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<\/figure>\n<\/div>\n\n\n\nProject Moonshot EDU: Accelerating Learning with the T3 Framework for Innovation<\/p>\n\n\n\n
Dr. Anthony J. Magana III EdD COVID-19 has wreaked havoc on learning and wellbeing globally. Exceptional measures are needed to get students back on track after a catastrophic epoch for education (United Nations Education Report, 2021). To meet this extraordinary challenge, today\u2019s teachers and leaders must implement breakthrough teaching methods that have been shown to reliably accelerate student learning. The T3 Framework for Innovation is a next-generation pedagogy that was synthesized from 4 decades of pioneering research by Dr. Sonny Magana. Compounding, peer-reviewed research shows that the T3 Framework strategies have an effect size of 1.6 and higher\u2014which is equivalent to quadrupling student learning productivity. The T3 Framework for Innovation was recently inducted into the prestigious Oxford University Research Encyclopedia of Education. In this interactive keynote session, Dr. Magana will share how the T3 Framework provides a blueprint for reversing the \u201cPandemic Slide Effect\u201d and realizing the Project Moonshot EDU goal of accelerating wellbeing and learning productivity. E\u011fitimde inovasyon k\u00fclt\u00fcr\u00fc: boyutlar\u0131, formasyonu ve ba\u011flant\u0131lar\u0131<\/strong><\/p>\n\n\n\n Mehmet Fatih \u00d6ZMANTAR Prof.Dr. Mehmet Fatih \u00d6zmantar, Uluda\u011f \u00dcniversitesi, Fen Edebiyat Fak\u00fcltesi, Matematik b\u00f6l\u00fcm\u00fcnden 1998 y\u0131l\u0131nda mezun oldu. Y\u00fcksek lisans ve doktora \u00e7al\u0131\u015fmas\u0131n\u0131 Leeds \u00dcniversitesinde matematik e\u011fitimi alan\u0131nda tamamlad\u0131. Halen Gaziantep E\u011fitim Fak\u00fcltesinde \u00f6\u011fretim \u00fcyesi olarak g\u00f6rev yapmaktad\u0131r. T\u00dcB\u0130TAK ve Avrupa Birli\u011fi taraf\u0131ndan desteklenen projelerde g\u00f6revler \u00fcstlenmi\u015ftir. Yer ald\u0131\u011f\u0131 projeler, teknoloji destekli matematik \u00f6\u011fretimine ili\u015fkin program geli\u015ftirme, \u00f6\u011fretmenlerin mesleki geli\u015fimlerini destekleyecek uygulamalar geli\u015ftirme, \u00f6\u011fretimin teknoloji ile zenginle\u015ftirilmesi ve sosyal i\u00e7erme konular\u0131na odaklanm\u0131\u015ft\u0131r. Yapt\u0131\u011f\u0131 yay\u0131nlar ve ara\u015ft\u0131rmalar\u0131n\u0131n odakland\u0131\u011f\u0131 konular aras\u0131nda matematik e\u011fitiminde sosyo-k\u00fclt\u00fcrel kuramlar, ele\u015ftirel pedagoji, matematik dersi \u00f6\u011fretim programlar\u0131, s\u00fcrekli mesleki geli\u015fim, \u00f6\u011fretmen e\u011fitimcileri, kavram yan\u0131lg\u0131lar\u0131 ve etkinlik temelli \u00f6\u011fretim \u00f6ne \u00e7\u0131kmaktad\u0131r. Excellence and Innovation Education: Global Practices and Future Trends<\/p>\n\n\n\n Prof. Dr. Y. Bar Shalom In his keynote, Bar Shalom will discuss the importance of empathy in all higher education settings. Empathy is needed if we believe that Higher Education can be a potential setting for personal, interpersonal and communal transformation. Drawing from his research and experience with transformational leadership and his involvement with Dr. David Burns\u2019 TEAM CBT approach to counseling and therapy, Bar Shalom will introduce the 5 secrets of effective communication which can have a beneficial use in many academic and organizational settings. Participants will be able to use these tools right away, in the social and organizational setting in which they operate. Multiple Configurations for Higher Education as a Result of the Covid Era<\/p>\n\n\n\n Prof. Dr. Gordon Freedman Higher education and the secondary education and training associated with higher education experienced a massive Covid-related shock and relocation to remote learning worldwide. This inauspicious event did not simply pause higher education organization and processes, it permanently disrupted them. The global pandemic also intersected with a global push for diversity, inclusion and equity in education practices and responsibility. As result, the world of education, training and access to education has changed not into one new thing, or back to the old, but into a variety of multiple modes of education. Also, the connection between education and equal access to education has led to deeper connections to employment outcomes, something many higher education institutions do not track or enable very well. The new world of multiple configurations and multiple objectives is underway. This talk will discuss these events in the U.S. and also globally. Recommendations for Working with the ISO-strategy \u2013 School Development in the Balance of Innovation, Sustainability, and Optimization<\/p>\n\n\n\n Prof. Dr. Stephan Huber Especially in this current situation at the end of the COVID crisis, leaders of educational institutions and teaching staff are confronted with colleagues who are highly motivated, who even want to reinvent learning settings, but also with colleagues who would prefer to return to old habits. All experience high