College of DuPage Offers New Certificate Program in Data Analytics
New $10,000 Scholarship Opportunity for Women in STEM
Vivid-Pix Sponsors International African American Museum Opening 2022 in Charleston, SC
San Diego Zoo Wildlife Alliance Opens Wildlife Explorers Basecamp at the San Diego Zoo
Why African Languages Matter By Victor Oladokun
Student Education & Wellness Platform Launches Amid Pandemic
Myopia Profile Launches Communicating the Myopia Message Online Professional Resource
Smart Energy Education Offers Energy Technology & Policy eCourse
Osmo’s STEM Week Sale & Amazon Deal of the Day (11/8)
Youth Leaders from United Nations and Global Citizenship Foundation Lead the Post COVID-19 Transformation on Planet Classroom
-
Confirming our status as a school offering high quality education, DBS has recently been accepted as a fully accredited member of CIS
CIS is recognised worldwide as a leader of school evaluation and accreditation, which will only accept schools that show a commitment to high quality international education. In the words of CIS, schools accepted into the fold must have ‘achieved high standards of professional performance in international education and has a commitment to continuous improvement.’ The voyage from starting the process to full accreditation takes up to three years, so for DBS to achieve this at the end of its fourth year is truly remarkable. To become accredited by CIS requires the hard work and collaboration of the entire staff at DBS, not just the academic team, which highlights the togetherness present at the school. Prior to the Team Evaluation school visit, the entire teaching team collaborated on various areas of the final report, highlighting the areas of outstanding work at the school and also the areas that we wish to improve. The process gave our staff the chance to really reflect on the everyday practices of the school and identify what makes DBS stand out. Preparing the report also gave the academic team a better appreciation of what colleagues do in other sections of the school. The final step of the process was the whole school evaluation from a team of leaders in education from institutions around SE Asia. Although the Team Evaluation visit was challenging, especially as it was held online, it turned out to be both a thoroughly rewarding and also a validating experience. To have areas that we knew we excelled in to be recognised by our peers brought an immense amount of pride and satisfaction from all at DBS. Areas of significant praise included the development of a culture where innovative teaching and learning practices are encouraged, and the development within the students of creative thinking and problem solving. Also receiving praise was the school’s Well-being programme, which is central to all that we do at DBS. As with all accredited members of CIS, the journey does not end here. Spurred on by our success, DBS will move forwards on its path of continuous improvement in all areas and aspects of school life. The teamwork that got us this far, between the academic and administrative teams, the students and the parents, will ensure that the future at DBS continues to be very bright. DBS is also offering scholarship opportunities for Y3-Y12 students, or those between the ages of 7-17 years, who excel in either English and Maths, Sport, Music, Art, Drama, or as an All-Rounder. Successful students can receive scholarships with up to 50% discount on their tuition fee. At the DBS Scholarship Days, there will be an academic examination, using the UK education standard, and an interview for all candidates. Non-academic assessments will take place for Sport, Music, Drama, and Art candidates. Students can submit applications now until 1st November 2021, and the scholarship days will be held on Saturday 6th and 13th November 2021. For more information, please call 02-666-1933 or email: admissions@dbsbangkok.ac.th or visit www.dbsbangkok.ac.th
-
7 in 10 Parents Say Children’s Post-Pandemic Social Skills Are at Risk, Per Osmo Study
According to a new study of 2,000 U.S. parents of school aged-children (5-14 years), parents have tried a myriad ways to keep their kids active and social during the pandemic, however, 7 in 10 perceive their child’s post-pandemic social skills to be at risk, even as things return to normal. The majority of parents (71%) are also worried about potential learning loss that may have resulted by not being in school, and are pursuing a variety of means to keep up their child’s studies at home this summer. The study was commissioned by STEAM brand Osmo and conducted by OnePoll. Osmo’s study reveals that 77% of parents encouraged their child to be social and active from afar, while at home. For example, they allowed their child to: play video games or online games with others (52%); call and text friends often (49%); make neighborhood friends (45%); engage in outdoor activities like walking and bike riding (46%); attend virtual get togethers (35%); and new friends online (23%). Despite trying their hardest, two in three parents are worried that their child has gotten more socially awkward around others, and 62% do not think their kid will be able to pick up where they left off upon returning to class this