Bibiana Cunningham

We should kick out the neocon-EU-government and let European culture back: https://lnkd.in/dsTcAyCt

Journal of Interactive Media in Education - Collection: Guidance & Self-Regulated Learning 👀 "Finding Balance through Connected #LearningDesigns: Disentangling Self-Regulated and Co-Regulated Learning in Online Postgraduate #Education" 👥 🖊 Mitchell Peters, Montse Guitert and Marc Romero Carbonell 🏛 Universitat Oberta de Catalunya 🔹 The purpose of the current study is to examine and expose learning strategies and practices that support and shape connected forms of #lifelonglearning in online postgraduate education across contexts. 🔹The findings present three key areas of interest to further the conversation on how to best support lifelong learning in online #HE and promote changes in our understanding of self-regulated learning. 🔗 Full Article: https://lnkd.in/dDU62RwP

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“Transforming Higher Education: An AI-First Approach”. Enlightening talk at SEK Education Group´s Global Education Forum , given a few weeks ago by George Siemens, on the future of #universities in the age of #AI. Here are my key takeaways: 🔍 AI is not just a tool; it’s a crucial part of our cognitive network. 💡 We need to re-evaluate our learning methods to harness AI’s full potential. 🤝 It’s about co-creation, not competition, between human and machine intelligence. 🧠 An AI-first university involves AI in all aspects, from infrastructure to curriculum. 🌟 Leveraging the opportunity demands a coordinating mechanism to define vision and strategy at the institutional level. #AIinEducation #HigherEd #Innovation #GEFMadrid2024 #FutureOfLearning Universidad Camilo José Cela SEK International Schools

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Implement Design Thinking to Drive Innovation In the first two quarters of 2024, I participated in FIFGROUP's Business Idea Competition, which was exclusive to 34 FIFGROUP Young Leader awardees. We used design thinking frameworks to improve FIFGROUP's business processes, focusing on four of the five stages: empathize, define, ideate, prototype and test. Design thinking aims to understand user needs and develop feasible solutions deeply. I was part of team 11, determined by the committee, which consisted of me majoring in Accounting at Fakultas Ekonomika dan Bisnis UGM, Alken Ardova Abderahman majoring in Mathematics at Diponegoro University, and Dea majoring in Economics at Undip. Our mentor was Mrs. alfin warist khoirunnisa, a Senior Analyst at FIFGROUP. We began the design thinking process with observations at our respective FIFGROUP branches. 1. Empathize I spent 5 days observing the transaction processes at the FIFGROUP Yogyakarta 2 branch, participated in marketing activities with the FINATRA account executive, Mba Fidianty Pratiwi, and visited a Honda motorcycle dealer to see customer interactions with FIFASTRA customer service. Additionally, I observed the credit scoring process at the credit central and followed the verification process at clients' residences. 2. Define After identifying customer pains and gains, our team mapped out key problems using the Fishbone and Pareto principles, highlighting inefficiencies in the customer verification process. 3. Ideate We brainstormed solutions, presented ideas at various organizational levels, and refined them based on feedback from branch, regional, department, and division heads. 4. Prototype We created a prototype with a mock-up presentation to visualize and simulate improved verification processes. For the final stages, we presented our design thinking deck to the FIFGROUP board of Directors. During the final pitching, we met two directors: Mr. Indra Gunawan, Director of IT and Corporate Planning, and Mrs. Esther Sri Harjati, Director of Human Resources. We presented our idea titled "Optimalisasi Proses Verifikasi Cabang Melalui Inovasi Pembaharuan Sistem 5 in 1." After the judging phase, the top three groups were invited to Jakarta for the awarding ceremony, which coincided with FIFGROUP's 35th Anniversary at Gelora Bung Karno, Senayan. Our team won 1st place. I'm grateful for this achievement, from planning our strategy with Alken at Warung Pecel Lele, Pasar Minggu, to securing first place. Thanks to my team, mentors, and the FIFGROUP Young Leader 2023 committee Mr. Charles DW Simaremare, S.T., M.M, CPT, CPS, Mrs. Merry Magdalena Aksaria, Mrs. Dhian Nurvita Halim, Mas Muhammad Junaid Imansyah, Mas Beryl Abdiel Sahata Ebenezer Sitorus, Kak Jean Mylo and Mas Praditya Brahmantyo Muchtar for their support. I can't wait for another exciting challenge. FIFGROUP, Luar Biasa, Tim, Tim, Tim, Yes👊🏻 #FIFGROUPYoungLeader2023 #FYL2023 #FIFGROUP #GrowingatFIFGROUP #AstraInternational