levels of stress, some associated with high levels of exhaustion. In this context, working with a teaching and learning strategy and a focused approach is of particular importance so that the right thing is done and the right thing is done right \u2013 this can be innovating, sustaining and optimizing \u2013 all at the same time in a coordinated balance. This requires responsible action with different perspectives. Changing perspectives \u2013 Innovation and excellence through international co-operation in Higher Education<\/p>\n\n\n\n Prof. Dr. Wiltrud Weidinger The keynote speech of this year\u2019s HETL conference in Istanbul focuses on the power of cross-cultural cooperation and transcultural exchange as a motor for innovation and excellence in the Higher Education context. In the light of rapidly changing societies and uncertain global development, Higher Education institutions face the challenges of preparing students for a future labor market that is partly unknown. Higher Education institutions need to adapt their study programs to meet international standards and reform their curricula considering perceived trends in teaching and learning, incorporate new findings from educational science, or make their institutions more attractive to students. The pressure on Higher Education institutions becomes visible in questions like: What competencies will be needed and must be included in our study programs? How do Higher Education institutions meet these needs, and how can faculty come on board for new development and changes that are not only triggered by emergency actions like the COVID 19 pandemic? Moreover, where do we find the necessary budget for training our personnel for fulfilling all this? Programmes for Continuous Professional Development and Lifelong Learning<\/p>\n\n\n\n Danguole Rutkauskiene Abstract coming soon\u2026<\/p>\n\n\n\n Read Full Abstract<\/a> Supporting Innovation in Basic-Higher Education<\/p>\n\n\n\n St\u00e9phan Vincent-Lancrin Abstract coming soon\u2026<\/p>\n\n\n\n Read Full Abstract<\/a> Halit Necmi U\u00c7AR<\/p>\n<\/div>\n\n\n\n Innovative Approaches \u0130n The Treatment Process Of Children With Attention Deficit Hyperactivity Disorder And Specific Learning Disability From The Perspective Of The Teacher-Family-Physician Triangle<\/strong><\/p>\n\n\n\n Fatih Hilmi \u00c7ET\u0130N Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that generally starts in early childhood and progresses with symptoms of attention deficit, hyperactivity and impulsivity that are inappropriate for their age. ADHD, which is one of the most frequently diagnosed psychiatric disorders of childhood, causes problems in social, emotional, mental, behavioral and academic areas of the individual’s life, and its symptoms can last for 40-60% of life. Learning Disorder, written expression disorder\/dysgraphia (lettering\/writing, grammar and punctuation, written expression clarity or order) in DSM-5 with reading disorder\/dyslexia (word reading, reading speed and fluency, reading comprehension) It has been grouped as disorders that go with numerical disorder\/dyscalculia (number perception, relations between numbers and knowing the rules, correct and fluent calculation, numerical reasoning). ADHD and LD often coexist and significantly affect the academic and social functioning of the child. In this case, in addition to the necessity of pharmacological treatment, non-pharmacological interventions that can be applied in the classroom and at home contribute to the functionality of the child.<\/p>\n\n\n\n In this presentation, it is aimed to summarize the non-pharmacological innovative interventions that can be done in the classroom and at home and increase the academic and social functionality of the child by emphasizing the importance of drug therapy in the treatment of children with ADHD and LD.<\/p>\n\n\n\n Read Full Abstract<\/a>
Magana Education, USA <\/em><\/p>\n\n\n\n
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Uluda\u011f \u00dcniversitesi Fen Erdebiyat Fak\u00fcltesi Matematik B\u00f6l\u00fcm\u00fc<\/em><\/p>\n\n\n\n
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Chair, M.A in Educational Counseling Program, Ramat Gan Academic College, Israel<\/em><\/p>\n\n\n\n
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National Laboratory for Education Transformation, USA<\/em><\/p>\n\n\n\n
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Head of Research and Development, and Head of the Institute for the Management and Economics of Education, University of Teacher Education, Switzerland.<\/em><\/p>\n\n\n\n
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Zurich University of Teacher Education<\/em><\/p>\n\n\n\n
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President, National Association of Distance Education<\/em><\/p>\n\n\n\n
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Deputy Head of the Centre for Educational Research and Innovation (CERI) Organisation for Economic Co-operation and Development (OECD), Paris-France<\/em><\/p>\n\n\n\n
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