Gagnaukinn veruleiki (augmented reality) og framtíð menntunarTryggvi ThayerInngangserindi flutt á "Í skýjunum", ráðstefnu 3F, Háskólans í Reykjavík og Upplýsingar, 5. apríl, 2013.
Veldisvaxandi tæknibreytingar og þekkingarþarfir kennara:Hvað þurfa kennarar...Tryggvi ThayerErindi flutt á Vorráðstefnu MSHA 2016: Snjallari saman.
Hvaða framtíð sjáum við fyrir skóla og skólastarf með tilliti til tækniþróunar? Hvernig geta/ættu kennarar og skólastjórnendur að bregðast við?
Tryggvi Thayer - Framtíðafræði: Hvað og til hvers?Tryggvi ThayerGlærur sem ég nota í almenna umfjöllun um hvað framtíðafræði eru og til hvers þau eru.
Educational innovation at the School of EducationTryggvi ThayerPresentation about some of the ways that the University of Iceland's School of Education is addressing needs for educational innovation.
Menntarannsóknir og framtíð menntunar:Framsýni og framtíðalæsi ímenntasamfé...Tryggvi ThayerErindi flutt á afmælismálþingi Félags um menntarannsóknir. Fjallað er um framtíðalæsi í tengslum við menntarannsóknir.
Learning spaces and the future of learningTryggvi ThayerThis document discusses how learning spaces are changing due to the blurring line between the physical and digital. It introduces the concepts of "striated space" which is structured and limited, versus "smooth space" which is open and allows free movement, perception and action. Modern technology has a smoothing effect by allowing connectivity and access to vast resources. The document argues learning spaces should be designed to accommodate multiple overlapping smooth spaces by providing ubiquitous technology and maintaining connectivity to facilitate flexible functional realities that are conducive to learning.
Citizenship, democracy and educationTryggvi ThayerDelivered at eTwinning Nordic Seminar on democratic participation and education in Iceland, November 2019.
Framtíð Menntunar - Kennslustund í MEN501G H2019Tryggvi ThayerGlærur með kennslustund Tryggva Thayer um framtíð menntunar fyrir námskeiðið Rannsóknir og vettvangur í uppeldis- og menntunarfræðum.
Skólar og skólahald í vísindaskáldskapTryggvi ThayerErindi á nýnemakynningu á menntavísindasviði HÍ. Umfjöllun um birtingamyndir skóla í vísindaskáldskap byggt á nokkrum af dæmum sem ég hef safnað síðustu 15 ár.
Samspil2018: Samfélagsleg nýsköpun í skólastarfiTryggvi ThayerStutt innlegg um samfélagslega nýsköpun til að undirbúa þátttakendur í Samspili 2018 fyrir vefmálstofu.
Tækniþróun og framtíð menntunar: Hvað er að gerast, hvernig vitum við og hvað...Tryggvi ThayerGlærur úr tíma í UT í menntun, Menntavísindasvið HÍ, 29. okt, 2018
International Comparative AssessmentsTryggvi ThayerThis document discusses international comparative surveys (ICS) of education systems. ICS projects aim to provide comparable data on education across countries to encourage reflection and improvement. They are used to gauge national education systems and identify best practices. However, some argue ICS have led countries to adopt standardized testing and corporate management models through the global education reform movement. While ICS increase awareness of other systems, they may also disrupt efforts to develop education that cultivates creativity and well-being.
Samnor - Starfsmenntun framhaldsskóla á NorðurlandiTryggvi ThayerGlærur með innleggi mínu fyrir vinnustofu með Ingva Hrannari Ómarssyni á Akureyri apríl 2018.
Megatrends and the forward-looking leaderTryggvi ThayerThis document summarizes a presentation about megatrends, forward-looking leadership, and futures thinking. It discusses analyzing forces driving change through lenses like technology, social trends, and environment. It also covers identifying megatrends, using tools like futures wheels and scenarios to explore impacts and possibilities. The presentation aims to provide an overview of futures methodologies and leadership strategies for addressing long-term needs.
Technological development & the future of education: The next 20 yearsTryggvi ThayerThis document discusses how technological developments may impact education over the next 20 years. It outlines plans for a new School of Education Plaza that will facilitate collaboration between educators. It then describes 5 emerging technology trends and how they could influence 21st century skills. Key elements of education that may be affected are student autonomy, transactional distance between instructors and learners, and learning environments. Three scenarios are presented varying these elements from low to high levels. The document concludes with a workshop on using scenarios as diagnostic and visioning tools to explore relationships between technology and education.