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You may have encountered these scenarios in daily life: an electronic voucher you receive can be redeemed with a QR code that’s valid only for a short time before a new one is generated. Another common example is membership apps, where a QR code on your app refreshes every few minutes, allowing retailers to scan it to credit points to your account. Once scanned, the points are credited instantly. The flow of these systems relies on time-sensitive QR codes to ensure secure and efficient transactions. In this article, I will show you some of the ways to create time-sensitive QR codes, using cryptographic techniques. https://lnkd.in/gHXt-8we

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Exploring the Future of Higher Education: Insights from My Interview with Ben Nelson, Founder of Minerva University As higher education evolves, innovation and digital transformation are becoming essential. Recently, CETYS University took a significant step by signing a collaboration agreement with Minerva University, an institution renowned for its cutting-edge approach to teaching and learning. 🎓 Key Themes from Our Conversation: 1️⃣ Transforming Pedagogy with Technology: Ben Nelson highlighted how integrating active pedagogies with advanced technologies can redefine education, especially in multi-experiential, non-face-to-face environments. His insights shed light on the potential of artificial intelligence, augmented realities, and other emerging technologies to enhance hybrid learning models. 2️⃣ The Future Role of Educators and Students: As learning ecosystems evolve, the roles of educators and students are set to transform. We discussed how pedagogical and curricular design methodologies must adapt to these shifts, ensuring relevance and engagement in increasingly digital classrooms. 3️⃣ Navigating Challenges in Institutional Transformation: Adopting innovation isn’t without challenges. Institutions must rethink strategies and redefine how they conceptualize education. Ben emphasized the importance of embracing flexibility, fostering resilience, and leveraging technology to meet the demands of modern learners. 4️⃣ Redefining Experiential Learning: With personalized learning gaining traction, the ability to adapt to individual student needs becomes crucial. Technology plays a pivotal role in this transformation, and Minerva’s innovative programs serve as a benchmark for sustainable and forward-looking educational models. 🌟 At CETYS University, our journey into non-conventional education began in 2015 with online courses embedded into our Bachelor's curriculum. By 2022, we expanded into fully virtual graduate and executive programs, catering to a new generation of students who value flexibility, technology-mediated learning, and hybrid options. This collaboration with Minerva aligns with our mission to stay at the forefront of educational innovation, ensuring our programs remain relevant in a rapidly changing landscape. Together, we aim to inspire transformative learning experiences for students across the globe. #HigherEducation #Innovation #DigitalTransformation #MinervaUniversity #CETYSUniversity #HybridLearning #EducationalLeadership #ExperientialLearning

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The Echoing Project: A Model for Volunteer-Led Cooperation: Read more here https://lnkd.in/dyN5kv2J The eCHOing initiative aimed to achieve both local and global impact through collaboration between universities and cultural institutions and to create intergenerational and interdisciplinary projects and sustainable solutions to crisis outbreaks. Students, professionals, and citizens offered their time, expertise, and creativity, which strengthened the project while providing academic and cultural partners with new opportunities. Twenty eight different projects driven by master and PhD students in 5 different countries delivered lasting contributions to local communities. The incentive of volunteer involvement significantly enhanced project scope and fostered grassroots innovation and the project is grateful for the commitment and efforts of all 29 Associated partners from all five partner countries and also to all involved students. The project managed to address social, environmental, and cultural challenges and established partnerships that fostered skills in crisis resilience, discussed sustainability perspectives through cultural exchange, and interdisciplinary collaboration in an innovative framework and through strong volunteer involvement. By leveraging volunteers’ skills through workshops, webinars and brain storming activities and by collecting feedback throughout the project time line by the participants, the final impact of the project was delivered broadly through the events organized for local and international attendance as 12 multiplier events in all five partner countries and 12 videos produced by the students involved. In September 2024, the project received high praise from EU evaluators and the Norwegian National Agency for its innovative framework and the sixty different types of results produced while its reporting was completed and accepted. Free online educational resources and a replicable model for cross-sector collaboration and several other reports on citizen engagement and sustainable collaboration among local communities and academia are available to all through the projects website. Over the next five years, the project will continue to sustain and expand partnerships, inspire new Erasmus+ projects, and strengthen the role of volunteer-driven cooperation in European education and culture. The eCHOing consortium presented: 1. The Norwegian University of Science and Technology, Trondheim Norway, Alexandra Angeletaki and Paula Rice. 2. Scuola Superiore Sant’Anna, Pisa, Italy, Chiara Evangelista. 3. Sofia University ST Kliment Ohridski, Bulgaria, Milena Dobreva. 4. University of Tartu, Viljandi Academy, Estonia, Ave Matsin. 5. Web2Learn, company for open & social learning, Greece, Katerina Zourou. 6. OSYGY: Federation of Women Associations in Cyclades “Oi Kores”, Greece, Anna Mavroudi. A great thanks to all, keep in touch and more is coming from eCHOing.

