwill Ambassadors Nizan Guanaes and Forest Whitaker, the UN Youth Champion Monique Coleman and author Paulo Coelho, it was innovative in many ways.
Ludovia 2011 : le numérique et les universités L’université est une matrice où l’on se sent mal à l’aise, mais où règne une certaine sécurité. (Robert Escarpit) Ludovia fait une large place à la communauté scientifique. Parallèlement aux présentations, tables rondes, barcamps et autres, un colloque scientifique a cours. Ayant négligé ce rassemblement, j’assiste à une tale ronde sur l’immixtion du numérique dans les universités. La complexité des architectures numériques découle naturellement de la taille et l’étendue d’une institution. Or, la stratification des structures ne facilite pas l’évolution organique d’un organisme, avec toute la souplesse nécessaire au changement. Albert-Claude Benhamou, fidèle à sa vision humanitaire, souligne l’importance d’offrir le savoir universitaire au profit de tous, et pas seulement à une communauté repliée sur elle-même.
La table a basculé au moment où Éric Delcroix, de l’Université de Lille, a contredit les autres membres de la table ronde.
Google. Superhero School: An Epicenter for Disruptive Innovation. I put a short post up a few days ago in an online group I’m in, with the above image and this brief description: superhero school. center for disruptive innovation. continuous learning zone. collective intelligence. live/work startup incubator. community center. hackerspace. makerlab. autonomous zone. permaculture and sustainable food production. cooperatively owned communications infrastructure. resilience. r&d lab. a place for creative troublemakers. hudson valley. i want this to exist. It blew up to over 100 comments in less than 48 hours, with many people sharing their own thoughts and plans and existing initiatives to create similar things in their areas. I was inspired! Is this an idea whose time has come? If you take a look around the world right now, you will see that this is already happening.
Everywhere. The particular location pictured above which has captured my imagination is right here in Beacon, NY, an estate vacant for 12 years now, sitting on 63 lovely acres of property. Not Just Slacktivism: Youth Become More Engaged Offline, Too. As Facebook and Twitter have come to play a larger role in getting the word out about issues such as unrest in Egypt, much of what is done using these social tools — particularly by younger users — has been criticized as “slacktivism.”
In other words, it is seen as just empty gestures such as changing an avatar or posting a status update, rather than real activism around social issues. But a new study from the University of California has found that younger Internet users become more socially engaged in the real world, not just online. And the study also indicates that being online exposes younger users to more diverse viewpoints, in contrast to the view of the web as a political or social “echo chamber.”
The study, which was done by the university’s Humanities Research Institute, involved more than 2,500 high-school students, of which 400 were followed for a period of up to 3.5 years — making it one of the longest surveys of its kind. Related GigaOM Pro content (sub req’d): GLOBAL: OECD ministers debate education for new skills. The kinds of skills workers need are changing rapidly, and education and training systems must adapt to equip young people for different kinds of jobs, new technologies and unforeseen problems. Teachers, as the key professionals on the front line, are facing new demands and expectations. Meanwhile, countries are grappling with multiple effects of the global financial crisis. These were among issues discussed at the Education Ministerial Meeting of the Organisation of Economic Co-operation and Development in Paris last week, which focused on the theme Investing in Skills for the 21st Century: New challenges. Ministers from 38 countries attended the meeting, including 32 OECD members and accession candidate countries Estonia and the Russian Federation, 'enhanced engagement' countries Indonesia and South Africa, as well as Egypt, Romania and representatives from the European Commission, Unesco and the Council of Europe. jane.marshall@uw-news.com.