I created wiki with information and material from this session for you to interact.
You can find more information on the wiki as well as Conference post festum at Belgrade and Beyond blog.
My presentation is at SlideShare, under CC licences. Feel free to comment, download, interact.
My blog - Belgrade and Beyond
Flickr photo set of the Conference is here.
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photo credits: Frank Kresin
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Last changes by Danica Radovanovic
Sustainable Answers through Experimental Learning
Butterfly Works is a foundation and do-tank, working to develop sustainable answers to social problems around the world. We partner with ngos, public and private parties, educational institutions
and individual creators.
Butterfly Experiential Learning designs processes wherein young people, through self-expression, group work and case studies explore skills for quality living. Facilitated by people and media. Topics of orientation are sexual health (Nigeria), alternatives to violence (South Africa) and children’s rights (India); in a broad but local context.
I will give an Introduction of Learning about Living from Nigeria, Extract of video on testing and content development workshop, South Africa. Followed by an interactive session where participants experience a typical session on alternatives to violence.
Informal Learning and the Digital Divide
The Amsterdam computer clubhouses are part of international network for clubhouses. In more than hundred clubhouses all over the world young people from the age of 10 to 18 years and from underserved communities develop ideas and use multimedia and IT to realize them.
In the year 2000 the first clubhouse in Amsterdam Slotervaart was started. A few hundred youngsters from different ethnic backgrounds became part of the clubhouse community and visited the clubhouse after there school hours. The clubhouse approach focuses on what kids want and what they can. It’s not curriculum driven on the contrary the key words are: creativity and development of your own products (raps, animation, websites, video etc.).
In this presentation the experiences of the last six years will be discussed.
A Bank of Common Knowledge
The Bank of Common Knowledge (BCK) is a pilot experience dedicated to the research of social mechanisms for the collective production of contents, mutual education, and citizen participation. It is a kind of laboratory platform where we explore new ways of enhancing the distribution channels for practical and informal knowledge, as well as how to share it.
BCK is organized as an open source model of knowledge transfer, a laboratory for inventing and trying out new forms of production, education, organization and distribution, involving new roles for producers and receivers, experts and amateurs, teachers and students.
For more information watch this:
http://openserver.cccb.org/bcc/capsulas/49/
Lifelong Competence Development
In this session we will present and discuss our pedagogical models for lifelong competence development, which we have developed within the TENCompetence project (www.tencompetence.org). First, we will present the basic concepts of lifelong competence development in a concept map.
After that we will discuss how, using what pedagogical - or better: organisational - models, lifelong competence development can be supported. Finally, in an attempt to ‘teach what we preach’ we will involve the participants in a reflection game, in which they reflect on what they have learned.
Long Tail in Education
Hans Pronk - The slides of our presentation can be found on the
following link.
NB: some more info (in Dutch).
The Long Tail in Education
Changes in environments: education in world 2.0, the Long Tail in education
• Each student will have his/her personal curriculum, enabled by tools in Education 2.0
• Current organization of education based on Paretho’s principle, the new tools enable the Long Tail approach with low search and distribution cost. The cost of another unique, personal curriculum is almost equal to the cost of a Paretho based average curriculum.
Truth is negotiable
• Both professionals and prosumers alike can/will produce all types of content,
• Not all materials have enough quality but producing content is a learning experience in itself.
• The projects in the KN-SURFnet program have given insights in how to organize this processes in an educational setting
• Producers have access to professional equipment at very low cost, anyone with talent can reach a large audience
• New tools make huge amounts of data, or maybe even information, available at very low costs
• New tools offer ways to communicate about these vast amounts of material
• Students must learn to cope with these large amounts of sometimes contradictory information and find the ‘truth’ in that.
• Consumers have access to high quality search functionality and are not limited by high distribution cost when acquiring materials
Bringing statistics to life through an interactive world map
Statistics often confuse and bore people rather than educate them. Hans Rosling has recently proved that this need not be the case - the video of his presentation of the Gapminder software that brings statistics to life has been seen by half a million people around the world since last year. This workshop will introduce a similar interactive tool inspired by Gapminder, which aims to make statistics more interesting, accessible and educational through a graphical interface centered around an interactive world map. A topic for discussion is how graphical user interfaces can make statistics and information in general, more interesting, accessible, and educational.
Paulo Freire meets Tactical Media
Here you can find our presentation on MetaReciclagem. An exploration of an interactive new way to produce knowledge and culture, which is sustainable with the use of free and open source software.
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