Re: [openbadges] Digest for openbadges@googlegroups.com - 1 update in 1 topic
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Rick West
Sep 5, 2020, 2:11:40 PM9/5/20
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This should be a great webinar! This group is doing some interesting work!
On Fri, Sep 4, 2020 at 4:34 PM <openb...@googlegroups.com> wrote:
Don Presant <d...@learningagents.ca>: Sep 04 01:49PM -0700
Hi all:
#BadgeClinic is back! English schedule resumes Sep 9 at 12pm EDT with
"Internet of Education" from Taylor Kendal @taykendesign of Learning
Economy C-Lab.
Presentation abstract:
Learning Economy Foundation (LEF) is a U.S. non-profit with a mission to
catalyze and steward the global Internet of Education (IoE) and launch a
sustainable, “Learning GPS” ecosystem by 2025. To achieve this, LEF
supports the development of Co-Labs across districts, states, nations, and
regions. These innovation hubs provide the education, expertise, and
technical infrastructure needed to localize and scale a suite of
foundational IoE public good utilities and marketplaces for the new
economy.
Taylor is a serial educator, writer, designer, and Chief Program Officer at
Learning Economy Foundation. His work with the Library of Congress, U.S.
Department of Education, and a range of U.S. colleges and universities has
led to a complex love affair at the intersection of public education and
(de)centralized, future-focused networks.
Join the webinar via calendar:
http://reconnaitre.openrecognition.org/badgeclinic
Direct Etherpad: https://etherpad.openrecognition.org/p/BadgeClinic-09092020
Direct video: https://zoom.us/j/7089076481
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Rick West
Instructional Psychology & Technology
Brigham Young University
http://richardewest.com
"Education is perhaps the most important branch of scientific technology. It deeply affects the lives of all of us." — B. F. Skinner
(1954, Harvard Educational Review, 24(1): 86-97)
Instructional Psychology & Technology
Brigham Young University
http://richardewest.com
"Education is perhaps the most important branch of scientific technology. It deeply affects the lives of all of us." — B. F. Skinner
(1954, Harvard Educational Review, 24(1): 86-97)
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