fall. Specifically, parents worry that their child will have trouble in these areas: making conversation with friends (41%); meeting new people (40%); sharing (35%); staying quiet for long periods (34%); waiting their turn (31%); or remembering to say “please” and “thank you” (37%). The survey also revealed that parents value socializing, with 85% believing it is a necessary skill to use in school. Forty-four percent of respondents place academic learning and socializing on the same level of importance, and four in five (81%) think schools should implement more activities that encourage and teach social skills. “We understand how difficult the pandemic was for both kids and their parents – many of us at Osmo experienced these challenges ourselves,” says Pramod Sharma, CEO of award-winning Osmo, known for its bestselling Coding Starter Kit, Creative Starter Kit, Genius Starter Kit, and Little Genius Starter Kit. “This past year has taught all of us that learning is about so much more than academics. As a brand, Osmo is committed to applying these insights toward multi-player experiences that promote the social-emotional learning parents look for and kids need.” The study also reveals four in five parents made sure their children succeeded academically even through tough times and emphasized that school was as important as ever before. Over half of parents (52%) stuck by their child’s side when they struggled with an assignment, 47% encouraged their child to study more, 43% tried to make learning fun through games or educational activities, while 42% percent took the time to create extra homework to ensure their child understood the material they were learning during homeschooling. However, three in four parents believe their child lost a year of proper education due to COVID, and the majority (71%) are concerned that it will be difficult for their kids to catch up on learning they may have missed. With this in mind, four in five (81%) believe that certain technology or entertainment tools may be the solution to improving both their child’s social and educational skills. When asked what subject they think their kids are most likely to struggle with, parents said math (41%) followed by science (37%) and language arts (34%). Additional parental concerns about children’s re-entry to class include: not remembering their school supplies and books (42%); focusing in class (41%); or using a full keyboard not attached to a tablet (36%) again; opening their locker (32%); and doing their homework every day (32%).
-
Purdue educational startup to partner with PASCO Scientific on global distribution
Explore Interactive, a Purdue University-related startup that markets augmented reality-powered, gamified learning sets to help students in grades 3-5 understand science, technology, engineering and mathematics (STEM), has entered an agreement with PASCO Scientific Inc. to distribute the award-winning MindLabs product around the globe. MindLabs, which was named by Forbes in 2020 as the STEM product with the best hands-on and AR integration, will be sold in English-language markets as part of the PASCO Blueprint packages for summer and year-long learning enrichment in the sciences. The Blueprint packages are especially of interest for schools and districts with access to ESSERIII educational grant funding within the American Rescue Plan. They are available online. Amanda Thompson, CEO of Explore Interactive, said PASCO Scientific is the perfect partner for global distribution of the MindLabs science learning product. "As an established leader and global innovator of educational STEM products, PASCO Scientific is the perfect partner," she said. "Together, we envision a future where high-quality digital interactions, like our MindLabs AR, are integrated with hands-on STEM experiences to maximize student learning outcomes. PASCO's global network of educators will accelerate the adoption of MindLabs worldwide, enabling us to nurture young learners everywhere." Richard Briscoe, president and CEO of PASCO Scientific, said MindLabs is a strong addition to the company's catalog of educational products to accelerate students’ interests and abilities in the sciences. "As a growing innovator in science education, MindLabs' creative approach is a game-changer for young learners. The integration of augmented reality into hands-on science creates a new dynamic that makes it easier for younger students to explore complex concepts, like electricity and circuits, through play," Briscoe said. "Through our partnership with MindLabs, we hope to encourage early excitement around science in students around the world while helping them develop foundational literacy in science and STEM concepts." Thompson and her team conducted educational studies with researchers at the INSPIRE Research Institute for Pre-College Engineering at Purdue under SBIR funding from the National Science Foundation, the National Institutes of Health and matching funds from Elevate Ventures. Explore Interactive has received support and guidance from the Purdue Foundry, an entrepreneurship and commercialization hub housed in the Convergence Center for Innovation and Collaboration in Purdue's Discovery Park District, adjacent to the Purdue campus.