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🚀 The Erasmus+ Call for Proposals 2025 is Now Open! 🌍🌱🎓 Explore unparalleled funding opportunities to foster innovation, inclusion, and collaboration through the 2025 Erasmus+ Programme. 🌟 Key Actions Key Action 1: Learning Mobility of Individuals - Supports individual and group mobility in education, training, and youth. - Includes DiscoverEU Inclusion Action, virtual exchanges, and sports staff mobility. Key Action 2: Cooperation Among Organisations - Partnerships for Cooperation: Small-scale and Cooperation Partnerships. - Partnerships for Excellence: Erasmus+ Teacher Academies, Erasmus Mundus Action, Centres of Vocational Excellence. - Partnerships for Innovation: Alliances for Innovation and Capacity Building. Key Action 3: Policy Development and Cooperation - Promotes civic engagement via European Youth Together projects. Jean Monnet Actions - Modules, chairs, and policy debates in higher education and beyond. --- 💶 Budget Overview 💡 Total Budget: €4.42 billion - Education and Training: €3.97 billion - Youth: €379 million - Sport: €76 million --- 📅 Key Deadlines 6 February 2025: Capacity Building in higher education. 12 February 2025: DiscoverEU Inclusion Action, Jean Monnet Actions, Youth Mobility. 13 February 2025: Erasmus Mundus Action. 19 February 2025: Mobility in higher education, VET, school, and adult education. 27 February 2025: Capacity Building in VET. 5 March 2025: Partnerships for Cooperation, Small-scale Partnerships, and sport initiatives. 6 March 2025: Alliances for Innovation, European Youth Together, and Capacity Building in youth. 26 March 2025: Erasmus+ Teacher Academies. 29 April 2025: Erasmus+ Virtual Exchanges. 11 June 2025: Centres of Vocational Excellence. 1 October 2025: Erasmus Accreditations and second round for youth mobility. --- 📢 More details The full official document can be accessed on EUR-Lex: Call for Proposals 2025 – Official Journal of the EU. Don’t miss your chance to contribute to an inclusive, sustainable, and innovative Europe! 🌟 #ErasmusPlus #Innovation #Inclusion #Sustainability #Youth #Education

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An article published in Ambitions, the Association of MBAs' magazine highlights the role of #employeeownership and mentions the ADELANTE UE ALC initiative "Employee ownership for economic democracy" "This initiative, co-financed by the European Union’s Adelante 2 triangular cooperation programme, has significantly impacted current professors and students in its MBA curriculum and seeks to promote employee share ownership to contribute to the realisation of the UN SDGs in Mexico. This alliance highlights the importance of collective government actions in Mexico and Peru to achieve sustainable development, as well as the role of employee ownership in generating value in both the business and social arenas. It is clear, then, that promoting shared ownership as a business practice can build a more equitable and sustainable society." More information about the initiative: https://lnkd.in/dNdRF8CA Escuela de Negocios ITESO IAE Aix-Marseille Graduate School of Management CERGAM - Centre d'Etudes et de Recherche en Gestion d'Aix-Marseille @amba Gonzalo Hernández Gutiérrez, PhD Joseph Abdel Nour Tej Gonza Miguel Cordova Hellen López Valladares ROBLES JOSEFINA Alfredo Garcia Amador Gisel Jacobo Santana Arturo Corte Aleksandra Kanjuo-Mrcela Read full article here: https://lnkd.in/dN7knb7w

