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20 JANUARY 2014

What industry say fusion skills really are?

Friday 31st January 2014 at the London Knowledge Lab: Presentations 1:30–2:30; Demos 2:30–3:30; Discussion and debate: 3:30–4:30.

"Digital media is now ubiquitous and embedded all around us even when we are not connected via our range of devices, so its no surprise that the government sees the creative industries as a priority area for growth. One factor key to its success is that of the so–called 'Fusion Skills': mixes of creative media, STEM and enterprise. The fusion of these three elements is an increasing demand from industry voices and seen as an answer to new digital innovation. In 2012, The Creative Industries Council (that reports to two ministers of state) called Fusion 'the new skills imperative' and one of eight challenges that need to be addressed in order to unlock growth. This 'what the research says' event attempts to unpack and explore Fusion in theory and practice, hearing from industry and educators. It's said that Higher Education faculty and discipline silos necessitate against fusion learning and teaching. ...

How do we co–opt students who are resistant to such abstract ideas, preferring outdated career caricatures from sources of variable quality? Where should interventions be– secondary school? Postgraduate? Is there hard evidence that Fusion skills are needed?"

(London Knowledge Lab)

TAGS

2014arts and humanities • career charicatures • computer sciencecreative economycreative industries • Creative Industries Council • creative media • creative problem solving skills • current thinking • digital mediadigital technology • disciplinary silos • embeddedenterpriseenterprise and creativity • Fusion Challenge • fusion skill • fusion skills • industry voices • interdisciplinary approacheslearning and teaching • Learning Innovation Education • LKL Innovations • LondonLondon Knowledge LabNESTA • new digital innovation • priority area for growth • Saint John Walker • silosSTEM subjects • the new skills imperative • theory and practice • TransFusion Conference • ubiquitousUK • unlock growth

CONTRIBUTOR

Simon Perkins
25 SEPTEMBER 2013

Ladies Learning Code: promoting a diverse workforce

"Ladies Learning Code is a Toronto–based not–for–profit organization that runs workshops for women (and men) who want to learn beginner–friendly computer programming and other technical skills in a social and collaborative way. Today we have chapters across Canada, a thriving girls' program called Girls Learning Code and a permanent workshop space in Toronto. Oh, and we're just getting started."

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TAGS

beginner-friendlyCanadacode clubcollaborative learningcomputer programmerscomputer programmingcomputer programming education • diverse teams • diverse workforce • gendered technology • Girls Learning Code (workshop) • girls programme • Heather Payne • Ladies Learning Code (workshop) • learn to codelearning softwarenot for profitsocial learningsoftware developerssoftware developmentsoftware literacySTEM subjects • technical skills • technology educationTorontowomenwomen and technologywomen in technologyworkshop for womenworkshops

CONTRIBUTOR

Simon Perkins
16 APRIL 2013

SCALE-UP: solving the shortcomings in traditional physics instruction

"Studio/workshop classes such as SCALE–UP (Student–Centered Activities for Large Enrollment Undergraduate Programs) give instructors another choice by replacing the lecture/laboratory format with 4–6 hours of activity–based instruction per week, typically in 2–hour blocks. This format has several advantages over the traditional lecture/laboratory format. Because the entire class is taught in the same room with the same students and instructors in each class, all activities, including laboratory experiments, can be arranged to build on one another in sequence for greater learning impact (14) than when some activities are taught in small sections running parallel to the lecture course. When a lab section is taught as a separate course, it is often weeks or at best a few days ahead of or behind the lecture, and for some students, the lab course is not even taken in the same term as the lecture. Additionally, even in an interactive lecture, students can avoid instructors by hiding in the middle of the row, away from the aisles. In the studio format, instructors can freely circulate and interact with any group at any time."

(Robert Beichner and Jeffery Saul)

TAGS

active learningactivity-based instructionactivity-based learning designs • American Association for the Advancement of Science • biologychemistryclassesclassroom • conceptual understanding • curriculum development • faculty interactions • faculty membershands-on activities • hands-on experiments • instructional materials • interactive lecture activities • interactive lecture demonstrations • interactive lectures • introductory curricula • laboratory • laboratory experiments • large classes • learning and teaching • lecture course • lecture/laboratory formatpedagogic approachespedagogic practices • pedagogic support • peer instruction • PER • physics • Physics Education Research • physics instruction • physics tutor • recitation • SCALE-UP • SCALE-UP project • small classes • STEM subjects • Student-Centred Activities for Large Enrollment Undergraduate Programmes • studio approach • studio/workshop classes • teaching methodstraditional practices

CONTRIBUTOR

Simon Perkins
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