-
Bentley Systems Announces New Bentley Education Program, Putting Students on the Path to Infrastructure Careers
Bentley Systems, Incorporated, (Nasdaq: BSY), the infrastructure engineering software company, today announced the Bentley Education program, which encourages the development of future infrastructure professionals for careers in engineering, design, and architecture. The Bentley Education program is initially available in the United Kingdom, Australia, Singapore, Ireland, and Lithuania, with plans to expand to the United States, Canada, Mexico, Latin America, and India by mid-summer. The program’s student and educator entitlements allow no-cost learning licenses for Bentley infrastructure engineering applications and proven learnings through the new Bentley Education portal. Students and educators from around the globe can register on the Education portal and connect to infrastructure organizations and resources to prepare for and to recruit for infrastructure engineering careers. Bentley also announced the Future Infrastructure Star Challenge 2021. The Bentley Education portal provides a single source for an on-demand, frictionless, and fun experience for students as they build and enhance their digital design skills. Students and educators have access to comprehensive resources, including: • insights from leading AEC professionals, sharing what the industry has to offer students and what skills are in high demand; • the latest news and emerging trends in architecture, engineering, and construction; and • firsthand perspective of current engineering students, mentors, and women in infrastructure engineering. The program offers full access to learning licenses of over 40 of Bentley’s most popular applications used by infrastructure professionals around the globe, including ContextCapture, MicroStation, OpenRoads Designer, STAAD.Pro, and SYNCHRO. The Bentley Education program is open to students and educators at community colleges, technical institutes, polytechnics, universities, secondary schools, and homeschooled students. The program is designed to create world-class talent that can rise to the challenge of improving quality of life and positively changing the world using Bentley infrastructure engineering software, applications, and proven learnings. The Bentley Education program will also help students develop digital skills, which are critical for a qualified talent pipeline to support infrastructure growth and resilience worldwide. The Bentley Education program uses a role-based learning approach, allowing future infrastructure professionals to focus on specific capabilities needed for specific professions. Students can go beyond mere product proficiency and develop a comprehensive understanding of skillsets required to excel in various roles in infrastructure engineering. “With many nations and institutions committing to infrastructure and digital education initiatives as top priorities for a post-pandemic world, we are excited to launch this much-requested and responsive program now,” said Katriona Lord-Levins, chief success officer, Bentley Systems. “We want to inspire and encourage students to learn about infrastructure engineering as a possible career path, and to introduce these young minds to the vast opportunities that lie ahead, with infrastructure going digital.” The Bentley Education portal also serves as a gateway for individual students or teams of two to submit their innovative concepts for Bentley’s Future Infrastructure Star Challenge 2021. The global competition is open to students from community colleges, polytechnics institutes, and universities. Students advancing in the Challenge, based on their ideas that improve quality of life, will work on modeling, simulation, and visualization to develop a design model. The winner of the Future Infrastructure Star Challenge will be announced during the Going Digital Awards at the Year in Infrastructure 2021 Conference. The inaugural Future Infrastructure Star Challenge is divided into Stage 1 (Conceptualization), and Stage 2 (Design and Visualization). In Stage 1 (Conceptualization), students are invited to submit their ideas for “a next big infrastructure project” in any of the following categories: road and rail, building and facilities, water and wastewater, cities and mapping, and power generation. While conceptualizing their idea, students should focus on an environmental challenge that affects or is affected by infrastructure development, consider applying the Internet of Things, and emphasize the project’s contribution to the world’s health and welfare. The top 20 judged projects from Stage 1 (Conceptualization) will each win USD 500, with the top 10 projects moving on to Stage 2 (Design and Visualization). Here, each such entry may take advantage of opportunities to work with infrastructure professionals, and/or to attend masterclasses with Bentley experts, to bring their ideas to life using Bentley applications. In addition to being announced and introduced at the Year in Infrastructure 2021 Conference, the winner of the Future Infrastructure Star Challenge 2010 will receive a cash prize of USD 5,000 and recognition in Bentley’s 2021 Infrastructure Yearbook. Vinayak Trivedi, vice president of Bentley Education, said, “We want to make the Bentley Education portal the place where students can go to learn about and become inspired to make infrastructure engineering their career choice. The goal of the program is to help students who are passionate about infrastructure to get a jump-start on a fulfilling career. The Future Infrastructure Star Challenge 2021 provides an opportunity for them to be creative and innovative in project designs for improving the quality of life and positively changing the world.”
