Saturday, June 30, 2018
Friday, June 29, 2018
CfPs: International Conference "From Transmissive to Transformative Pedagogies: Digital Technologies for Fostering 21st Century Competencies" TECH2018 | 15-17 Nov, Visakhapatnam, Andhra Pradesh, India
From Transmissive to Transformative Pedagogies: Digital Technologies for Fostering 21st Century Competencies (TECH2018)
15-17 November 2018
Visakhapatnam, Andhra Pradesh, India
TECH 2018, UNESCO MGIEP's international conference, aims to showcase the role of games and digital learning in enabling a shift from "transmissive pedagogies" to "transformative pedagogies" to create peaceful and sustainable societies.
About UNESCO MGIEP: The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO's category 1 Research Institute that focuses on Sustainable Development Goal (SDG) 4.7 towards education for building peaceful and sustainable societies across the world. In line with its vision of 'Transforming Education for Humanity', the Institute employs the whole-brain approach to education, with programmes that are designed to mainstream SEL in education systems, innovate digital pedagogies and to put youth as global citizens at the centre of the 2030 agenda for Sustainable Development.
About the Conference: Building on the success of TECH 2017, UNESCO MGIEP will organise TECH 2018 to delve into the role of digital technologies in enabling a shift from "transmissive pedagogies" to "transformative pedagogies" to create more peaceful and sustainable societies. TECH 2018 aims at drawing a blueprint for harnessing pedagogical possibilities opened up by digital technologies, in order to contribute to enabling a revolutionary shift in education from individual content acquisition to collaborative intelligence.
Conference Objectives: TECH 2018 aims to:
- Provide a platform for dialogue and capacity building across gaming, digital pedagogy and education stakeholders, including students, teachers and young people;
- Showcase and demonstrate pedagogical possibilities opened up by gaming and digital technologies in enabling learners to develop 21st century skills and competencies to shape peaceful and sustainable societies;
- Critically reflect upon and articulate institutional and ethical implications of embracing digital solutions to education.
Theme 1: Transformative Gaming and Digital Pedagogies for SEL
The need for individuals, resilient and adaptive to rapidly changing environments, is the order of the day. The need for building not only intellectual intelligence but also emotional intelligence has never been greater. Recent research increasingly demonstrates what supporters of SEL have long advocated that students need to be "socially aware" and "emotionally-connected" for them to learn and for societies to flourish. In recent years, it has been demonstrated that SEL skills such as empathy, mindfulness and compassion can be explicitly taught and learned. Indeed, research suggests that SEL skills impact positively both academic performance and behavioural outcomes. UNESCO MGIEP promotes the idea that building both emotional and intellectual intelligence is key to achieving peaceful and sustainable societies and this can be delivered to all learners through the use of innovative technologies. Participants are invited to: Present the research evidence for SEL delivered directly or indirectly through transformative gaming and digital pedagogies, which have implications for achieving SDG 4.7; Showcase good practices in curricula for building social and emotional skills through gaming and digital learning tools and methodologies; Provide hands-on training to educators and youth to develop and employ innovative gaming and digital technologies to directly or indirectly deliver SEL experiences that promote values of peace, global citizenship and sustainable development.
Theme 2: Beyond Four Walls of the Classroom
Rather than embracing everything digital, participants are invited to explore how digital technologies can overcome constraints imposed by highly institutionalised features of modern schooling, including assessment of learning as memory of textbook knowledge. Experts and practitioners of education for sustainable development (ESD), global citizenship education (GCED), global learning, peace education and education in general are invited to examine, together with ed-tech stakeholders, the role of digital technologies in whole-school approaches and other holistic efforts to build a culture of peace and sustainability at the school and community levels.
Participants are invited to: Explore the role of games and digital learning in teaching and assessment of knowledge, skills, values and attitudes associated with SDG 4.7; Highlight the role of digital technologies in problem-based/project-based learning for peace and sustainability; Present good practices on the use of crowdsourcing for promoting education for peace and sustainable development; Present pedagogical possibilities opened up by digital games, Virtual Reality (VR), Augmented Reality (AR), or Mixed Reality (MR) in formal or non-formal ESD and GCED, or in both.