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🔍 Fostering Digital Education: Key Insights 🌐 The Fostering Digital Education report explores innovative practices emerging from the EU, focusing on building digital competencies across all levels of education. It highlights the importance of collaboration between institutions, educators, and policymakers to create a robust digital learning environment. The report also presents successful case studies and offers guidelines for integrating digital tools and methodologies in classrooms. While these concepts are not entirely new, they are crucial for shaping the future of education in the digital age. 📘 #DigitalEducation #EdTech #FutureOfLearning 🔗 Read the full report: https://lnkd.in/erH7KJCB

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Just finished listening to Danica Purg on the EAIE: European Association for International Education Podcast. What a story! Building IEDC-Bled from the ground up in communist Yugoslavia, and then Slovenia 🇸🇮 , is truly inspiring. Makes me think about the power of perseverance and vision in higher education in general and business schools in particular. #HigherEd #StudyinSlovenia #EAIE https://lnkd.in/dJThtQc4

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🇪🇸 SPAIN country focus - Education and Training Monitor 2024: Key Highlights and Recommendations 🇪🇺  👉 See: https://lnkd.in/dPeN2msb 🌍 Sustainability in Education ▪️Spain leads in integrating sustainability across curricula, supported by the GreenComp framework and the Environmental Education Action Plan (2021-2025). ▪️Vocational Education and Training (VET) includes mandatory modules on sustainability, equipping learners with green and circular economy skills. ▪️98 actions promoting sustainability were completed between 2021-2023, demonstrating significant progress. 📚 Vocational Education and Training (VET) ▪️Challenge: Only 65.8% of VET graduates find employment, lagging behind the EU average of 81%. ▪️Low VET enrollment: Only 22.7% of the population has intermediate qualifications (compared to the EU's 44.7%). ▪️VET Dual Participation: At just 4.4%, it requires stronger alignment with SMEs to enhance work-based learning. 🎯 Solutions: ✅ Expansion of VET Dual programs as defined in the 2023 decree focusing on SME involvement. ✅ New VET digitalization initiatives like FP Conecta and increased funding for digital skills. ✅Enhanced public-private partnerships to align VET courses with market demands. ✅ Improve VET attractiveness, employability outcomes, and alignment with the labor market. 📊 Education System Performance ▪️Early school leaving has dropped to 13.7%, a significant improvement but still above the EU average of 9.5%. ▪️Regional disparities persist in educational outcomes and early school leaving rates. 🎓 Higher Education ▪️Spain surpasses the EU average for tertiary education attainment among 25-34-year-olds (52% vs. 43%) but struggles with overqualification (35.8%) and skills mismatch. ▪️New funding models link university programs to graduate employability outcomes, promoting more market-aligned degrees. 👶 Early Childhood Education ▪️Participation rates exceed EU targets: 96.7% for children over three years and 55.8% for those under three years. ▪️Investments in affordable public childcare target disadvantaged and rural areas, supported by €671M from the EU Recovery and Resilience Facility. 📖 Adult Learning ▪️Adult learning participation stands at 34.1%, below the EU average (39.5%), with goals set at 60% by 2030. ▪️Microcredential initiatives and accreditation of informal skills aim to reskill and upskill the workforce, targeting 2M workers by 2025. 🔗 Call to Action 🇪🇸 Spain is making strides toward a more inclusive, sustainable, and future-proof education system, but challenges remain in employability, equity, and market alignment. Maria Gomez Ortueta EU Employment & Skills Cedefop Eurofound European Training Foundation SEPIE - Servicio Español para la Internacionalización de la Educación OECD Education and Skills International Labour Organization WorldSkills International Agência Nacional Erasmus+ Educação e Formação

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#GEFMadrid2024 saw expert minds come around the table to discuss critical topics on the new age of AI in Education. We heard wonderful ways to incorporate AI into the learning of students. We heard 'education-systems-thinking' and discussion on partnerships with ed-tech. We heard how all levels of education need to start using AI - just start! The forum was thought-provoking, challenging and inspiring. Congratulations to the SEK Education Group and Universidad Camilo José Cela for providing such a world-class conference to the education community. Special thanks to the Roundtable speakers of the session - AI and Lifelong Learning - Álvaro Fernández Ibáñez, Ismael Gómez García, Andres Pulgarin, Luis Portales and Annelien Bredenoord. Your expertise, experience and ideas all created a very stimulating Roundtable discussion. If you are interested in watching this discussion you will find it here https://lnkd.in/gc7fNBq6 I mentioned in my opening of the Roundtable that I am passionate about the brain and the power of neuroplasticity to change the brain. I am also passionate about providing opportunities for students to strengthen their brain in order to achieve lifelong learning. It is our brain that will help us get through life, to learn, to discover, to experience. I am passionate about putting the Brain in the Education equation. As educators it is time to start thinking and planning for of the needs of our students and their futures - not the content of an academic subject. Students need a strong capacity to reason, to make decisions, to weigh up options. They need to know when AI is not providing truthful information; when they are being presented with biases. To do this, students need very strong cognitive functioning in Symbol Relations. We need to start NOW to add the Brain in the Education equation - before it is too late. #ai #globalforum #education #educAItion #gefmadrid2024 #globaleducationforum #educativoSEKInternationalSchools #brainineducation #brain

