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Four stages, a space with technological tools to promote learning and a laboratory maker. This was the scenario, with no walls, that provided an innovative experience to some 900 managers, educators, investors, entrepreneurs and social leaders who spent the day gathered at Espaço Vila dos Ipês, in São Paulo, on Tuesday in the third edition of To transform. Promoted by Inspirare / Porvir, the Lemann Foundation and Instituto Península, the event brought together experts and representatives of innovative educational experiences from seven countries to discuss topics such as curriculum and transdisciplinarity, life skills in the 21st century, connectivity and entrepreneurship in education.
To accompany the debate marathon, all the guests were given headphones and had to make choices: as everything happened at the same time, each participant can customize their encounter experience. While on a stage the Helsinki Education Secretary report on the curricular changes taking place in Finland, on the other side the Ceibal Plan, Uruguay, how he managed to connect all schools to broadband internet in the country. At the same time, it was also possible to hold a workshop of musical instruments in a digital manufacturing laboratory, promoted by Programaê! In partnership with FabLearn, or learn about hybrid teaching in the experimentation space of educational technologies.
“We decided to put into practice some of the ideas that we advocate and break down the walls of our event. The idea is to allow you to have more autonomy and to enjoy the event in a personalized way, “explained Anna Penido, director of Inspirare, at the beginning of the meeting.
As everyone was in the same environment, the interaction between the guests was facilitated, and throughout the day, many took the opportunity to exchange ideas and make new contacts, without disrupting the programming dynamics. Those who wanted to pay attention in the lectures received the signal of the radio transmission. Whoever preferred to pause, could put the phone aside.
Check out the photo gallery of #Transformar2015.
One of the highlights of the agenda, Finland’s Marjo Kyllonen opened the event by talking about the changes needed in the curriculum to keep up with the new demands of the 21st century and bring the school closer to the real world. “We should focus on developing collaboration and social skills so that students become responsible people in the future.” In the afternoon, when Kyllonen returned to another stage to continue this conversation with Nuricel Vilallonga of the Alpha Lumem Institute and Jennifer Adams, director of the education department in Ottawa, Canada, dozens of questions were put to them on the subject.
The motion maker in the schools, demonstrated live on the Fablab mounted in space, was also approached by Paulo Blikstein, a professor at the School of Education and the Department of Computer Science at Stanford, on one of the boxes. The Brazilian said that innovations such as creative creator laboratories need to reach the public school to make learning meaningful for the student. In addition, he argued that academic research must address the results of the motion maker. “There is a cycle to buy a lot of equipment, but everyone forgets to measure the impact. These technologies are dusty and TV says they do not work, “he said, explaining that he’s been working on it for five years at Stanford to keep the cycle from repeating itself.
In addition to lectures by specialists, Transformar 2015 also opened space for eight Brazilian teachers, distributed in four stages simultaneously, to present innovative experiences using technology in public schools. In one of them, Eric Rodrigues,Of the Emílio Carlos Municipal School , in Rio de Janeiro (RJ), and Cleide Torres, from Escola Estadual Jardim Riviera, In Santo André (SP), showed different realities for the implementation of hybrid teaching, a methodology that combines online and offline teaching. In the first case, a teacher motivated in a school with deficient infrastructure, while in the second the technology demanded a whole work of appropriation by the teachers.
Among the most recent trends discussed during the event are new ways of assessing and certifying learning. Kimberly O’Malley, executive of the Pearson group, Nate Otto, director of the Badge Alliance microcredentials organization, and Natacha Costa, director of the Apprentice City School Association, met in the afternoon. They have reported initiatives that assess and certify skills such as creativity and collaborative work. In the future, said Otto, academic degrees tend to be worth less, teaching will become less linear and, instead of a curriculum, the portfolio of experiences will gain importance. Speaking of badges, symbolic representations of learning, he showed how in California a kind of passport has been created that accumulates achievements made by students in diverse experiences, both inside and outside of school.
Technology and Arts of the United Kingdom), Brought an overview of educational innovations around the world. Again, the speaker stimulated the interaction between the guests and provoked the audience to reflect on what it is to innovate in education and whether the topics covered all day would be really disruptive or just fads. For him, innovation can not be restricted to education. “We do not need innovation in education, but a system that brings innovation to the economy and to society,” he concluded.