Theme 3: Transformative Gaming and Digital Pedagogiesfor STEM+
Core subjects such as Mathematics, Science, and Languages often occupy a privileged place in the school curriculum in terms of time allocation and mandatory and examinable status. These subjects are usually taken seriously by students, parents, teachers and policymakers alike as they are assumed to enhance economic competitiveness—both at the individual and national levels. In fact, many digital learning management systems focus on delivering content on Mathematics, Science and English. Given the status of these subjects, it is important to understand: What do transformative digital pedagogies for STEM+ subjects look like? How can digital technologies contribute to building problem solving and creative, critical and systemic thinking skills? How can they facilitate issue-based or thematic approaches in the teaching of core subjects? How can they combine learning of the content prescribed by the curriculum with creative expressions? How can new, innovative and fun ways be used through games and digital learning for assessment of knowledge?
Participants are invited to: Present cases of Mathematics, Science or Language Education delivered through transformative digital pedagogies, which has particular implications for building problem solving and critical thinking skills; Showcase good practices in digitally mediated pedagogies for building literacy and numeracy along with curiosity, creativity and critical thinking skills; Provide hands-on training to educators and youth to develop and employ innovative technologies to deliver STEM+ education experiences that promote values of peace, global citizenship and sustainable development; Demonstrate the use of digital games for learning and assessment in the STEM+ field; Showcase digital pedagogical innovations for children with "Difference Learning" (dyslexia, dyscalculia, dyspraxia and dysgraphia).
Theme 4: Artificial Intelligence and the Future of Education
Artificial Intelligence (AI) has caught the imagination of the world and has been gaining popularity in the business sector. To date, the use of AI in education has been limited and at times contested; most arguments against it centre on how it will make teachers redundant and learning more automated than it is currently. Rather than replacing teachers and making learning impersonal, AI could take learning to a completely new level. It could instantly generate an astounding amount of information, curate supplementary learning resources to meet individual student interests and needs, provide teachers with a virtual teaching assistant, and allow students to connect with peer learners as well as a virtual peer or tutor wherever and whenever needed. In the classroom, this could increase valuable time for more teacher-student and student-student interaction and more engaging and immersive learning experiences. The collective wisdom of teachers and students could be garnered to expand the realm of possibilities for education. What are the implications of AI for the future of education? UNESCO MGIEP embraces the need for education to prepare learners for the world profoundly changed by new frontiers in AI.
Participants are invited to: Critically reflect upon the profound impact AI could have on how education and training is organised, including the automation of not only low-skill or routine tasks but also high-skill and cognitive tasks; the redefinition of 21st century skills; and the reinvention of the meaning of human existence and well-being; Share ideas on if and how we can or should embed the principles and values of peace and sustainable development in AI; Present innovative ideas on the use of AI as part of Learning Management Systems(LMS); Present AI options for assessments and analytics to guide learning; Showcase the use of AI in harvesting data from existing data sources such as the UNESCO Institute of Statistics database among others.
Theme 5: The Institutional Framework for Application of Digital Technologies in Education: Towards Surveillance or Collaborative Intelligence?
Learning Analytics, enabled by increasingly sophisticated data collection and information retrieval techniques, holds a great promise for optimising learning. At the same time, it raises concerns about privacy and data protection that need to be addressed by normative frameworks and policy guidelines. A major challenge concerns the ethical implications of data surveillance. Digital technologies are making personalised learning more practical and opening up a myriad of pedagogical possibilities. They are, however, also enhancing the capacity of governments, companies and individuals to undertake surveillance, which may violate or abuse human rights, in particular the right to privacy. In addition to privacy, data protection and surveillance issues, the use of digital media to transform information to knowledge and then to intelligence also raises issues related to intellectual property rights and the ownership of intelligence. The question of what constitutes a private good and a public social good is critical in determining how education systems evolve in the future. Participants are invited to: Present efforts to improve national laws and practices with respect to surveillance issues in a digital age, including preventative measures, sanction and remedies; Present ideas to prevent the private sector from committing violations and abuses of the right to privacy; Discuss moral and policy issues surrounding student privacy raised by learning analytics.