-
IBA and The College of Law Australia launch online anti-harassment training for the legal profession
Bullying and Sexual Harassment in the Legal Profession, the International Bar Association (IBA) Legal Policy & Research Unit (LPRU), in collaboration with The College of Law Australia, have launched a set of e-learning modules designed to guide individuals and workplaces towards making positive cultural changes. With the aim of reducing the prevalence of inappropriate behaviour within the legal profession, the training modules are available for free to anyone within the legal profession (IBA membership is not a prerequisite) and can be accessed on the IBA website here. The modules involve a combination of information, data and accounts included in the Us Too? report , quizzes, videos and animations. In addition to introductory and concluding modules, the training is comprised of four further modules that focus on: bullying sexual harassment exploring the role of individuals in driving positive change considering the importance of workplace action IBA Immediate Past President Horacio Bernardes Neto, who championed the Us Too? campaign throughout his two-year (2019–2020) presidency, commented: ‘The IBA is committed to ensuring that the legal profession is a safe, supportive and respectful environment for every member of it. The development of this training is another demonstration of that commitment. We must maintain momentum, and we hope legal workplaces across the globe deploy the training for their staff and that they find it practical and edifying.’ Kieran Pender, the former Senior Legal Advisor at the IBA who led the Us Too? campaign and co-developed the training, said: ‘Effectively addressing the prevalence and impact of inappropriate behaviour in law requires a multifaceted strategy akin to a many-piece puzzle. Training is one really important piece of that puzzle. The Us Too? report emphasised that “the profession should make a concerted effort to improve the frequency and quality of training to address bullying and sexual harassment”. Our intent in developing this training was to contribute to that collective effort.’ To develop the training, the IBA partnered with The College of Law, the largest provider of practice-focused legal education in Australia and New Zealand. The IBA provided subject matter expertise and The College of Law applied its technical and pedagogical expertise to create innovative training modules. ‘We believe this training will make a difference,’ said Niru Palanivel, a content designer at the College of Law who led the collaboration. ‘ Inappropriate behaviour has no place in any profession, let alone a profession predicated on the highest ethical standards. We hope this training, by providing a range of data-backed insight, personal accounts and practical actions, can empower members of the legal profession to play their part in driving positive change.’ The training modules contain more than a dozen videos, many recorded as part of the Us Too? global engagement campaign, which saw report launches take place in 30 cities across six continents with hundreds of stakeholders. This anti-harassment e-learning training series builds on the insight gathered during the campaign. Among those to feature in the training are (in order of appearance): Julia Gillard AC, former Prime Minister of Australia Kate Jenkins, Australia’s Sex Discrimination Commissioner Dame Laura Cox QC DBE, Retired Justice of the High Court of England and Wales Justin D’Agostino, Herbert Smith Freehills, Hong Kong Laura King, Clifford Chance, London Deborah Enix-Ross, Chair, IBA Bar Issues Commission Policy Committee and of Debevoise & Plimpton, New York City Claudia Benavides Galvis, Baker McKenzie, Bogota Yosbel A Ibarra, Member, IBA Law Firm Management Committee Advisory Board and of Greenberg Traurig, Miami Rachel Eng, Eng & Co, Singapore Fiona McLeod SC, Co-Chair, IBA Diversity & Inclusion Council and of the Victorian Bar, Melbourne Hanim Hamzah, Co-Chair, IBA Law Firm Management Committee and of ZICO Law Network, Kuala Lumpur Iain Miller, Membership Officer, IBA Professional Ethics Committee and of Kingsley Napley, London Sharon P Masling, Morgan Lewis, Washington DC The training is one of a number of ongoing projects led by the IBA as part of the Us Too? campaign, including a recently published discussion paper on the use of ‘Trust Tech’ to encourage reporting of incidents.
-
Bentley Institute Press Announces Availability of Infrastructure Digital Twins
Bentley Institute Press, publisher of cutting-edge textbooks and professional reference works for the advancement of the engineering, architectural, construction, operations, geospatial, and educational communities, has announced the availability of a new publication titled Infrastructure Digital Twins: A Leadership Short Course – Volume 1. Vinayak Trivedi, vice president and global head of Bentley Institute, said, “We are pleased to offer this first publication on infrastructure digital twins from Bentley Institute Press authored by Dan Raker, veteran CAD industry visionary and author/publisher of many titles including INSIDE MicroStation and MicroStation Manager Magazine. This slim, power-packed publication is a part of a broader digital-twin curriculum, which the Bentley Institute team is developing to help you get started with your infrastructure digital twins. Like all titles in the Bentley Institute Press portfolio, this publication aims to deliver continuous learning to practitioners in infrastructure professions to upgrade their technical skills and support their going digital initiatives.” Infrastructure Digital Twins: A Leadership Short Course delivers an executive overview for leaders to understand and master the fundamental concepts necessary to drive their organizations’ digital transformation. Volume 1: Getting to Know iTwins: explains key definitions while establishing the confluence of tools compelling technical, organizational, and personnel adaptation disrupting the AECO industry. Volume 2: iTwins in Action (Available in Quarter 4 of 2020) reveals use cases yielding huge cost savings and additional business opportunities through iTwin application of data analytics, artificial intelligence, virtual and augmented reality, and digital transformation of infrastructure construction and operations. Both volumes educate leaders with an easily readable mix of powerful business language with the technical jargon enabling subject mastery for leadership direction. The use of digital twins in infrastructure is giving weight to the idea that data is the new infrastructure. New and veteran infrastructure professionals understand the importance of bringing the built environment to life. With the marriage of design intent with ongoing infrastructure operations, digital twins enable executive-level insight, improved asset performance, and more sustainable environmental outcomes. Author Dan Raker said, “As the world faces unprecedented need for new and refreshed infrastructure, implementing digital twins offers the greatest single impact for improving infrastructure’s responsiveness while radically cutting environmental impact and cost. This book explains how and puts leaders in the driver’s seat to steer their organization’s digital twin transformation.”
