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The European Commission congratulates Lithuania and Luxembourg for the first ever cooperation agreement on the statistical transfer of renewable energy amounts as stipulated in the Renewable Energy Directive. The agreement signed today (26 October 2017) helps Luxembourg achieve its national renewable energy target for 2020 by receiving a statistical transfer of a specified amount of renewable energy produced in Lithuania. Lithuania reached its national renewable energy target for 2020 in 2015 and aims to further develop renewable energy in its economy.
This agreement shows that these cooperation mechanisms give EU Member States greater flexibility to reach their renewable energy targets, providing them with a useful tool to jointly develop renewable energy potential in a mutually advantageous way. In this way, countries with more cost-effective and abundant potential in renewable energy can help other countries reach their national targets, as well as help the EU as a whole achieve the 20% renewable energy target in 2020. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/luxembourg-europe/?&tag=ENERGY
Via Gust MEES
Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, we set out to discover the features of effective PD. This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/?s=coaching https://gustmees.wordpress.com/?s=professional+development
Via Gust MEES, Rosemary Tyrrell, Ed.D., juandoming
Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads. 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 Gust MEES, Giselle Pempedjian
4. Artificial stupidity. How can we guard against mistakes?
Intelligence comes from learning, whether you’re human or machine. Systems usually have a training phase in which they "learn" to detect the right patterns and act according to their input. Once a system is fully trained, it can then go into test phase, where it is hit with more examples and we see how it performs.
Obviously, the training phase cannot cover all possible examples that a system may deal with in the real world. These systems can be fooled in ways that humans wouldn't be. For example, random dot patterns can lead a machine to “see” things that aren’t there. If we rely on AI to bring us into a new world of labour, security and efficiency, we need to ensure that the machine performs as planned, and that people can’t overpower it to use it for their own ends. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Ethics http://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?tag=Artificial+Intelligence
Via Gust MEES, Andreas Christodoulou
At the Nueva School in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff. Learn more: - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Design-Thinking - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Learning+2+Learn
Via Gust MEES, Norman René Trujillo Zapata, Lynnette Van Dyke
Conclusion
Even though these weeks were considered a maker education summer camp, there was an expectation from the school and parents that the learning activities incorporated the expectations and rigors of a classroom environment. I could easily identify cross-curricular state and common core standards even though I never taught to THE standards. Never during the sessions were the young learners formally testing, asked to be quiet or sit still, or asked to finish quickly so we can move on. Yet, I believe each of the kids would say that they learned lots . . . . and had fun doing so. Young makers are more capable than what people (adults) typically believe.
Instead, the making learning activities were structured to honor natural ways of learning along with developmentally appropriate practices. Sadly, it appears that some of these natural ways of learning were “conditioned” out of the young learners through more formalized education as I identified in my observations. Incorporating making into a learning environment teaches lifelong learning skills such of perseverance, love of learning, working with others, and embracing challenges. Learn more: - https://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/ - https://gustmees.wordpress.com/2014/08/24/coding-a-new-trend-in-education-and-a-big-responsibility/ - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck
Via Gust MEES, Educational Peaks, Stephania Savva, Ph.D
Stanford researcher Carol Dweck, in studying motivation and perseverance, found that children can be separated into two categories: those with a fixed mindset believe that their successes are a result of their innate talent or smarts; and those with a growth mindset believe that their successes are a result of hard work.
Children with a growth mindset see intelligence as something that can be cultivated: the more learning they do, the smarter they become. Those with a fixed mindset see themselves as either smart or not smart and believe that their intelligence cannot grow; no matter how hard they work. When children with fixed mindsets fail, they feel trapped and start thinking that they must not be as talented or smart as their peers.
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck
Via Gust MEES, Educational Peaks
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The Ministry of National Education, Children and Youth has just launched "eduBoard", a new application for all students in vocational training.
Accessible at www.eduboard.lu, the dashboard allows each student to follow their training course and individual progress online, whether registered in a DT (technician's degree), DAP (Vocational qualification) or CCP (certificate of professional competence).
EduBoard allows students to see how many modules they must follow during training, how many modules are already completed and which remain to be completed in order to successfully finalise the different stages of their progression. The information in "eduBoard" is updated semi-annually at the end of the class councils.
Access to the eduBoard is strictly personal and secured by means of the Identity and Access Management (IAM) identity and access management system set up by the Education Management Information Center (CGIE) of the Ministry of National Education, Children and Youth. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/luxembourg-europe/?&tag=Digital+4+EDUcation http://www.scoop.it/t/luxembourg-europe/?&tag=Education
Via Gust MEES
The European Commission has just published the final report of the study "ICT for Work: Digital Skills in the Workplace" on the impact of information and communication technologies (ICT) on the transformation of jobs and skills. The evidence shows that digital technologies are used in all types of jobs, also in economic sectors not traditionally related to digitisation e.g. farming, health care, vocational training and construction. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digital+Skills
Via Gust MEES
Thinking about Thinking Optimizes Learning
Most teachers know that if students reflect on how they learn, they become better learners. For example, some students may think and process information best in a quiet library; others may focus better surrounded by familiar noise or music. Learning strategies that work for math may be different from those applied in the study of a foreign language. For some, it takes more time to understand biology than chemistry. With greater awareness of how they acquire knowledge, students learn to regulate their behavior to optimize learning. They begin to see how their strengths and weaknesses affect how they perform. The ability to think about one’s thinking is what neuroscientists call metacognition. As students’ metacognitive abilities increase, research suggests they also achieve at higher levels.
Metacognition plays an important role in all learning and life experiences. Beyond academic learning, when students gain awareness of their own mental states, they begin to answer important questions: How do I live a happy life? How do I become a respected human being? How do I feel good about myself? Through these reflections, they also begin to understand other people’s perspectives. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=reflection http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Psychology http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Metacognition
Via Gust MEES, Andreas Christodoulou
Say you want to create the next generation of voice recognition-enabled, AI-ensmartened, buzzword-laden gadget. The fist thing you need to do is pick a platform. Arduino isn’t powerful enough. The Raspberry Pi works great for prototyping, but going from Pi to production is a many-step process. Next Thing‘s Chip Pro is stepping up to fill the gap with a smart development kit for IoT creators. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Internet+of+Things
Via Gust MEES
Shifting to “Learn by Doing” Becker of NMC says just as the role of the teacher is switching from “sage on the stage” to one of a coach or guide, there is a shift from rote to active learning. To foster skills of teamwork and collaboration, online education is incorporating group projects and hands-on labs to help students think more critically and retain the content. Building on the concept of “learn by doing,” online education is expanding to connect students from around the world to learn together and meet professionals. Morris is also executive director of the Center for Interactive Learning and Collaboration, which partners with more than 200 cultural organizations, such as art museums, to offer real-time interaction with experts in various fields. This exposure can help answer student questions about the relevance of a geometry class, for instance. “To answer the questions of why you are doing it is key,” says Morris. “[Students] are motivated when they understand and have a reason to understand the material.” Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching
Via Elizabeth E Charles, Yashy Tohsaku, Gust MEES, Andreas Christodoulou
There is no leadership, personal or organizational, without listening. In fact, ability to truly listen (and not just hear) is the foundation of having a conversation, building trust, influencing others, resolving conflicts, driving your vision, building relationships, implementing change and... Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=listening
Via Gust MEES, xavier suñé
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Learn more / En savoir plus / Mehr erfahren:
http://www.scoop.it/t/luxembourg-europe/?&tag=ENERGY