Still can't find a match for your idea in any of the above topics..….It's not the end…go ahead and share your story and challenge us!
Conference Formats: The main formats of the conference are:
- Keynotes (Plenary, by invitation only)
- Catalytic Panels and Debates (by invitation only)
- Breakout Sessions (Panel Discussion, Workshop or Paper Presentation)
- E-Poster Exhibitions
- Learning Zone
- Maker Space
- Mock Classrooms
The discussions will be interactive in nature in order to provide participants with an opportunity to dialogue, exchange good practices and establish connections and contacts. A highlight of the conference will be extensive access to academic experts and innovative technologies for transformative pedagogies. Submissions are invited for all sessions listed above.
Conference Website: http://mgiep.tech
Thursday, June 28, 2018
UNESCO Media Advisory No.2018-28
Father of modern Oceanography honoured by UNESCO's Intergovernmental Oceanographic Commission
Paris, 28 June—Walter Munk, a giant of modern oceanography, will deliver the Roger Revelle Memorial Lecture during the Executive Council of UNESCO's Intergovernmental Oceanographic Commission (IOC) at UNESCO's Headquarters on 5 July (4.45 pm).
In his lecture, the 100-year-old scientist, described by the New York Times newspaper as "the Einstein of Oceanography," will share his unique perspective on the evolution of oceanography over the past eight decades.
"It is an honour for UNESCO to receive Professor Munk and benefit from his insights into the great progress of oceanography and how much further it can go in contributing to the safeguarding of our shared ocean and the construction of a more sustainable world," said Audrey Azoulay, the Director-General of UNESCO. The IOC Executive Council will present Walter Munk with the UNESCO Roger Revelle Medal, which, like the memorial lecture itself, is named after Roger Revelle (USA, 1909—1991), a pioneering researcher into, among other subjects, anthropogenic global warming.
Born in Austria in 1917, Walter Munk, has been a physical oceanographer and geophysicist with the Scripps Institution of Oceanography (USA) since 1939. Over a long life of scientific inquiry, Munk has made decisive contributions to our understanding of ocean currents, tides and deep-ocean mixing, tsunamis and seismic waves, as well as the rotation of the Earth.
At Scripps, he was among the founders of the Institute of Geophysics in 1962 and in 2015 he cofounded the Scripps Center for Marine Archaeology with Damien Leloup.
Each year, the IOC's Executive Council reviews the Intergovernmental Commission's work and prepares the General Assembly of the IOC's 149 Member States. This year, the Council will notably focus on preparations for the UN Decade of Ocean Science for Sustainable Development (2021-2030).
More about UNESCO's Intergovernmental Oceanographic Commission: http://ioc.unesco.org
Media Contact: Vinicius Lindoso, firstname.lastname@example.org , +33(0)145681170
Media Accreditation: Djibril Kebe, UNESCO Media Section, email@example.com +33(0)145681741
UNESCO, 7, place de Fontenoy, PARIS, NA FRANCE France
Wednesday, June 27, 2018
CfPs: 13th Annual Conference of Knowledge Forum on Technology and Employment | TISS, Mumbai | 16-18 November
Internationalisation - FDI and trade: Foreign Direct Investments and trade are two important sources of technology transfer to the developing countries. Literature suggests that FDI contributes to growth. Even here several studies show that only FDI in manufacturing contributes to growth and FDI in non-financial services could harm growth and even result in deindustrialisation (Doytch and Uctum (2011). It is not clear whether FDI contributes positively to employment. Evidence in this area is mixed (Karlsson 2009, Liu 2012). There is also a view that FDI outflows to developing and other countries could harm employment in the home countries. However, empirical evidence does not support this view (Navaretti et al 2010, Federico 2008). We welcome papers on these issues.Digitalisation: Digital technologies include artificial intelligence, robotics, cloud computing. These will transform nearly every sector – agriculture, medicine to manufacturing to sales, finance and transportation (Anthes 2017). As quoted by her in her Nature article: "Millions of jobs will be eliminated, millions of new jobs will be created and needed, and far more jobs will be transformed" – Erik Brynjolfsson. It is argued that professional jobs may not be affected as they involve face to face interaction and collaborations. Likewise, abstract jobs and professional services will also not be affected. In these cases digitalisation will not act as a substitute. Autor (2015) has shown that for almost all European countries the on-going