-
Codecademy Launches the World’s First Interactive VR Course
Codecademy, a global provider of online education dedicated to building skills and employability in the 21st century, announced today the launch of a new interactive VR course, Learn A-Frame. Designed for developers, designers, and non-technical creatives alike, the free course teaches users to build a 3D environment and preview it in real-time using a VR headset (or the traditional way, using a computer). “It's an immersive 3D learning experience that gives users the option to take the entire course inside of a VR headset and see the virtual world they’re building come to life as they code it. This is a first for VR courses, which are traditionally video-based and can only be taken on computers,” says Zach Sims, Codecademy CEO and Co-Founder. Learn A-Frame begins with fundamentals such as HTML before diving into advanced topics, making it easy for novice learners interested in VR to get started. The course then progresses into the basics of A-Frame, a popular open-source web framework for building virtual reality experiences in a web browser, and enables learners to build out a virtual environment and create user interactions. “One of our biggest motivations for designing this course was to push the VR/AR community forward by transforming a traditional 2D online learning experience into an immersive 3D one,” said Zach Sims, CEO and Co-Founder of Codecademy. “By the end of this course, you'll be able to build your very own virtual world for your friends and families to explore, whether they're using a VR headset, a Google Cardboard, or a computer.” There has been a 1,400% surge in demand for AR/VR talent since last year, and the average annual salary for AR/VR developers in major US tech hubs is between $135K to $150K, according to a recent report. “Without compelling software and apps driving VR headset sales, the user base will never grow,” said Sonny Li, Senior Curriculum Director of Codecademy. “We worked closely with the A-Frame team to design a state-of-the-art introductory VR course that could give aspiring developers the tools to fill the shortage. We hope that it will inspire others in the space to make other bold and innovative bets to fundamentally change the way people learn.” While the Learn A-Frame course is free, it also contains Pro-exclusive content such as quizzes to test participant knowledge and a collection of Pro projects that let users apply what they’ve learned to build real-world projects such as the flower of life, solar system and a perceptual art memorial piece in honor of the Black Lives Matter movement.
-
New Turnkey Project-Based Learning Resources for High School STEM Teachers
MIT BLOSSOMS, an international education initiative founded in 2008 to encourage high school STEM teachers to pursue more active, student-centered learning, has recently enlarged its focus to support those teachers in moving to Project-Based Learning. Project-Based Learning (PBL) is an emerging teaching/learning strategy. The traditional teaching/learning model has students passively “receiving content” from the teacher, practicing with homework, memorizing for the next exam and then – tragically – often forgetting it all. PBL offers a substantially different experience where the teacher helps students form small teams and then challenges each team to work on a demanding problem over the course of weeks. The ideal problem is socially important, located in the real world — preferably in the students’ community, and requires mature application of STEM knowledge. The complexity of the problem is such that it has no right or wrong answer, a situation often troubling to students used to formulaic learning. Rather, the team must devise its own procedures for problem framing, formulation, and resolution. In the course of this effort, where now the teacher is mentor or coach, students experience discovery learning — in sharp contrast to taking lecture notes. They also must develop 21st Century skills involving cooperation, collaboration, conflict resolution and reaching out to local professionals who work in the domain of the assigned problem. The team’s problem resolution is typically presented in a final written report and public oral presentation, often with local stakeholders attending. It is a learning exercise that these students will likely never forget! Yet imagine the challenge for a teacher to design and operate such a PBL project over the