By Andrea Buforn on Aug 14, 2018 2:42:36 PM
This year, our very own Graham Brown-Martin (Chief Education and Product) and Dr William Rankin (Director of Learning and Research) have each submitted a panel proposal , and you can vote for them until Thursday, August 30th. To help us make the panels a reality, create an account and cast your vote today!
Education and the Fourth Industrial Revolution
We are on the precipice of what the World Economic Forum calls the Fourth Industrial Revolution. This new era will be defined by AI, automation, ubiquitous connectivity, mobile supercomputing, intelligent robots and self-driving cars. Medical science will be revolutionised by neuro-technological brain enhancements and genetic editing. What do these mean for the future of work, social agency and education? Graham Brown-Martin considers the opportunities, exciting possibilities, and significant challenges of the fourth industrial revolution and how our global education systems can respond.
- What does the fourth industrial revolution mean?
- How can we go beyond the traditional passage of information in order to acquire deep understanding of a subject?
- How pi-top fits into the Learning by Making revolution.
Vote and find more details here
Ten Rules for Designing Effective “Maker" Learning
In many schools around the world, people learn by 'instructionism': a teacher delivers information to the students, whose job is to record, memorise, and repeat that information back in homework and exams without any alteration.
The “maker” movement has been touted as an antidote to many of today's challenges in education, but many educators don’t have a clear sense of how “maker” learning works. Dr William Rankin will also introduce participants to a central rationale for instituting “maker” learning. Faced with the flood of media that characterizes the Third Age of Information — some valuable, some meaningless, some real, some fake — “maker” learning provides a direct response to the Third Age’s central challenge: evaluation. When learners make, they hone important skills for analysis and discernment, developing the critical and creative skills necessary for solving real challenges and for engaging the world beyond school.
- This session will introduce participants to a central rationale for instituting “maker” learning.
- This session will provide 10 core principles teachers and schools can use to design meaningful, effective “maker” learning experiences.
- “Maker” learning provides a direct response to the Third Age’s central challenge: evaluation.