technological revolution has resulted in a growth of both high paid and low paid jobs. But the middle level jobs have been badly affected and have been experiencing a negative growth. We welcome studies on other countries, in particular, India and other Asian countries analysing the characteristics of those whose employment increased and those whose job prospects decreased. We also welcome studies by scientists and technologists analysing the impact of future technologies like quantum computers, solar energy and quantum dots on employment prospects. In this context some of the papers presented in our earlier conferences show that when quantum computers come, most of the current hardware and software would become unusable (Baskaran 2008, Lal and Paul, 2017). This would give enormous opportunities for software professionals and hardware manufactures to step-in and create products and services.Robots: Robots could be considered as part of digitalisation. However, since there are several studies on its impact, it is listed as a separate sub-theme. The deployment of Robots could spread to several sectors including traditional ones like garments and textiles (UNCTAD 2016). It is already playing a significant role in automobiles, micro-electronics and consumer electronics. Somecountries have already started combined robots with three dimensional printing. This could benefit the small and medium firms. It is also likely to play a role in surgery and other medical fields. To take advantage of this countries like China are already in the forefront in the production of Robots. Currently they are far ahead of other countries with more than 600 thousand stocks of Robots. UNCTAD (2016) recommends that developing countries should embrace digital revolution and redesign the education system. However, currently there is no study on the impact of robots on overall employment.Social and other dimensions including inequality: Several studies including the ones presented in our earlier conferences (Bhat and Siddharthan 2013) showed the skill bias of the current technological revolution. In the case of India the states that spent more on education and health attracted higher investments in manufacturing and financial services. It is worth analysing the relative importance of primary, secondary and higher education in attracting investment. There is already a significant inequality between states and between citizens with regard to access to health and education. UNCTAD study is in favour of redesigning the educational system. We need informed discussion on these issues.Technology, supply chain and production: The internet and the LAN system have enabled small and medium firms to participate in the global supply chain and globalise their operations. To fully participate in the system the country should invest in logistics and telecommunications infrastructure. Studies on these issues are also welcome.
- The conference will have an introductory session followed by Competitive Sessions.
- In the competitive sessions all the papers will be refereed before accepted for presentations.
- Last date for submission of title of papers and abstracts: June 30, 2018
- Last date for full paper submission: July 28, 2018
- Send the abstracts and paper to: firstname.lastname@example.org
Friday, June 22, 2018
edited by Clarisse Girot, Asian Business Law Institute, Singapore, ISBN: 9789811173110.
About the Compendium
Sunday, June 17, 2018
CfP: 1st GLOBELICS Pre-Conference for Young Scholars on Financing of Innovation and Infrastructure for Development
Call for Participation: 1st GLOBELICS Pre-Conference for Young Scholars on Financing of Innovation and Infrastructure for Development
The YSI Economics of Innovation, Economic Development and Africa Working Groups, in partnership with Global Network for Economics of Learning, Innovation and Competence Building Systems (GLOBELICS), Globelics Alumni, are organizing the 1st GLOBELICS Pre-Conference for Young Scholars entitled 'Financing of Innovation and Infrastructure for Development'.
The 1st GLOBELICS Pre-Conference will be taking place on 23 October 2018 in Accra, Ghana, i.e. the day before the main GLOBELICS annual conference, and will be held at the conference venue.
The pre-conference aims at bringing together young researchers and senior experts working on issues of financing, innovation and development and to serve as a forum for exchange of research agendas and networking. The pre-conference also aims at building linkages between academic and public policy perspectives on the topic of financing and development. To facilitate this, we encourage both young academic researchers as well as researchers working in relevant public sector organizations to apply (please refer to eligibility criteria below).