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So happy that my coauthored conference paper will be presented tomorrow at #MENAREC2024. We are introducing a new branch of entrepreneurship, that is 'Emotional Entrepreneurship'. This was inspired innovatively by the story of establishing #SamarlatteCafe. Learn the title of the paper from the document below. Big kudos to my coauthors: Nehal El Naggar and Dr. Rania Nafea University of Nizwa, Sultanate of Oman Royal University for Women #EmotionalEntrepreneurship #SocialEntrepreneurship #Bahrain #Egypt

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Just out today, with my good colleagues Zablon Pingo and Suman Laudri a look at Reframing Professional Identity: Professional Development Framework for Learning/Educational Designers. Where we look at what professional competencies and skills learning design professionals (LDs) have or need to develop to meet contemporary learning design professional demands in organisations and learning institutions.

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#ARTICLE - "IDEAS for Transforming #HigherEducation: An Overview of Ongoing Trends and Challenges" 📑 🖊 By Lourdes Guàrdia, Derek C., Terry Anderson and Marcelo Fabián Maina 🏛 Universitat Oberta de Catalunya and Athabasca University Abstract: We have seen that moving classes online—either #blended or fully online—can be done rapidly, but early reports show huge variations in quality, acceptance, completion, and #learning. Thus, it is important to examine the existing research literature on pedagogical innovations and practices that use technologies. To understand this complex situation, the present study examines the current technological, organisational, and pedagogical trends and challenges using an exploratory #design carried out in three stages. These trends were used in a #workshop and interview discussion between leading experts in the higher education field. Stage two focused on identifying 108 initiatives that represent these trends. Finally, 30 of these were selected as cases for further exploration in stage three. Using thematic analysis, the 30 cases were condensed into 12 main themes that represent the innovative practices that led to development of the #IDEAS framework as a signpost on the roadmap of next-generation #pedagogy for transforming higher education. International Review of Research in Open and Distributed Learning - Volume 22, Number 2 🔗 Read the full article: https://lnkd.in/d556sf62

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I am sometimes asked about Purpose, Mission and Vision statements. To illustrate this, I would like to share PMI's. To be clear, I used to NOT love purpose, vision and mission statements, because I often find them full of corporate platitudes. But, well thought and built, they ARE important. They help set a direction for everyone involved, employees of course, but other stakeholders too. When we developed PMI:Next, we spent a lot of time on our Purpose. We thought it was very important to reclarify it because we wanted PMI to refocus on what truly matters. When we developed our new strategy, PMI:Next, we intentionally stayed implicit about our mission and vision, so as to help everyone reflect on critical components of PMI:Next. Such as who we serve, where we chose to play and how it relates to our unique strengths, how we operate and how we behave, through our shared values. But all the elements of our vision and mission are there, albeit not explicit. So let me share how I express our purpose, mission and vision. There is no universal definition of what they should be and, like you maybe, I have often attended lengthy meetings where participants would fight about what they should even cover. Here are my own definitions: a purpose is why your organization exists in the first place, what really matters in the end; a mission is how your organization intends to contribute to the purpose; and the vision is what (I prefer saying "who" because it is more aspirational) you want to be as an organization, linked to your purpose and mission. So, for PMI, here is how I express it: Our Purpose (Why we exist): "Maximize project success to elevate our world." Our Mission (How we do it): "Provide project professionals and employers with global, effective and accessible: Community-based knowledge platforms and resources, Career-long learning and development, and Gold standard professional certifications." Our Vision (Who we want to be): "To be the leading authority and global community for project success, advancing a world where every project delivers maximum value responsibly." Please share and tell me what you think. Project Management Institute #purpose #mission #vision

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