Participate and share: Poster 
Purpose: To address the pressing challenges in education, including disengagement, limited access to quality resources, and the need for 21st-century skills, our initiative sustainability game-based learning aims to harness technology as a tool for transformation. We seek to empower educators and students with effective instructional activities and strategies, supported by robust evidence of success, to redefine learning experiences for a brighter, sustainable, harmonious future.
Objectives:
1. Education Challenges: Our primary goal is to tackle key education challenges, including unequal access to quality education and emerging technologies, lack of student engagement, and the need for relevant, future-ready skills.
2. Technology Interventions: We will leverage cutting-edge technology, such as AI-driven personalized learning platforms, virtual reality simulations, and collaborative online tools, to create dynamic and inclusive learning environments.
3. Instructional Activities and Strategies: We will provide educators with a diverse toolkit of innovative instructional activities and strategies. This includes project-based learning, flipped classrooms, gamification, and data-driven insights for personalized instruction.
4. Evidence of Success: Our approach is grounded in evidence-based practices. We will showcase case studies and research demonstrating improved student outcomes, increased engagement, and enhanced 21st-century skill development in classrooms that have embraced these strategies and technologies.
By achieving these objectives, we aim to inspire a global shift towards learner-centered, technology-enhanced education that equips students with the skills and knowledge needed to thrive in a rapidly evolving world.
OUTLINE:
NOTE: Timeline will be adjusted based on Presentation allotment -- priority of allowing at least 30 minutes for attendees to experience the demo of our place-based sustainability learning experience.
Presentation Outline: "Symbiotic Spectrums: Bridging Ancient Eco-Wisdom and Emerging Digital Frontiers"
I. Introduction (5 minutes)
Welcome and introductions
Setting the context: Extinction crises and the urgency of sustainable education
II. The Convergence of Wisdom and Technology (10 minutes)
Exploring the intersection of ancient ecological wisdom and emerging digital technologies
The potential for symbiotic learning environments
III. Challenges in Modern Education (10 minutes)
Identifying key challenges: Disengagement, unequal access, and the demand for 21st-century skills
The role of technology in addressing these challenges
IV. Technology Interventions (15 minutes)
Showcase of cutting-edge technologies: AI, AR, VR, and interactive platforms
How these technologies can reshape the learning experience
V. Instructional Activities and Strategies (15 minutes)
Hands-on demonstrations of innovative pedagogical approaches
Interactive activities: Collaborative projects, gamification, and flipped classrooms
VI. Evidence of Success (10 minutes)
Case studies and research findings
How technology-enhanced strategies have positively impacted learning outcomes
VII. Empowering Educators (10 minutes)
Equipping educators with tools and resources
Building digital literacy and professional development opportunities
VIII. Fostering Student Engagement (10 minutes)
Strategies for engaging students in a technology-rich learning environment
Cultivating curiosity and critical thinking
IX. Q&A and Discussion (15 minutes)
Open the floor for questions and discussion
Encourage peer-to-peer interaction and sharing of insights
X. Workshop and Interactive Session (30 minutes)
Participants engage in hands-on activities and group discussions
Collaborative project creation and technology exploration
XI. Reflective Exercise (10 minutes)
Guided reflection on how attendees can implement the presented concepts in their educational contexts
XII. Conclusion and Call to Action (5 minutes)
Summarize key takeaways
Encourage attendees to take action in their schools and institutions
XIII. Closing Remarks (5 minutes)
Thank the audience for their participation
Provide resources for further exploration
Process for Audience Engagement:
Frequent audience participation through polls, Q&A sessions, and discussion breaks.
Utilization of virtual reality headsets and augmented reality apps for immersive experiences.
Interactive activities, including collaborative project creation and online quizzes.
Encourage sharing of insights and experiences among attendees through chat, breakout rooms, and online forums.
A post-presentation follow-up for ongoing engagement and support, including access to a dedicated online community for educators and IT leaders interested in implementing the discussed strategies.
This presentation combines informative content with immersive activities and audience engagement to provide a comprehensive learning experience for attendees, empowering them to bridge ancient wisdom with emerging technology in their educational practices.
Below is a list of supporting research and bibliography citations for the presentation "Symbiotic Spectrums: Bridging Ancient Eco-Wisdom and Emerging Digital Frontiers."
Additional early stage research citations will be added prior to conference.
Convergence of Wisdom and Technology
Capra, F. (1996). The Web of Life: A New Scientific Understanding of Living Systems. Anchor.
Kelly, K. (2010). What Technology Wants. Viking.
Challenges in Modern Education
Darling-Hammond, L. (2017). Teacher Education around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 40(3), 291-309.
OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students' Lives. OECD Publishing.
Technology Interventions
Bailenson, J. N. (2018). Experience on Demand: What Virtual Reality Is, How It Works, and What It Can Do. W.W. Norton & Company. New York, NY.
Frehlich, C. (2020). Immersive Learning: A practical guide to virtual reality's superpowers in education. Rowman & Littlefield. Lanham, MD.
Gilbert, R.M. (2019). Inclusive Desgin for a Digital World: Designing with Accessibility in Mind. Apress. New York, NY.
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. The New Media Consortium.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining "Gamification." In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15).
Instructional Activities and Strategies
Chardin, M., Novak, K. (2021) Equity by Design: delivering on the power and promise of UDL. Corwin Press. Thousand Oaks, CA.
Thomas, D., and Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform.
Blended Learning Universe. (2018). Blended Learning Definitions and Models.
Evidence of Success
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Pardo, A., and Siemens, G. (2014). Ethical and Privacy Principles for Learning Analytics. British Journal of Educational Technology, 45(3), 438-450.
Empowering Educators
International Society for Technology in Education (ISTE). (2020). ISTE Standards for Educators.
Siemens, G., and Long, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 46(5), 30-32.
Student Engagement Strategies
Gee, J. P. (2007). What Video Games Have to Teach Us about Learning and Literacy. Palgrave Macmillan.
Anderson, C. A., and Dill, K. E. (2000). Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and in Life. Journal of Personality and Social Psychology, 78(4), 772-790.
Community Building
Wenger, E., McDermott, R., and Snyder, W. M. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Harvard Business Press.
Facebook. (2021). Facebook Groups: A Guide for Educators.
| Related exhibitors: | Forward Education, Inspirit Learning Inc |
Return
Trips and Tours