Idea: the topic of financing in innovation and development studies remains somewhat neglected despite its importance. In practical terms, external financing in African countries, as well as other developing countries, has been fraught with contradictions. While such financing, in terms of aid and loans, can be important sources of investment, it is often associated with conditionalities that restrict national policy space to pursue innovation-led growth. Scholarship on innovation has been favouring entrepreneurial dynamics and knowledge-creation while neglecting the role of financing aspects but perhaps nowhere the issue of financing (on both micro- and macro-levels) is so apparent and relevant as in the context of developing African economies. While constraints to finance were an integral component of the so-called 'high development theory,' with Ragnar Nurkse emphasizing the capital needs faced by developing countries, rarely has this emphasis found its way into the post-WWII external policy advice, which has dominated policies in most of developing countries worldwide. Despite their critique of 'high development theory', Raul Prebisch and Celso Furtado also agreed on the financial constraints and the nature of finance that is accessible to periphery economies as a central feature of underdevelopment. Therefore, reviewing scholarship on financing of innovation and financing of development, and the connection between these two issues, is highly relevant.
Furthermore, in the last decades, an overwhelming consensus emerged on the relevance of urban infrastructure for development – including for transportation, communication, sanitation, and housing. On one hand, there are many gaps in the debates on how to finance infrastructure in general; on the other hand, the role of the urban land-infrastructure-finance-innovation nexus is still incipient in the academic and policy debate. A number of development strategies based on technopolis, tech parks, cyber cities, smarts cities, airport cities, knowledge cities, and so on, have sparked debate throughout the developing world – including Accra's Airport City and Cyber City projects, Ecuador's Ciudad del Conocimiento, Seoul's Songdo high-tech island, Portugal's PlanIT Valley, Belo Horizonte's Aerotropolis aspirations and Bogota's Calle 26project. In this panorama, there is a policy-related and academic need to explore these relationships in a growing urbanized world, where STI policies have been (re)shaping the cities we live in.
Format: The pre-conference will consist of three thematic workshops (2.5 hrs each) and a social event in the evening of October 23rd. Participants will be provided reading materials for every workshop ahead of time.
Workshop I: 'Macroeconomic policies and Financing of Innovation and Development' by Prof. Augustin Fosu (Institute of Statistical, Social and Economic Research, University of Ghana)
Workshop II: 'Financing of Infrastructure for Development' by Prof. Elisa Van Waeyenberge (School of Oriental and African Studies, University of London)
Workshop III: 'Micro-Foundations of Financing, Digital Innovation and Development' – Prof. Jayati Ghosh (Centre for Economic Studies and Planning, Jawaharlal Nehru University)
Admission and logistics: admission is based on a motivation letter (300 words). Participation in the pre-conference is free of charge, one night of accommodation (October 22nd to 23rd) and meals will be provided to all successful applicants. A limited amount of travel stipends is available to participants coming from certain group of countries (lower-middle-income, upper-middle-income, high-income countries as follows from the most recent classification by the World Bank (2017)) and who will NOT be receiving any travel support from GLOBELICS. Please also note that admission to the pre-conference does not extend towards admission to the main GLOBELICS conference, i.e. pre-conference participants who would like to attend the main conference will need to register for the main conference separately.
Eligibility criteria: for applicants working in academia – no more than 7 years should pass since receiving MA or PhD degree or an equivalent; for applicants working in public sector organizations – no more than 7 years should pass since receiving a university diploma (either BA or MA or PhD or an equivalent).
Submissions: due to highly limited capacity of pre-conference, applicants are encouraged to follow the early-bird deadline 1 July 2018. Final (hard) deadline is 15 July 2018.Applications received after 15 July will not be considered.
Inquiries: please contact the pre-conference organizing team at email@example.com
Friday, June 15, 2018
9th STIP Forum Lecture "Science, Technology and Innovation in Building a Knowledge Economy" by K. Vijay Raghavnan, Principal Scientific Adviser, GoI | IHC on 19 June
Monday, June 11, 2018
Enrolment of Indian and Global Desalination Solution Providers for the National Mission on Desalination
Sunday, June 10, 2018
- Assistant/ Associate Professors at different Schools (e.g., History of Science, Climate Change, etc) in Nalanda University, Rajgir, Bihar. ADVT.
- Professors/ Associate Professors in the Indian Institute of Corporate Affairs (An Autonomous body under Ministry of Corporate Affairs), IMT Manesar. ADVT.