course of three to five weeks, while still having to prepare and give lectures for other required topics. This huge teacher preparation “start-up cost” (in terms of time and energy) is certainly one reason why many high school STEM teachers hesitate to try PBL, although they may want to. Our new MIT BLOSSOMS PBL units are designed for just such a teacher – someone who wants to give PBL a try, but is not sure just how to get started. The first five MIT BLOSSOMS PBL units listed below: Green Chemistry Special Properties of Water Tragedy of the Commons Complex Systems User-Centered Design Each of these units is developed to provide a teacher with all the resources and scaffolding needed to lead a three to five-week classroom project. To begin, each unit kicks off from a BLOSSOMS video lesson, thus providing the teacher with anchoring content and clear direction. Teachers have informed us that one of the most useful scaffolds provided in these units is the “Project Calendar,” which offers a detailed, flexible day-by-day schedule for the unit. This calendar includes downloadable resources to lead the project, such as lesson plans, teacher notes, slide presentations, student handouts, homework assignments, etc. — thus removing myriad hours of preparation time for teachers who might not try PBL without such scaffolding. Other valuable resources provided with each of the five BLOSSOMS units include “Video Teacher Guides,” “Summative Assessments,” “Project-Based Learning Tools,” “Teacher Questions/Answers about PBL”, and a discussion of “Common Student Concerns During PBL.” Education professionals are looking forward to using these new PBL resources. According to Michael Lauro, Associate Executive Director of the Atlantis Charter High School in Fall River, Massachusetts, “We have learned much from collaborating with the MIT BLOSSOMS team over the past three years. We think we have played some role in helping BLOSSOMS define their PBL capabilities, and we look forward to using in our classrooms these five new PBL exercises in the coming academic year.” Financial support was generously provided to MIT BLOSSOMS by the US OPEN EDUCATION RESOURCES FOUNDATION INC of Ruckersville VA, Lincoln H. Miller, Jr., founder and president. All content from BLOSSOMS is OER, Open Education Resources, freely available to all.
-
Bentley Institute announces “Digital Infrastructure Student Idea Challenge 2020”
Bentley Institute, a leading organization advancing infrastructure professions by empowering practitioners, students, and academic institutions through continuous learning, scholarships, internships, and applied research partnerships, recently announced its Digital Infrastructure Student Idea Challenge 2020. The challenge is continuing Bentley Institute’s undeterred mission of nurturing future professionals, helping them stay active, engaged, and enthusiastic amid the challenging times of school closures and self-isolation. With migration, urbanization, and climate change placing increasing stress on the world’s-built environment, the industry must transform and innovate to deliver resilient infrastructure. Bentley Institute is looking for students from around the world to come up with visionary ideas and inventive concepts that could potentially transform infrastructure and make a positive impact in the world. The challenge is open to individual students (or teams of two) from community colleges and schools, polytechnics, technical institutes, and universities. To participate, students need to select a challenge that is relevant to any infrastructure domain and propose a smart, ground-breaking solution concept. Students should submit a presentation and PDF document (with a minimum of 500 words) of their conceptual ideas, not a detailed technical solution with a design. However, students should describe how software technology could play a role in their proposed concept. It must also be supported by graphs, figures, videos, and pictures. In addition to gaining recognition from Bentley Institute, the top winning team will receive a cash prize of USD 5,000. The winners of the Best Presentation, Best Challenge, and Best Solution categories will also win cash prizes of USD 2,000 each. Bentley Institute encourages all students to use time at home constructively to suggest ideas for a better tomorrow.
-
EBS Response to the Unprecedented National Disaster... Urgent Schedule for Special SchoolCourses Live Streaming for 1st to 12th grade.