Augmented reality: The next frontier for learningTryggvi ThayerAugmented reality (AR) supplements the real world with virtual objects that appear to coexist in the same space. As AR and other technologies further blend the real and digital worlds, educators must prepare students for a more complex multidimensional reality. Functional reality describes an individual's usable relationship with their environment, and educators should help expand learners' functional realities. Learning as "realization" involves understanding one's environment, creative construction of new understandings, and sharing knowledge with others using available tools. AR and other technologies will dramatically impact society and require rethinking education to focus on realization through hands-on experiences that illuminate contexts.
Tryggvi Thayer - Framtíðafræði: Hvað og til hvers?Tryggvi ThayerGlærur sem ég nota í almenna umfjöllun um hvað framtíðafræði eru og til hvers þau eru.
Educational innovation at the School of EducationTryggvi ThayerPresentation about some of the ways that the University of Iceland's School of Education is addressing needs for educational innovation.
Menntarannsóknir og framtíð menntunar:Framsýni og framtíðalæsi ímenntasamfé...Tryggvi ThayerErindi flutt á afmælismálþingi Félags um menntarannsóknir. Fjallað er um framtíðalæsi í tengslum við menntarannsóknir.
Learning spaces and the future of learningTryggvi ThayerThis document discusses how learning spaces are changing due to the blurring line between the physical and digital. It introduces the concepts of "striated space" which is structured and limited, versus "smooth space" which is open and allows free movement, perception and action. Modern technology has a smoothing effect by allowing connectivity and access to vast resources. The document argues learning spaces should be designed to accommodate multiple overlapping smooth spaces by providing ubiquitous technology and maintaining connectivity to facilitate flexible functional realities that are conducive to learning.
Citizenship, democracy and educationTryggvi ThayerDelivered at eTwinning Nordic Seminar on democratic participation and education in Iceland, November 2019.
Framtíð Menntunar - Kennslustund í MEN501G H2019Tryggvi ThayerGlærur með kennslustund Tryggva Thayer um framtíð menntunar fyrir námskeiðið Rannsóknir og vettvangur í uppeldis- og menntunarfræðum.
Skólar og skólahald í vísindaskáldskapTryggvi ThayerErindi á nýnemakynningu á menntavísindasviði HÍ. Umfjöllun um birtingamyndir skóla í vísindaskáldskap byggt á nokkrum af dæmum sem ég hef safnað síðustu 15 ár.
Samspil2018: Samfélagsleg nýsköpun í skólastarfiTryggvi ThayerStutt innlegg um samfélagslega nýsköpun til að undirbúa þátttakendur í Samspili 2018 fyrir vefmálstofu.
Tækniþróun og framtíð menntunar: Hvað er að gerast, hvernig vitum við og hvað...Tryggvi ThayerGlærur úr tíma í UT í menntun, Menntavísindasvið HÍ, 29. okt, 2018
International Comparative AssessmentsTryggvi ThayerThis document discusses international comparative surveys (ICS) of education systems. ICS projects aim to provide comparable data on education across countries to encourage reflection and improvement. They are used to gauge national education systems and identify best practices. However, some argue ICS have led countries to adopt standardized testing and corporate management models through the global education reform movement. While ICS increase awareness of other systems, they may also disrupt efforts to develop education that cultivates creativity and well-being.
Samnor - Starfsmenntun framhaldsskóla á NorðurlandiTryggvi ThayerGlærur með innleggi mínu fyrir vinnustofu með Ingva Hrannari Ómarssyni á Akureyri apríl 2018.
Megatrends and the forward-looking leaderTryggvi ThayerThis document summarizes a presentation about megatrends, forward-looking leadership, and futures thinking. It discusses analyzing forces driving change through lenses like technology, social trends, and environment. It also covers identifying megatrends, using tools like futures wheels and scenarios to explore impacts and possibilities. The presentation aims to provide an overview of futures methodologies and leadership strategies for addressing long-term needs.
Technological development & the future of education: The next 20 yearsTryggvi ThayerThis document discusses how technological developments may impact education over the next 20 years. It outlines plans for a new School of Education Plaza that will facilitate collaboration between educators. It then describes 5 emerging technology trends and how they could influence 21st century skills. Key elements of education that may be affected are student autonomy, transactional distance between instructors and learners, and learning environments. Three scenarios are presented varying these elements from low to high levels. The document concludes with a workshop on using scenarios as diagnostic and visioning tools to explore relationships between technology and education.
Augmented reality: The next frontier for learningTryggvi ThayerAugmented reality (AR) supplements the real world with virtual objects that appear to coexist in the same space. As AR and other technologies further blend the real and digital worlds, educators must prepare students for a more complex multidimensional reality. Functional reality describes an individual's usable relationship with their environment, and educators should help expand learners' functional realities. Learning as "realization" involves understanding one's environment, creative construction of new understandings, and sharing knowledge with others using available tools. AR and other technologies will dramatically impact society and require rethinking education to focus on realization through hands-on experiences that illuminate contexts.
