It's Not a Matter of Time: Highlights From the 2011 Competency-Based Learning Summit

Outlines discussions about the potential and challenges of competency-based learning in transforming the current time-based system, including issues of accountability, equity, personalization, and aligning policy and practice. Includes case summaries

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Innovating Toward Excellence: Education Entrepreneurs and the Transformation of Public Education

Summarizes discussions among education entrepreneurs, funders, policy makers, and experts at a May 2009 summit on innovations in ideas, processes, and products for reform. Includes a case study review of a successful turnaround of a failing school

Do makerspaces represent scalable production models of community-based redistributed manufacturing?

This research explores the development of local community-based “makerspaces” as potential scalable forms of redistributed manufacturing (RDM). Makerspaces are rapidly emerging in post-industrial economies and have been identified as a catalyst of local regeneration in urban areas. However, their role in local production systems is limited. There is a gap in the literature, with respect to the evolution of makerspaces and their productive contribution. The purpose of this paper therefore is to identify, classify and examine the different types of makerspaces. Our focus is on the implementation characteristics that enable industrial production activity to take place. First, we used Leximancer (to identify from the literature) three types of makerspace. Second, we then identify five RDM implementation characteristics. The characteristics were integrated together to form the RDM-makerspace implementation model. Third, case studies were purposively selected to test and advance this model. They were subsequently classified as a Type 1 (educational), Type 2 (design) or Type 3 (production) makerspace. Only one of the case studies was classified as a fully evolved Type 3 production space. The findings concur with the literature that makerspaces tend to be primarily Type 1 or Type 2. Finally, the contribution to local production theory is emphasised

Interactive Food and Beverage Marketing: Targeting Children and Youth in the Digital Age

Looks at the practices of food and beverage industry marketers in reaching youth via digital videos, cell phones, interactive games and social networking sites. Recommends imposing governmental regulations on marketing to children and adolescents

Teensites.com: A Field Guide to the New Digital Landscape

A 2001 report from the Center for Media Education, provided here as background to work produced by Kathryn Montgomery after coming to American University and CSM (see http://www.centerforsocialmedia.org/resources/publications/ecitizens/index2.htm -- Youth as E-Citizens'), surveys the burgeoning digital media culture directed at -- and in some cases created by -- teens.This report surveys the burgeoning new media culture directed at -- and in some cases created by -- teens. TeenSites.com -- A Field Guide to the New Digital Landscape examines the uniquely interactive nature of the new media, and explores the ways in which teens are at once shaping and being shaped by the electronic culture that surrounds them

Mapping the Money in Public Media

Provides an overview of emerging "user-centric" business models for public media that utilize the interactivity of digital technologies as a way to integrate content, communication, commerce, and community through participatory media creation

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching