7pi3 Educational Method: Difference between revisions

From Future Worlds Center Wiki
Jump to navigationJump to search

7pi3 Educational Method (view source)

Revision as of 22:50, 11 June 2019

10,871 bytes added ,  11 June 2019
no edit summary
No edit summary
No edit summary
 
Line 1: Line 1:
'''7pi3 Method''' is an innovative educational approach to teaching invented by [[Yiannis Laouris]] and his team at [[Future Worlds Center]]. It has been developed for introducing IT and technology in an inspiring, humanistic and educationally efficient manner in its core, but it can be applied to all educational settings. The basic concept is an expansion of the [[The KnowledgePacket™]] invented and applied by [[CYBER KIDS]] in 1991. The need for the development of such new approach was first presented in a 2014 conference on learning innovations in Kenya<ref>Laouris, Y. (2014). Harnessing Collective Intelligence from within Mobile Learning Apps
: A path towards designing better Futures. eLearning Innovations Conference, 8-30 July, 2014, Kenya </ref>, while the first presentation of the fully develped method was done in Moscow in 2016 <ref>Laouris, Y. (2016). Teaching global activism to 1000 young global leaders. How do we catch up with the Global Future of Education International Conference, 1 Mar, 2016, Moscow</ref>.
The Method serves the following purposes:
# As guideline how to shape a single [[Lesson Plan]] to render it multi-dimensional.
# As a formula for developing [[Learning Objects]].
# As
==A Multi-dimensional Approach==
7pi3, reads “seven π cubic” revolutionizes the concept of education in many ways.The constant π, considered by many a letter of the creator’s (or God’s) alphabet is encountered everywhere in the universe. The creators of 7pi3 ground their invention in years of research that aimed to identify those minimum key elements that characterize a system of future education that is humane, evolutionary, and resilient. For practical reasons, these have been classified across three axes, but one can also work using less or more dimensions. The central system is defined across three:
# '''Roles''' that a learner should engage in;
# The basic '''Skills''' that should be acquired; and
# The '''Values''' that should be embraced.
The 7pi3 Method can be used as a formula, template or standard to guide the drafting of a single lesson plan or of an entire curriculum.
===Roles===
{| class="wikitable"
! #
! Role(s)
! Description
|-
| 1
| Learner
Student
| The standard, conventional role.
Learner is a receiver.
Learner is evaluated by teacher and peers.
|-
| 2
| Teacher
Instructor
Mentor
Supporter
Facilitator
| Learner teaches a curriculum module to at least one more student.
Verifies his/her own learning; process also serves to monitor oneŐs progress because ability to teach is evaluated by the (receiving) peer(s).
Every learner is expected to mentor at least one other learner for a defined (preferably longer than shorter) period. The mentorship can take different formats
|-
| 3
| Visionary
Designer
Author
Producer
| Curriculum modules consist of sample projects, which leave ample space for creativity. Learners are encouraged to innovate, envision and define their own project(s) and go through the process of designing a prototype before they actually implement it.
The code/design/product/project is always published (most probably in the web or cloud). Learners are also involved in the development of new lesson plans.
Advanced examples: Build the robot; 3D print the design; construct the product; burn the code in chips or printed circuits.
|-
| 4
| Project Manager
Leader
| Every kid should be given opportunity to lead a team and manage at least a small task or project.
Assigning roles and tasks to others.
Establishing milestones.
Monitoring progress.
|-
| 5
| Promoter
Spokesman
| In todayŐs world, citizens need to be vocal and engage in public speaking, develop their arguments and promote their ideas and projects.
Kids use video to record their presentations, promotions, teachings, etc. They maintain their own channel(s).
|-
| 6
| Evaluator
Critic
| Both individually, as well as in groups, learners are expected to evaluate their own and each otherŐs works through a critical eye. In the ICT world, the relevant process is called Ňdebugging,Ó and learners are invited to debug real applications.
|-
| 7
| Meta-observer
Meta-thinker
| Reflect and talk about oneŐs learning. Studies have shown that learners who ŇreflectÓ on their own learning, achieve higher levels of retention and create more connections between knowledge bits.
|}
===Skills===
{| class="wikitable"
! #
! Skill(s)
! Description
|-
| 1
| Curiosity
Creativity
Imagination
| Curiosity is a prerequisite for creativity, imagination and ultimately the acquisition of knowledge. Best way to stimulate these skills is by asking questions, offering feedback and encouraging googling (nobody knows everything).
|-
| 2
| Enthusiasm
Initiative
Entrepreneurialism
| Learning should be as pleasant as play; learners should be enthusiastic and inspired.
|-
| 3
| Problem Solving
| A cognitive but also practical process in the sense that the learner should attempt to recognize, identify and define the challenge, and then discover, or invent means and tools to solve it. 7pi3 adds one more step in the theory of problem solving, i.e., to actually deliver (publish) the result.
|-
| 4
| Coding
Digital literacy
Communication
| These include information-, Ęmedia-, and ICT literacy. Past European Commissioner, Neelie Kroes, positioned coding as a top skill for future citizens.
|-
| 5
| Team work
Collaboration
| Must learn to collaborate toward the team goals in an informal, and tension-free environment. Effective collaboration and cooperation requires new methodologies and technologies designed specifically to harness the collective intelligence and collective wisdom of groups. Review and evaluate other team membersŐ achievements as well as accept feedback from others. Invite them to be open to trying new approaches by suggesting them.