⁃ EBS has urgently organized for 1st to 12th grade from March 23rd(Mon) ~ April 3rd (Fri) ⁃ With company-wide capabilities fully mobilized, 150 crews providesimultaneous live broadcasting of 472 classes across 10 studios ⁃ EBS provides the same online live broadcasting with thetimetables from the schools and you can download the EBS texts for free ⁃ In response to COVID 19, we are providing the largest ever onlineeducation model in our history With the opening days of the school term ofelementary, middle and high schools postponed for another two weeks until April6th, EBS (President Kim Myung-joong) mobilized 12 E-learning studios at theirfull capacity and organized the 'EBS 2-Week Live Schooling Courses’ for all 12grades of elementary, junior, and high school. From March 23rd to April 3rd, ‘EBS 2-Week LiveSchooling Courses’ will be provided for two weeks following the timetables ofschools on the EBS elementary, middle and high school sites in order to keep upschool progress for the new semester. The existing Special High School Live Lecture targetedhigh school students, drawing attention from the public, and so EBS hasexpanded this new Special Live Lecture to all grades of students in elementary,middle and high school, as well as organized an unprecedented combination ofsimultaneous live streaming on the Internet using ten studios. In terms of production scale, 150 crew members willspecially produce 472 classes in ten studios and broadcast them in real time.To this end, EBS also introduced other devices for internet live streaming. EBSplans to mobilize company-wide capabilities such as disinfection and diseasesurveillance during the broadcast period by organizing a special team dedicatedto COVID-19 in order to prevent daily live broadcasting from needing to pause. ‘EBS 2-Week Live Schooling Courses’ is anunprecedented and organized system not only in Korea but also amongst foreignbroadcasters. In order to overcome the temporary paralysis of school functionsaround the world, EBS decided to fulfill its role as a designated “NationalDisaster Education Broadcasting Company” in close cooperation with the Ministryof Education and the Korea Communications Commission. On the other hand, EBS textbooks that are used aslecture materials for two weeks can be downloaded free of charge from each EBSelementary, middle, and high school site. In the case of first and secondgraders, taking their development into account, EBS will broadcast “Adapting toSchool Life” and “Basic Course Contents” through the EBS Plus 2 Channel insteadof live streaming it on the internet. The 3rd to 6th graders can take classes from the EBSelementary site (primary.ebs.co.kr) from 9 am to 12 am, 7th-9th graders from 9am to 1 pm on the EBS middle school site (mid.ebs.co.kr), 10th graders from 9am to 1 pm, and 11th-12th graders from 9 am to 4 pm on the high school site(ebsi.co.kr) in the same way as school classes. In addition, all live speciallectures and related learning materials will be available through a ‘Replay’service at EBS elementary, middle, and high school sites. (*For the detailedschedule of each grader, see the attachment below) ‘EBS 2-Week Live Schooling Courses’ are expected tosignificantly resolve the learning gap caused by the additional postponement ofthe new semester through interactions with EBS's lecturers in real time throughcomments. ‘Special Lecture for 5 Days Live,' which was urgently formed on March9 due to the unprecedented postponement of the new semester, attracted morethan 250,000 comments (as of March 17). On this online platform where teachersinteracted with students, we found the possibility to succeed in new forms oflearning. EBS President Kim Myung-joong states, “As our advancedsystem to combat the epidemic is praised by people around the world, EBS'sonline live broadcasting can become a new education model in response todisaster in a global emergency where schools are closed.” * EBS : Korea Educational Broadcasting System As the one and only educational broadcasting channel in Korea, EBS provides top-notch programs for children and high quality documentaries for all age group. It not only complements public education, reducing the unnecessary private education cost, but it also functions as a driving force for enhancing equality in education. In the era of the 4th Industrial Revolution, moreover, it is now offering the interactive E-learning system that anyone can access at any time with any device, along with the customer-oriented services. * homepage : http://global.ebs.co.kr/global/main http://www.ebs.co.kr/main
-
Luxury Attitude Academy Launching Press Conference Hosted by LBI Korea
Luxury Business Institute Korea (LBI Korea) hosted a press conference at the Grand Hyatt Seoul Hotel on May 10, and announced launching of its state-of-the-art education solution, 'Luxury Attitude Academy' in Korea. Daniel Mayran, president of LBI Group, answered to the question, which is “What is luxury?”. “Luxury is evolving and customers are looking for new experiences.” He defined luxury by saying, “Luxury is the key to creating a customer experience and an important element of brand differentiation.” He also said, “I believe the true luxury is the unique result created by outstanding craftsmen with unique know-how in an extremely special environment. I think that the E-Movie Leaning program will be an important asset for other service companies such as learners, jobseekers, professionals, luxury brands, etc.” ▲ Daniel Mayran, Founder and President of LBI Group ▲ Edouard Champrenault, President of LBI Group ▲ Kwon Yunjung, Vice President of LBI Korea LBI Korea is the first luxury professional training institute in Korea that offers specialized consulting and education programs for practitioners in the luxury industries including retail, hospitality, beauty, cosmetics and lifestyle. Luxury Attitude Academy consists of