scholarly journals Commentary: We Are a Global Community: What if We Collaborated?

2016 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Julie Lindsay
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Digital Technologies ◽  
Global Community ◽  
Connected Learning ◽  
Global Context ◽  
New Approaches ◽  
The World ◽  
The Future ◽  
Pedagogical Approaches

Connected and collaborative learning that leads to co-creation of ideas and solutions is imperative across all levels of education. To make the shift we want to see, we need to understand the pedagogy of online learning in a global context. This commentary shares an understanding of thought leaders who have developed and shared new approaches that take learning beyond the immediate environment sca olded by digital technologies. It also poses the question, "What if we collaborated as a global community?" and starts a conversation about new pedagogical approaches to support " at," connected learning. This is already happening now—the future is now— it’s time to connect the world.

Digital credential infrastructure: gateways to the future of medicine (Preprint)

2021 ◽  
Author(s):  
James Brogan ◽  
Henry Goodier ◽  
Manreet Nijjar ◽  
Christian Rose
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Information Exchange ◽  
Digital Technologies ◽  
Healthcare Systems ◽  
Critical Moment ◽  
The World ◽  
The Future

UNSTRUCTURED The current credentialing process for physicians struggled to accommodate fluctuating regional demands for providers during the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic. This hurdle highlighted existing inefficiencies and difficulties facing healthcare systems across the world and led us to explore how credentialing can be improved using digital technologies. We explain how this is a critical moment to make the shift from physical to digital credentials by specifying how a digital credentialing system could simplify onboarding for providers, enable secure expansion of telehealth services, and enhance information exchange.

Keri Facer. Learning Future, Education, Technology and Social Change. Routledge Publications, 2011. 192 pages. US$ 44.95.

2011 ◽  
Vol 50 (2) ◽  
pp. 181-182
Author(s):  
Zain Rafique
Keyword(s):  
Social Change ◽  
Climate Warming ◽  
Education Technology ◽  
Digital Technologies ◽  
Mineral Resources ◽  
The World ◽  
The Future ◽  
Thinking Differently ◽  
Future Of Education ◽  
Future Education

Learning Future, Education, Technology and Social Change by Keri Facer is an informative book drawing on over 10 years of research on digital technologies, social change and education. The writer makes a compelling argument for thinking differently about the future for which education might need to prepare. Packed with case studies from around the world, the book helps to bring into focus the risks and opportunities for societies and for schooling over the coming two decades. Most people recognise that current education systems are not meeting the needs of individuals and ‘society’ and several books have been written on the future of education. In this context, Keri Facer investigates the scenario of education, technology and social change over the coming two decades by considering nine assumptions about socio-technological change. These include that in next 20 years there would be significantly increased computing and communication at a distance will be taken for granted by the large majority of people. Moreover, working and living alongside sophisticated machines and networks will increasingly be taken for granted and biosciences will produce unpredictable breakthroughs and important new stories about us. Population is ageing globally and energy, mineral resources and climate warming will remain significant issues. And finally we will be facing radical national and global inequalities.

When the Future Finally Arrives

2012 ◽  
pp. 1738-1751
Author(s):  
Matt Crosslin
Keyword(s):  
Cloud Computing ◽  
Online Learning ◽  
Semantic Web ◽  
World Wide ◽  
Three Dimensional ◽  
The Internet ◽  
Web 3.0 ◽  
The World ◽  
The Future ◽  
Insight Into

This chapter examines how the World Wide Web could possibly change over the next 10 years into a concept increasingly being referred to as “Web 3.0,” and how these changes might affect education. It examines how Web 3.0 concepts such as cloud computing, the Semantic Web, and the three-dimensional (3-D) Web are currently being explored and realized. A possible future online learning scenario is also described and analyzed to help visualize these possibilities for education. The author hopes that providing an understanding of and insight into how the Internet and related technologies may continue to develop and evolve in the next several years will help educators be better prepared for the future of online learning.

scholarly journals Digitization and the future of natural history collections

2019 ◽  
Author(s):  
Brandon Hedrick ◽  
Mason Heberling ◽  
Emily Meineke ◽  
Kathryn Turner ◽  
Christopher Grassa ◽  
...  
Keyword(s):  
Natural History ◽  
Global Change ◽  
Large Scale ◽  
Anthropogenic Impacts ◽  
Digital Content ◽  
Global Community ◽  
New Approaches ◽  
Natural History Collections ◽  
The Future ◽  
Data Linkages

Natural history collections (NHCs) are the foundation of historical baselines for assessing anthropogenic impacts on biodiversity. Along these lines, the online mobilization of specimens via digitization–the conversion of specimen data into accessible digital content–has greatly expanded the use of NHC collections across a diversity of disciplines. We broaden the current vision of digitization (Digitization 1.0)–whereby specimens are digitized within NHCs–to include new approaches that rely on digitized products rather than the physical specimen (Digitization 2.0). Digitization 2.0 builds upon the data, workflows, and infrastructure produced by Digitization 1.0 to create digital-only workflows that facilitate digitization, curation, and data linkages, thus returning value to physical specimens by creating new layers of annotation, empowering a global community, and developing automated approaches to advance biodiversity discovery and conservation. These efforts will transform large-scale biodiversity assessments to address fundamental questions including those pertaining to critical modern issues of global change.