|-
| 6
| Design
Production
Publication
| In every single learning module, all steps should be included, i.e., always complement theoretical knowledge not just with a project but with a real world product, designed and published (or otherwise made available to others)
|-
| 7
| Real-world relevance
Social Responsibility
| Projects in class should never be out of the worldŐs context. Always relevant and useful. Ideally, requested by ŇclientsÓ from the outside world. In addition, every project/product proposed should have some social angle; at least the opportunity to discuss it.
|}
===Values===
{| class="wikitable"
! #
! Values(s)
! Description
|-
| 1
| Hard Work
Honesty
| Success is 1% inspiration and 99% perspiration. In todayŐs world, where, many students want to cheat in their studies, learners must be taught that dishonesty and cheating are wrong, and will get them nowhere in the future.
|-
| 2
| Team-work
Collaboration
Cooperation
Harnessing Collective wisdom
| United we stand; divided we fall!" To achieve a common goalit is necessary for many people to work together. Learn how to listen and be sensitive to the feelings of other group members and whenever necessary resolve conflicts. Make them proud of the teamŐs work by encouraging them to present collective projects in exhibitions
|-
| 3
| Empathy
Respect for Others
Compassion
| Promoting empathy in early years has been recognized as root factor towards preparing responsible citizens, , . In our highly competitive societies, people tread on others to get ahead in life. Respect for others should include respecting different religions, races, sexes, ideas, and lifestyles. Cultivating compassion, i.e., being sensitive to the needs of others, makes kids aware of the root causes of global poverty, hunger, wars, and unhappiness and
|-
| 3
| Democratic values
| Every project should offer opportunities to talk about freedom, responsibility, justice, respect, leadership, tolerance, inclusion and diversity. For example, explore the meanings, discuss and reflect on values dilemmas, apply these values to other situations and contexts and maybe even reflect on these values in relation to their own lives.
|-
| 4
| Respect for nature
SDGs relevance
Sustainable development
| Responsible young citizens should know and live with the SDGs and their creative energy, values and projects directed towards contributing to solutions.
|-
| 5
| Respecting the anthropocene
| Future citizens must think about the anthropocene in all their endeavours; projects must always be creative and practical responding to the pressures for making earth less polluted and live sustainable.
|-
| 6
| Unconditional Love and Kindness
| Unconditional love is not the same as Ňif you love someone, he or she will love you back in return.Ó Children who experience the feeling of unconditional love, become stronger, more balanced, kind and loving towards their fellows and the world. This is not an easy goal for any curriculum, but the system of interactions between learners and their mentors focuses on cultivating such values.
|-
| 7
| Forgiveness
| Learning moral values should be built into all curricula. There are provisions in evaluating learners achievements, which are based on how well they practice moral values while implementing their personal development goals and their projects.
|}
==The Need==
The creators of the method have previously (1991) developed [[CYBER KIDS]] who have envisioned that introducing advanced computer technology in the lives of a critical number of young children using an educationally relevant and socially responsible, peace-enhancing curriculum would allow them to promote creativity, innovation, imagination, and problem solving abilities, would help them “transcend” the country’s educational and political life and move the new generation a decade ahead. In the 10 years of its operations, the [[CYBER KIDS]] reached more than 20,000 children in Cyprus and beyond<ref>Laouris, Y. & Anastasiou, H. (2005). The introduction of IT in the lives of children as a service to global peace: Experiences from a nation-wide experiment 15 years after. Proc. 4th World Conference on Mobile Learning, mLearn 2005, Oct 25 – 28, Cape Town, South Africa. On line: www.mlearn.org.za/CD/papers/Laouris%20&%20Anastasiou.pdf.
</ref>. However, today, almost 30 years later, Cyprus ranks bottom 5 in the EU in every ICT-, digital literacy related score<ref>EUKIDS Online Reports (2018). http://www.lse.ac.uk/media-and-communications/research/research-projects/ eu-kids-online/reports-and-findings Last retrieved 8/9/2018.</ref>,<ref>Eurobarometer (2018). Special Eurobarometer 438 - October 2015 “E-Communications and the Digital Single Market” ec.europa.eu/commfrontoffice/publicopinion/index.cfm/Survey/getSurveyDetail/instruments/SPECIAL/ surveyKy/2062 Last retrieved 8/9/2018.</ref>. This new need encouraged the new initiative.
==History==
The '''7pi3 Educational Method''' is an innovative educational approach developed by [[Yiannis Laouris]] as a follow-up of the CYBER KIDS Method. It was presented publicly for the first time in 2016 at the [[GEF Forum Moscow 2016]] in Moskow, Russia (29 Feb - 1 Mar, 2016).
==Citations==
{{Reflist}}
[[Category:Educational Methods]]
7pi3_Logo_Animated.gif  
7pi3_Logo_Animated.gif  


The '''7pi3 Educational Method''' is an innovative educational approach developed by [[Yiannis Laouris]]. It was presented publicly for the first time in 2016 at the [[GEF Forum Moscow 2016]] in Moskow, Russia (29 Feb - 1 Mar, 2016).




Chief ed
Ninja, Ninla, Bots, Bureaucrats, recentchangescleanup, Administrators
4,970

edits

Retrieved from "https://futureworlds.eu/wiki/Special:MobileDiff/24356"

Navigation menu