three types of content: 'service', 'communication and interpersonal skills', and 'customer experience'. The program is expected to be a great help for three cases: companies that want to improve their customer service and management performance through service improvement, industry practitioners who want to boost their job performance by building up additional expertise based on the insights of global luxury experts and case studies, jobseekers who want to improve competitiveness through indirect job experiences. In particular, LBI Korea offers customized on-off-line convergence courses in consideration of various positions of students, practitioners and executives. Luxury Business Institute was established in Korea in 2009 to foster more specialized luxury specialists and is also currently operating in China (2015). LBI not only provides customized training programs but also retail service quality assessment and headhunting services to the luxury industry. LBI's typical portfolio is comprised of more than 40 prestigious brands, including Gucci, Hermes, Burberry, Bluebell, Richemont, Hyundai Motor and Seoul Shilla Hotel. ▲ LBI is equipped with a platform optimized for business by absorbing feedback from luxury industrial sites. ▲ LBI boasts optimized UX for online training. ▲ It is also advantageous for retraining in the enterprise as manager mode allows to easily check learning progress. The program was co-developed by LBI Korea and INSEEC U., a prestigious educational institution in France. The program is bidirectional online education course composed of 12 episodes (30 minutes of drama per episode, a total of three months) that re-create realistic situations for professional and immersive storytelling. Moreover, each episode includes exclusive interviews of global luxury experts, so students can learn insights about the problems and responses they might face at the service field. Program students will receive a 'Luxury Attitude' certificate after completing each learning module and four assessments. Currently, LBI Korea is first of the seven countries around the world, including France, the United Kingdom and the United States, for launching e-learning solution 'Luxury Attitude Academy'. Global companies including Hotel Le Meurice, one of the classical luxury hotels in Paris, German luxury Car Company Porsche, Paris department store Printemps, premium coffee brand Nespresso, and Air France, are using it for training practitioners. Kwon Yunjung, Vice President of LBI Korea, said, “This launch will be a great opportunity for hotel and luxury brand employees and jobseekers to learn more about real-world examples of luxury brands. It will also be an education solution that can offer practical help to the distribution and hospitality industry as well as jobseekers and practitioners of related industries such as automotive, banking and healthcare.”
-
Fearless Scholarship Offers $5,000 to Study Abroad
The American Institute For Foreign Study (AIFS), a world leader in international education and cultural exchange, announced the launch of the Fearless Global Citizen Scholarship for study abroad. The need-based scholarship is worth $5,000 and is available to all eligible college students who study abroad on an AIFS program this spring. The application deadline for the scholarship is October 1. Despite the worries and challenges in today’s world, a Fearless Global Citizen strives to embark upon meaningful, impactful life experiences through travel and cultural exchange.5 Reasons to Travel Fearlessly Fearless Global Citizen is a non-partisan, international campaign designed to motivate youth to travel without fear. This effort is in direct response to recent world events; the intent is to combat negativity and highlight the importance of understanding other cultures. The mission is to bring the world together by encouraging international exchange and travel around the globe. "Despite the worries and challenges in today's world, young people must continue to embark upon meaningful, impactful life experiences through travel and cultural exchange," said William L. Gertz, President & CEO of AIFS and creator of Fearless Global Citizen. "The journey to world peace can only be forged through true international awareness, and this can only be attained by expanding our knowledge of other countries and cultures." What defines a Fearless Global Citizen? It is an individual who: Steps outside their comfort zone—leaving behind the familiar, unafraid to travel to learn more about themselves and the world. Experiences a variety of cultures firsthand—learning about the world, its people and its cultures through travel simply has no substitute. Explores the world to enhance their career: gaining an international perspective creates a broader understanding and respect of ideas and commerce around the world. Gains appreciation for the world around them—respecting fellow global citizens begins with the understanding of their lives, culture and values, which results in genuine appreciation. Embraces diversity—whether it's religion, race, culture or gender, diversity comes in many forms. In order to learn from one another, we must first gain an understanding about one another. Fearless Global Citizen spotlights individuals from around the world, who have embraced the spirit of international exploration, on its website, www.fearlessglobalcitizen.org. The site allows people to share why they decided to explore the world and their experiences and highlights how being a global citizen is vital to a peaceful and diverse world. Gertz adds, "If I could say anything to a young person struggling with the decision to travel, it would be: This is a pivotal time. It is your time to travel, learn about other cultures and have experiences and relationships that will impact the rest of your life. Don't let this moment pass you by."
-
-
-
-
-