Russian in World and in Sphere of Scientific Knowledge

2011 ◽  
pp. 108-112
Author(s):  
M. Cheshkov
Keyword(s):  
Scientific Knowledge ◽  
Theoretical Work ◽  
Russian Society ◽  
Russian Science ◽  
Global Context ◽  
The Past ◽  
The World ◽  
The Future

In this theoretical work Russia is seen through a prism of the situation that emerged in late 20th and early 21st centuries. The Russian society enters into a process of transformation of the domestic perception of the world into an exploration of the world. According to the author, the main problem of the Russia’s exploration of the world will be solved through the process of connecting the world’s universe and the human’s universe not only in Russia but in a global context. A broad vision of the past and the future of the Russian science began to form in early 90s of XX century.

When the Future Finally Arrives

2010 ◽  
pp. 380-393 ◽  
Author(s):  
Matt Crosslin
Keyword(s):  
Cloud Computing ◽  
Online Learning ◽  
Semantic Web ◽  
World Wide ◽  
Three Dimensional ◽  
The Internet ◽  
Web 3.0 ◽  
The World ◽  
The Future ◽  
Insight Into

This chapter examines how the World Wide Web could possibly change over the next 10 years into a concept increasingly being referred to as “Web 3.0,” and how these changes might affect education. It examines how Web 3.0 concepts such as cloud computing, the Semantic Web, and the three-dimensional (3-D) Web are currently being explored and realized. A possible future online learning scenario is also described and analyzed to help visualize these possibilities for education. The author hopes that providing an understanding of and insight into how the Internet and related technologies may continue to develop and evolve in the next several years will help educators be better prepared for the future of online learning.

scholarly journals The Value of the Scenario Analysis Tool and Futures Thinking to Assist Systematic Change

2021 ◽  
Author(s):  
Peter Carey
Keyword(s):  
Scenario Analysis ◽  
Digital Technologies ◽  
Systematic Change ◽  
Analysis Tool ◽  
New Approaches ◽  
Australian Education ◽  
The Future ◽  
Education Today

<p>This article examines the benefits of scenario analysis and futures thinking in assisting systematic change, as well as the effects and challenges of new disruptive digital technologies. New approaches to education and schooling should be considered in identifying the objectives and goals for young Australians' education today and in the future in order to address and achieve such aims. It has been proposed that there are a number of moments when educators are ‘touching the future,' and that scenario analysis and futures thinking can help predict the new shape of Australian education.</p>

scholarly journals Future Work: Exploring the Future of Work Spaces in the Context of Wellington

2021 ◽  
Author(s):  
◽  
Adam Mclennan
Keyword(s):  
Digital Technologies ◽  
Local Context ◽  
Rapid Rate ◽  
Social Changes ◽  
Iterative Design ◽  
Work Spaces ◽  
The World ◽  
The Future ◽  
Future Work ◽  
The City

<p>This research analyses the forces that have led to the design of contemporary offices, examining how these forces are likely to change; with the goal of exploring what the future of workspaces might be. Digital technologies such as artificial intelligence are changing the world of work at a rapid rate, threatening to greatly increase effects of automation. Social changes in the way people work are also taking place, seen in the recent explosion in coworking. This gives rise to the question of what the implications of this are on the design of workspaces. This research uses the local context of Wellington as a vehicle to explore what the future of workspaces could be for the city, as well as wider New Zealand. A process of design led research is utilised, as the topic of work in general is vast, encompassing many different areas. This research also reviews how other designers and architects are responding to current workplace design issues, utilising these different approaches in the iterative design phase. The implications of this research relate directly to the city of Wellington, giving an idea of what the future of the office could be. The broad nature of the initial investigation also allows some conclusions to be applied internationally, as work in general is greatly examined.</p>

scholarly journals Future Work: Exploring the Future of Work Spaces in the Context of Wellington

2021 ◽  
Author(s):  
◽  
Adam Mclennan
Keyword(s):  
Digital Technologies ◽  
Local Context ◽  
Rapid Rate ◽  
Social Changes ◽  
Iterative Design ◽  
Work Spaces ◽  
The World ◽  
The Future ◽  
Future Work ◽  
The City

<p>This research analyses the forces that have led to the design of contemporary offices, examining how these forces are likely to change; with the goal of exploring what the future of workspaces might be. Digital technologies such as artificial intelligence are changing the world of work at a rapid rate, threatening to greatly increase effects of automation. Social changes in the way people work are also taking place, seen in the recent explosion in coworking. This gives rise to the question of what the implications of this are on the design of workspaces. This research uses the local context of Wellington as a vehicle to explore what the future of workspaces could be for the city, as well as wider New Zealand. A process of design led research is utilised, as the topic of work in general is vast, encompassing many different areas. This research also reviews how other designers and architects are responding to current workplace design issues, utilising these different approaches in the iterative design phase. The implications of this research relate directly to the city of Wellington, giving an idea of what the future of the office could be. The broad nature of the initial investigation also allows some conclusions to be applied internationally, as work in general is greatly examined.</p>

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