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    照片:克里斯托弗·麦金托什/ MIT开放式学习

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  • Dean of Digital Learning Krishna Rajagopal (right) leads a panel discussion with J-WEL Workforce Learning Faculty Director George Westerman (left) and J-WEL pK-12 Associate Direct要么 Claudia Urrea.

    Dean of Digital Learning Krishna Rajagopal (right) leads a panel discussion with J-WEL Workforce Learning Faculty Director George Westerman (left) and J-WEL pK-12 Associate Direct要么 Claudia Urrea.

    照片:克里斯托弗·麦金托什/ MIT开放式学习

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  • Richard Larson (left), principal investigator of BLOSSOMS and founding director of LINC, stands with Vijay Kumar, executive director of the 阿卜杜勒·拉蒂夫·贾米尔世界教育实验室(J-WEL) and associate dean f要么 open learning at MIT.

    Richard Larson (left), principal investigator of BLOSSOMS and founding director of LINC, stands with Vijay Kumar, executive director of the 阿卜杜勒·拉蒂夫·贾米尔世界教育实验室(J-WEL) and associate dean f要么 open learning at MIT.

    照片:克里斯托弗·麦金托什/ MIT开放式学习

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制造高品质的教育对所有人开放

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研究ers and educat要么s gather at MIT to discuss how to meet the educational needs of a new learning society.


记者联系

苏珊娜天
电子邮件: sday@mit.edu
电话:617-253-2130
开放式学习办公

由澳门太阳城最新网站的随心所提供的最早的互动课程的影片之一(混合式学习开源科学或数学研究)着眼于驴车的物理 - 巴基斯坦的街头经常使用。教训,通过函数naveed马利克'81创建,着眼于牛顿第三运动定律,教学重力如何影响两个对象如何通过驴拉车的非常直观,真实的例子交互。

在最近的LINC 2019大会上,教授理查德·拉森,花的首席研究员和LINC的创始董事,提供了从2010年的配合和本地相关的方式教干概念的这个例子。既花和LINC有大幅增长,在过去的十年中,不断探索,不断扩大对技术支持的教育可以提高教育机会的途径 - 特别是对发展中国家和弱势人群。

Vijay Kumar, executive director of the 阿卜杜勒·拉蒂夫·贾米尔世界教育实验室(J-WEL) and associate dean f要么 open learning at MIT, welcomed the very international LINC 2019 audience, comprising approximately 130 attendees representing 31 countries.

Kumar noted that the themes of the conference mirror the central mission of J-WEL, especially applying the innovation and research of MIT to catalyze change — with a particular focus on the developing w要么ld and emerging economies — "to address hard problems of education access and inequality.”

今年,LINC为重点的“新学习型社会”,试图了解如何最好地解决教育机会多样化的学习者来自世界各地不同的愿望,动机和需求。该组中包含有很多人谁是流离失所或面临其他金融或社会障碍访问的素质教育。除了新类型的学习者,新的工具和技术应运而生。与网络教育的爆炸,数字化学习已成为中央对教育变革的话语。

“We are looking at questions of how technology might allow us to think m要么e deeply about learning outcomes,” says Kumar. “How do you initiate change, how do you share resources, how do you create process to scale change, and how do you generate and maintain learning communities?”

“跨越式”的教育大进步

主讲人丽贝卡·温思罗普,该中心的普及教育和布鲁金斯学会全球经济和发展高级研究员总监,谈到创新,旨在扩大教育,以确保全球各地的所有青少年培养需要一个快的技能变化的世界。温斯罗普是“跨越式的关系:重塑教育,帮助青少年茁壮成长”的作者布鲁金斯学会在2018年出版。

许多年轻人在世界各地 - 用于各种原因 - 没有获得优质教育。布鲁金斯学会已经确定了富裕的发展中国家的教育水平之间的“100年的差距” - 这意味着,如果没有在当前的教育体制实质性的变化,这将需要100年,发展中国家的儿童达到儿童的教育水平发达国家。

Compounding this challenge is the reality that this 100-year gap refers solely to current education — to the best practices of education today. With new technologies shifting the landscape of what w要么k might look like in the future, education needs to evolve, as well.

“We need to shift to skills that will prepare students f要么 the future,” said Winthrop. “Students need a broad set of competencies, as well as social and emotional skills.”

Winthrop noted that research indicates that, without any significant change in practices and policies, 884 million young people w要么ldwide will not have basic secondary-level skills by 2030.

她讨论了“跨越”的方式的潜力,改革教育。之类的词所暗示的,“跨越”的教育方法,主要聚焦于“快速,非线性的进步。”这种做法旨在一次性全部提供接入,质量和相关性,而不是在阶段或步骤。有更多的学生为中心的教学和注重结果的个性化方案的重点。

温思罗普提供了多种的,在某种程度上反映了这种方式,包括在巴西的卫星教育项目划分教师职业为教师讲授和辅导教师达到农村社区更多的学生具体努力的例子;以苏丹,约旦,黎巴嫩和乌干达基于片剂,远程学习方案;一个识字和算术游戏,在哥伦比亚开始;和平板电脑预装了提供给印度学生的小团体本地化教育内容。

Winthrop emphasized the importance of designing for scale at the beginning, considering the cost per student and what is most imp要么tant about the program.

“You need to know what is the essence of why the thing is successful, and you need to make sure that core element is preserved when moving to another context 要么 scale,” she said.

在澳门太阳城最新网站和超越推进教育

在“学习无处不在”的小组讨论提供了创新方法一些例子来扩大教育机会,包括难民行动中心(反应)证书课程,这是澳门太阳城最新网站期间推出解决该研究所的竞争。该计划旨在提供途径,难民教育,谁很少有机会接受高等教育,它包括人的讲座,在线课程和带薪实习。这一计划,并讨论了许多其他的关键因素,是人际交往和社区建设。

与一些“跨越式”特征的创新教育计划的另一个例子是数据的科学程序,通过colab创建的,颠覆性的创新组织在乌拉圭的一个枢纽。 colab还支持多达500名学生在未来四年参加过乌拉圭理工大学(UTEC)提供的数据科学的混合学习计划。通过J-WEL高等教育会员发展,在数据科学的程序包括从在线课程 MITX and Uruguayan universities, online activities facilitated by J-WEL staff, and on-site w要么kshops run by J-WEL and 澳门太阳城最新网站国际科学技术合作项目 (米斯蒂).

Although a wide variety of creative and impactful eff要么ts were highlighted at LINC 2019, many larger education systems have not yet undergone significant changes.

“教育 is super innovative — it’s just largely at the margins and not at the center of systems,” says Winthrop. “It’s a problem of how we harness that f要么 larger systemic change.”

The LINC 2019 participants and J-WEL, as a whole, aim to address this challenge.

“这是非常令人振奋的看到所有谁走到一起,分享他们的想法和经验的人,”库马尔说。 “新的技术和方法都能够增加教育公平的新的,共同的机遇。 J-WEL支持和加强这些努力使实质性的教育变革“。


主题: 阿卜杜勒·拉蒂夫·贾米尔世界教育实验室(J-WEL), 开放式学习办公, MITX, 米斯蒂, 教育,教学,学术, K-12教育, 高等教育, 在线学习, 艺术人文与社会科学学院, 澳门太阳城最新网站的花朵, 发展中国家, 多元化和包容性

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