Augmented reality: The next frontier for learningTryggvi Thayer
Snillismiðjur og makerý:Að skapa framtíð
1. Snillismiðjur og makerý:
Að skapa framtíð
Tryggvi Thayer, PhD
LVG206M "Að vera í takt við tímann…” Snjalltækni í skapandi námi
Mars, 2020
2. Tækni og nám
5 stórar bylgjur í tækniþróun
1. Gríðarlegt magn gagna (Gagnagnótt/big data)
2. Skil milli þess raunverulega og stafræna að verða óljós (Sýndar- & gagnaukinn
veruleiki/virtual & augmented reality)
3. Allt að verða stafrænt (Afefnisvæðing/dematerialization)
4. Vélar sem beita gagnrýninni hugsun (Gervigreind/artificial intelligence)
5. Allsvegar samþætt tækni (Íklæðanleg & ígræðanleg tækni/wearables &
implants)
21. aldar hæfni mótast af þessum tækniþróunum!
3. Afefnisvæðing & allsvegar tækni
• Allt stafrænt og allt tölvutengt
• Snjalltæki
• Snjallheimili
• Internet of Things (IoT)
• Að stýra tæknilega umhverfinu
• DIY tækni – ódýr forritanleg tækni: Snjalltækni, samtengingar um net (IFTTT),
virkja ótengda hluti (NFC, QR kóðar, o.fl.)
• Tæknivæða eigin heim eftir eigin þörfum
4. Makerspaces
Staðir þar sem notendur hafa greiðan aðgang að efni, tækjum og
fræðslu til að geta hannað, frumreynt og skapað allt sem þeir vilja.
• Fab Lab (https://www.fablab.is/) – Verkefni tengt MIT.
Nýsköpunarmiðstöð Íslands stýrir hér á landi.
• Akureyri, Austurland (Fjarðarbyggð), Hornafjörður, Ísafjörður, Reykjavík,
Selfoss, Sauðárkrókur, Vestmannaeyjar, (Akranes).
• Makerí (https://www.facebook.com/groups/664271910444072/) –
Margir skólar komið upp eigin meikerí.
• Snillismiðjur (https://sites.google.com/rvkskolar.is/snillismidjur) –
Margir skólar komið upp eigin snillismiðju.
5. Helstu námskenningar
• Smíðahyggja (e. constructionism) (Papert, 1991 -
http://www.papert.org/articles/SituatingConstructionism.html)
• Nemendur læra best af því að skapa.
• Byggist á hugsmíðahyggju Piaget en leggur meiri áherslu á leik og að vinna með höndum.
• Starfssamfélög (e. communities of practice) (Wenger-Treyner & Wenger Treyner,
2015 - https://wenger-trayner.com/introduction-to-communities-of-practice/)
• Fólk með sameiginleg áhugamál/markmið mynda samfélög þar sem þekkingu og reynslu er
miðlað í opnu umhverfi í þágu einstaklinga og samfélags.
• Sjá t.d. Menntamiðju (http://www.menntamidja.is) & #menntaspjall
(https://twitter.com/hashtag/menntaspjall)
• Nýsköpunar-/frumkvöðlamennt (Svanborg R. Jónssdóttir, 2014 -
http://uni.hi.is/svanjons/files/2016/04/Ny%CC%81sko%CC%88punar-og-
frumkvo%CC%88%C3%B0lamennt-skilgreining.pdf)
• Nemendur læra með því að þróa og framkvæma eigin hugmyndir.
8. Samþætting í snillismiðjum
• Nemendur móta eigin verkefni:
• Greina þarfir
• Greina hvað er hægt að gera
• Finna út hvað þeir geta gert
• (sjá t.d. hönnunarhugsun – e. Design Thinking:
https://drive.google.com/file/d/1wUghWicd_9TxwAds_rSihEGDPNuPaf6G/view)
• Hvað þurfa nemendur að kunna til að vinna verkefnið:
• Þarfir (samfélagsgreinar)
• Hvað hefur verið gert áður (lestur, húmanískar greinar)
• Vinnubrögð og meðferð efna (list- & verkgreinar, efna- & eðlisfræði)
• Tæki & tækni (tölvur, forritun, list- & verkgreinar, stærðfræði, eðlisfræði)
• Vinnulag (heilbrigðisgreinar)
9. Gagnlegir vefir
• Fab Lab Ísland - https://www.fablab.is/
• Snillismiðjur UT Torgs -
https://sites.google.com/rvkskolar.is/snillismidjur
• Makerspace á Íslandi (FB hópur) -
https://www.facebook.com/groups/664271910444072/
• Makezine (Mikið af áhugaverðum verkefnum) -
https://makezine.com/
• Make á YouTube - https://www.youtube.com/user/makemagazine
• Kitronik (vefverslun með allt sem þarf) - https://www.kitronik.co.uk/