- 35 posts of Scientists in different levels (Scientist C,D,E & F) in MoES. Last date for submission of online application: 29th June 2018. ADVT.
RS PSC Invites Suggestions on the Subject Issues Relating to Functioning of University Grants Commission (UGC)
Parliament of India | Rajya Sabha Secretariat
Department Related Parliamentary Standing Committee on Human Resource Development Invites Suggestions on the Subject Issues Relating to Functioning of University Grants Commission (UGC)
1. The Department-related Parliamentary Standing Committee on Human Resource Development headed by Dr. Satyanarayan Jatiya, M.P., Rajya Sabha has taken up the subject "Issues relating to Functioning of University Grants Commission (UGC)" for examination.
2. The University Grants Commission, a statutory body of Government of India is an apex regulator of Higher education in the country. The mandate of the UGC includes promoting and coordinating University education, determining and maintaining standards of teaching, examination and Research in Universities, framing regulations on norms and standards of education, disbursing grants to the Universities and colleges, serving as a vital link between the Union and the State Governments and institutions of higher learning and advising the Central and State Governments on the measures necessary for improvement of higher education.
3. The Committee while examining the subject will like to consider the role of UGC in promoting quality and excellence in higher education, giving affiliation to Universities and colleges and promotion of research, innovation and skill development.
4. The Committee, accordingly, invites memoranda, containing views/suggestions from individuals/organizations interested in the subject. Those desirous of submitting memoranda to the Committee may send their written memoranda, either in English or Hindi to Shri Vinay Shankar Singh, Additional Director, Rajya Sabha Secretariat, Room No. 141, 1st Floor, Parliament House Annexe, New Delhi- 110001 (Telephone No. 23035446 and Fax- 21410346) email firstname.lastname@example.org or email@example.com within fifteen days from the date of publication of this advertisement (i.e., on or before 25th June 2018). Those who are willing to appear before the Committee for oral evidence besides submitting the memoranda may indicate so. However, the Committee's decision in this regard shall be final.
5. The memoranda submitted to the Committee would form part of the records of the Committee and would be treated as confidential and would enjoy privileges of the Committee.
Source: davp 31202/11/0001/1819
Thursday, June 7, 2018
IIC Lecture "Leading Digital Transformation and Innovation" by Prof. Soumitra Dutta | 8th June at 18:30 pm
by Global Open Data for Agriculture & Nutrition (GODAN), May 2017; written by: Sam Compton, edited by: Paul Nagle.
Table of Contents
- CTA, Africa, Caribbean & Pacific: Delivering Practical Data for Farmers, Decision-Makers
- Foodie, Global: Open Geospatial Data, Arable Farming
- AUSGOAL, Australia: Public Service Sharing Open Data
- Boer & Bunder, the Netherlands: Open Data for Farmers and Plot Development
- Digital Green, Asia and Africa: Community Video Production, Improving Agricultural Techniques
- Accessible Data on Irrigation, Yemen: Irrigation, Decision-Makers Data
- LANSA, Asia: Open Data Helps Research into Nutrition
- Sustainable World, Global: Training and Advice for Accessing Open Data for Development
- AGRIS, Global: Domain, Community and Database on Agricultural Open Data
- Global Yield Gap Atlas, Global: Crop Yield Research
- Open Data Institute, Global: Supporting Open Data in Agriculture and Nutrition, with Focus on New Businesses
Foreword: The Data Revolution
by NITI Aayog, New Delhi, India, June 2018.
Table of Contents
- Introduction - #AIforAll: Technology Leadership for Inclusive Growth
- Executive Summary
- What is Artificial Intelligence?
- Global Developments in Artificial Intelligence
- Artificial Intelligence and India
- Focus Areas for AI Intervention
- Smart Cities and Infrastructure
- Smart Mobility and Transportation
- Key Challenges to Adoption of AI in India
- Way Forward To Harness the Power of AI
- Skilling for the AI Age
- Accelerating Adoption
- Ethics, Privacy, Security and Artificial Intelligence
- Actions for the Government
- Appendix I: Artificial Intelligence Explained
- Appendix II: Global Country Strategy Review
- Appendix III: Data Ecosystem
Monday, June 4, 2018