he Design Initiatives team collaborates with partner school districts and community organizations, as well as with Mary Lou Fulton Teachers College students, faculty and staff, to develop innovative solutions to the “wicked” problems in education. To
achieve this, we use an intentional, collaborative, open-ended design process that values local context, diverse perspectives, intrapreneurial thinking and iterative testing of solutions.
“Everyone designs who devises courses of action aimed at changing existing situations into preferred ones.” — Herbert Simon
LSI provides standards-based, research-driven tools, technology, books, and professional development solutions for school improvement, school turnaround, school transformation, student-centered classrooms, observation and evaluation, curriculum, and leadership practices, resulting in rapid gains in student learning.
People in the tech world love to say that everybody should learn to code — and there are a lot of good reasons to pick up the trade: earn a higher salary, understand the implications of A.I. and…
IBM is transforming the learning experience with cognitive solutions that help educators gain insights into learning styles, preferences, and aptitude of every student.
Sana utilizes artificial intelligence to closely personalize content to the needs of each student. We offer real-time content recommendations for forward-thinking education companies around the world.
The Master’s Degree Programme in Education Entrepreneurship is offered by the Oulu University of Applied Sciences in Finland. The programme bridges the fields of education, entrepreneurship, design and innovation. It focuses on a hands-on approach to support new innovations in education such as building education technology startups or social impact initiatives, and leading innovation in educational organizations and companies. Participation in the program will support professionals to access opportunities and networks in the global education innovation community (pedagogical and business). The cohort is expected to be interdisciplinary and international with the program completed in a collaborative and working-life focused learning environment.
The degree is offered as a one-year, 60 ECTS credit blended learning experience (face-to-face and online) in English. In other words, it is expected that student's of this program will continue to work as professionals while completing the program.
The degree is targeted to individuals interested in moving more deeply into the global edtech industry and to gain the competencies and networks to develop education innovations within their workplaces anywhere around the world and in some cases to support their own startups. Participants are expected, but limited to, being educators, school administrators, trainers, professionals from technology, media or publishing companies, or existing entrepreneurs wishing to pivot towards Edtech.
BC Open Textbooks
Open Textbooks Adapted and Created by BC Faculty
The BCcampus Open Textbook Project contributes to the development of an open future for teaching practices and educational resources.
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OGETHER, WE ARE TRANSFORMING HIGHER EDUCATION
The Open Textbook Network (OTN) promotes access, affordability, and student success through the use of open textbooks.
We believe in the power of open education to transform higher education. Open textbooks not only contribute to student academic success, but also offer faculty the chance to reclaim their courses based on their expertise.
The leadership, actions, and results of our network members drive this transformation, and OTN connects these efforts to pool expertise and promote best practices. Be a part of our community of schools, universities, and institutions making a difference in higher education. Learn about the benefits of membership, get in touch to join, or visit the Open Textbook Library (OTL).
מרכז שוורץ/רייסמן לחינוך מדעי, רחובות (מש/ר) משמש קמפוס מדעי לבתי הספר העל-יסודיים ברחובות ובנס-ציונה. המרכז פועל מספטמבר 2013, וכיום לומדים בו מעל 1,000 תלמ...
The recent release of the Next Generation Science Standards (NGSS) offers a new challenge and opportunity for science. Science practices are the social interactions, tools and language that scientist use as they construct, evaluate and communicate scientific knowledge. The effective integration of science practices into classrooms can better support a wide range of students, including those typically underrepresented in science, to develop greater scientific literacy.
Effective integration of science practices in classrooms requires instructional leadership to support that change. Instructional leaders can include a variety of different individuals including, but not limited to, school principals, district leaders, coaches and lead teachers. The ILSP team is developing tools to support instructional leaders in the science practices.
Vision
Our vision for supporting instructional leaders in their work with teachers to improve science teaching and learning stems from our approach to instructional supervision and science instruction.
Our orientation to supervision is rooted in the importance of strong instructional leadership. We seek to support leaders in their work with teachers as they promote a growth mindset, foster frequent and ongoing opportunities for feedback, sustain a commitment to teacher development over time, and engage in collaborative practices.
The STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS). Each tool is focused on a specific issue and leverages the best knowledge from research and practice. Under the News section, you can learn a bit more about how you might use them. This article provides background on this effort. Review more resources in our Tools area and check out the online "short courses" shown below.
Mursion is the virtual training environment where professionals practice and master the complex interpersonal skills to be effective in high stakes careers.
לפני שנתיים השיק משרד החינוך תוכנית המבקשת להתמקד פחות בציונים ולהפוך את הלימודים לרלוונטיים יותר לתלמידים. סקר שנערך בקרב מורים ותלמידים מגלה חוסר שביעות רצון בשני הצדדים
Design for Change equips children with the tools to be aware of the
world around them, believe that they play a role in shaping that world,
and take action toward a more desirable, sustainable future.
Banksy visited the 2 mile square Jungle Camp, in Calais, just before I did. He left this image. It's Steve Jobs, a man who was a famous, creative, inspiration to millions of people. A man who was also a Syrian refugee, who found a home in the States and embodied the American Dream. Many of the streets he…
The Go-Lab Project (Global Online Science Labs for Inquiry Learning at School) opens up online science laboratories (remote and virtual labs) for the large-scale use in school education. The overall aim of the project is to encourage young people aged from 10 to 18 to engage in science topics, acquire scientific inquiry skills, and experience the culture of doing science by undertaking active guided experimentation.
To achieve this aim, the Go-Lab project creates the Go-Lab Portal allowing science teachers finding online labs and inquiry learning applications appropriate for their class, combining these in Inquiry Learning Spaces (ILSs) supporting particular lesson scenarios, and sharing the ILSs with their students. Using the ILSs, the students receive the opportunity to perform personalized scientific experiments with online labs in a structured learning environment.
A joint MIT and Harvard University report, one of the largest investigations of massive open online courses to date, provides new insights into MOOC behaviors: many teachers enroll, learner intentions matter, and cost boosts completion rates.
This fall, MIT Professor Shigeru Miyagawa flipped his classroom as he taught two versions of Visualizing Japan to two distinctive audiences at the same time. He co-taught the massive online open course (MOOC) VJx on edX, as well as the residential version of the course, 21F.027, to students at MIT. The students in the residential class were assigned the MOOC video lectures and quizzes to complement their classroom work.