MEMBANGUN BUDAYA LITERASI BAGI GURU DAN KEPALA SEKOLAH PROFESIONAL PADA ERA REVOLUSI INDUSTRI 4.0

This article describes how to build a literacy culture for teachers and principals to be more professional in working in the current era of industrial revolution 4.0. Literacy culture is very necessary to face the era of industrial revolution 4.0 which is characterized by increasing interaction between humans, machines and other resources through information and communication technology. In the era of revolution 4.0, the education community, especially teachers and school principals, were required to master "new literacy" which was an addition to the old literacy (calistung). New literacy includes data literacy, technology and HR. In the face of the industrial revolution 4.0 teachers and principals must be able to master the digital technology that is developing at this time and improve their competencies to educate the current millennial generation. Revousi industry 4.0 has its own challenges that we must conquer such as by creating innovative and responsive resources for rapidly evolving technology. In addition, it is also necessary to adjust the facilities and infrastructure in learning, including information technology, the internet, data analysis, and computers. Principals and professional teachers must be able to educate the current millennial generation with a human digital skill approach or ability to be able to compete in the global world of the industrial revolution 4.0 era

A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

Conversations on a probable future: interview with Beatrice Fazi

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The Rise of Innovation Districts: A New Geography of Innovation in America

As the United States slowly emerges from the great recession, a remarkable shify is occurring in the spatial geogrpahy of innovation. For the past 50 years, the landscape of innovation has been dominated by places like Silicon Valley - suburban corridors of spatially isolated corporate campuses, accessible only by car, with little emphasis on the quality of life or on integrating work, housing, and recreation. A new complementary urban model is now emerging, giving rise to what we and others are calling "innovation districts." These districts, by our definition, are geographic areas where leading-edge anchor institutions and companies cluster and connect with start-ups, business incubators, and accelerators. They are also physically compact, transit-accessible, and technicall

University spin-offs, entrepreneurial environment and start-up policy: the cases of Waterloo and Toronto (Ontario) and Columbus (Ohio)

The version of record [Bathelt, H., & Spigel, B. (2011). University spinoffs, entrepreneurial environment and start-up policy: The cases of Waterloo and Toronto (Ontario) and Columbus (Ohio). International Journal of Knowledge-Based Development, 2(2), 202-219.] is available online at: http://www.inderscienceonline.com/doi/10.1504/IJKBD.2011.041248Universities can be central to a region’s economic growth and development, especially if they support start-up, spin-off and modernisation processes related to the regional core sectors. While many governments and associations have developed programmes to encourage the establishment of university spin-offs, the policies they craft are hampered by two major problems. The first is a narrow understanding of spin-offs that focuses on firms directly based on university research. This approach misses firms that use university-related knowledge and resources, unsponsored through the university. Second, spin-off promotion policies often ignore the role of a larger regional entrepreneurial culture and supporting institutions. This paper argues that a broader view of spin-offs is required; a view that accounts for a larger array of ventures and that looks beyond the firm or university to the broader set of regional structures and relations. The empirical evidence presented draws from start-up and spin-off experiences at universities in the USA and Canada

Building a Disciplinary, World-Wide Data Infrastructure

Sharing scientific data, with the objective of making it fully discoverable, accessible, assessable, intelligible, usable, and interoperable, requires work at the disciplinary level to define in particular how the data should be formatted and described. Each discipline has its own organization and history as a starting point, and this paper explores the way a range of disciplines, namely materials science, crystallography, astronomy, earth sciences, humanities and linguistics get organized at the international level to tackle this question. In each case, the disciplinary culture with respect to data sharing, science drivers, organization and lessons learnt are briefly described, as well as the elements of the specific data infrastructure which are or could be shared with others. Commonalities and differences are assessed. Common key elements for success are identified: data sharing should be science driven; defining the disciplinary part of the interdisciplinary standards is mandatory but challenging; sharing of applications should accompany data sharing. Incentives such as journal and funding agency requirements are also similar. For all, it also appears that social aspects are more challenging than technological ones. Governance is more diverse, and linked to the discipline organization. CODATA, the RDA and the WDS can facilitate the establishment of disciplinary interoperability frameworks. Being problem-driven is also a key factor of success for building bridges to enable interdisciplinary research.Comment: Proceedings of the session "Building a disciplinary, world-wide data infrastructure" of SciDataCon 2016, held in Denver, CO, USA, 12-14 September 2016, to be published in ICSU CODATA Data Science Journal in 201

Transition UGent: a bottom-up initiative towards a more sustainable university

The vibrant think-tank ‘Transition UGent’ engaged over 250 academics, students and people from the university management in suggesting objectives and actions for the Sustainability Policy of Ghent University (Belgium). Founded in 2012, this bottom-up initiative succeeded to place sustainability high on the policy agenda of our university. Through discussions within 9 working groups and using the transition management method, Transition UGent developed system analyses, sustainability visions and transition paths on 9 fields of Ghent University: mobility, energy, food, waste, nature and green, water, art, education and research. At the moment, many visions and ideas find their way into concrete actions and policies. In our presentation we focused on the broad participative process, on the most remarkable structural results (e.g. a formal and ambitious Sustainability Vision and a student-led Sustainability Office) and on recent actions and experiments (e.g. a sustainability assessment on food supply in student restaurants, artistic COP21 activities, ambitious mobility plans, food leftovers projects, an education network on sustainability controversies, a transdisciplinary platform on Sustainable Cities). We concluded with some recommendations and reflections on this transition approach, on the important role of ‘policy entrepreneurs’ and student involvement, on lock-ins and bottlenecks, and on convincing skeptical leaders

HealthCare Partners: Building on a Foundation of Global Risk Management to Achieve Accountable Care

Describes the progress of a medical group and independent practice association in forming an accountable care organization by working with insurers as part of the Brookings-Dartmouth ACO Pilot Program. Lists lessons learned and elements of success

The new blueprint : Moving towards university knowledge city

All knowledge is a form of tradition, whether ingrained in its structure, content, or the value that people attribute to it. Civilized societies have great traditions of knowledge, and the post modern era which discovered print and digitalization gives leverage to the value of those traditions not only in transforming them into intellectual assets but also the means by which they can systematically improve the way society live, work and continue to change in creative and dynamic ways. Cities-their infrastructure, economies and culture are all being transformed by knowledge. The university is a micro knowledge city, and it needs to develop a larger blue print to sustain its growth as a knowledge city. The university must be aware of the importance to capture knowledge assets within the micro-culture and practice of its academic, professional, pastoral, social and cultural services; the sharing of those knowledge assets; and the transformation of those knowledge assets to leverage life experiences of citizens in the campus knowledge-city, and beyond