The following Research Instruments are included in the CNL ..

# Fact & Data-Finding Research Instrument
# Desk Research Instrument
# Self-reflection Survey Research Instrument
# Elevator Pitch Research Instrument
# Interview Research Instrument
# Logbook
# Photo eliciting interview
# Digital storytelling method
# Storyline method
# Video
# SDDP

ETF-CNL Research Instruments

2022-01-18T13:26:32Z

Laouris: Created page with "The following Research Instruments are included in the CNL .. # Fact & Data-Finding Research Instrument # Desk Research Instrument # Self-reflection Survey Research Instrume..."

ETF-CNL Terminology

2022-01-18T13:25:08Z

Laouris:

{| class="wikitable sortable" style="width: 95%;"
|-
! scope="col" style="background:#efefef;" align="left"; "width: 5%"| #
! scope="col" style="background:#efefef;" align="left"; "width: 20%"| Term
! scope="col" style="background:#efefef;" align="left"; "width: 75%"| Short Explanation
|-
|1
|[[Partnerships]]
|Extended version of Warfield's ISM; allows corrections while a structural model is being developed, or after it has been developed.
|-
|2
|[[Inspirational practices]]
|mmmmmmmm
|-
|3
|[[ETF]]
|Procedures and algorithms for editing an ISM structural model while if being developed or after it is completed
|-
|4
|[[CNL]]
|mmmmmmmm
|-
|5
|[[Research Instruments]]
|mmmmmmmm
|-
|6
|[[Research Methodology]]
|mmmmmmmm
|-
|-
|7
|[[Fact & Data-Finding Research Instrument]]
|mmmmmmmm
|-
|8
|[[Desk Research Instrument]]
|mmmmmmmm
|-
|9
|[[Self-reflection Survey Research Instrument]]
|mmmmmmmm
|-
|8
|[[Elevator Pitch Research Instrument]]
|mmmmmmmm
|-
|9
|[[Interview Research Instrument]]
|mmmmmmmm
|-

2019-01-19T12:49:52Z

Laouris:

{{RE_Methods
|topimage=cy_flag.jpg
|title=7pi3 Method
|image= 7pi3_Logo_Animated.gif
|name= 7pi3 Method
|abbreviation=7pi3
|author=[[Yiannis Laouris]]
|organization=[[Future Worlds Center]]
|target=Learners of all levels but especially younger
|established=2016
|numserved=still <100
|website=www.
}}

'''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

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
| ŇUnited 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. ĘĘĘ
|-
| 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==

[[Category:Educational Methods]]

7pi3 Method

2019-01-19T12:44:06Z

Laouris: /* A Multi-dimensional Approach */

7pi3 Method

2019-01-19T12:35:23Z

Laouris:

7pi3 Method

2019-01-19T12:31:05Z

Laouris:

Alexander Laszlo

2019-01-02T23:43:37Z

Laouris:

{{Member
|name=Alexander Laszlo
|image=laszlo.jpg
|joined=07 June 2016
|organization=ITBA - The Buenos Aires Institute of Technology
|project=Futuriser
|fields=
|country=Argentina
|nationality=
|memberships=
|vlink=
|link=
|motto=I love earth

}}

'''Alexander Laszlo''' (born 1964) an American [[systems scientist]], Director of Leadership and Systemic Innovation PhD program at the [[Buenos Aires Institute of Technology]], President of Syntony Quest, and faculty member for the Organizational Systems Renewal program at [[Bainbridge Graduate Institute]] in Seattle, Washington.<ref>http://www.bgi.edu/academics/our-faculty/ Bainbridge Graduate Institute in Seattle, Washington, Faculty]</ref> He was President of the [[International Society for the Systems Sciences]] in 2012-13, known for his work on systems theories<ref>Werhane, Patricia H. "Moral imagination and systems thinking." ''Journal of Business Ethics'' 38.1-2 (2002): 33-42.</ref> and "knowledge management in a changing world."<ref>Ergazakis, Kostas, Kostas Metaxiotis, and John Psarras. "Towards knowledge cities: conceptual analysis and success stories." ''Journal of knowledge management'' 8.5 (2004): 5-15.</ref>

'''Biography''' 
Alexander Laszlo is the son of [[Ervin László]], and was born in [[Fribourg]], [[Switzerland]]. He received a BA from [[Haverford College]], with a major in International and Comparative Political Science and a minor in Human Physiology. At the [[University of Pennsylvania]] he received his MA in History and Sociology of Science, and a PhD in the interdisciplinary field of Science and Technology Policy.

He has been faculty member of both the MBA in Sustainable Business at [[Bainbridge Graduate Institute]] and the MBA in Sustainable Management at the [[Presidio School of Management]] since the first year of operation of each program. Laszlo now serves as Adjunct Faculty in the MBA in Sustainable Entrepreneurship program of the Green MBA at [[Dominican University of California|Dominican University]], in the Leadership of Sustainable Systems program at both the Master’s and Doctoral levels at [[Saybrook Graduate School]] & Research Center, and on the Scientific Advisory Board of the Center for Advanced Study at the Giordano Bruno GlobalShift University.

He has worked for the [[UNESCO]] Regional Office for Science & Technology for Europe, the Italian Electric Power Agency, and the Office of Postsecondary Education of the [[U.S. Department of Education]]. He has held visiting appointments with the [[London School of Economics]] and the [[European University Institute]], and has been named a Level I Member of the National Research Academy of Mexico (SNI).

He is on the Editorial Boards of Systems Research & Behavioral Science,<ref>{{cite web|title=Systems Research and Behavioral Science, Editorial Board|url=http://onlinelibrary.wiley.com/journal/10.1002/%28ISSN%291099-1743a/homepage/EditorialBoard.html|accessdate=15 February 2011}}</ref> World Futures,<ref>{{cite web|title=World Futures Journal of General Evolution, Editorial Board|url=http://www.informaworld.com/smpp/title~db=all~content=t713393663~tab=editorialboard|accessdate=15 February 2011}}</ref> and Organisational Transformation & Social Change.<ref>{{cite web|title=Journal of Organisational Transformation & Social Change, Editorial Boards|url=http://www.intellectbooks.co.uk/journals/view-Journal,id=128/view,page=3/|accessdate=15 February 2011}}</ref> An active member of several [[systems science]] societies, among them Co-Chair of Evolutionary Development SIG at [[International Society for the Systems Sciences]] (ISSS),<ref>{{cite web|title=International Society of Systems Science, Special Integration Groups |url=http://isss.org/world/special_integration_groups|accessdate=15 February 2011}}</ref> Alexander Laszlo is author of over fifty journal, book, and encyclopedia publications, with A Field Guide for Evolutionary Leaders forthcoming.

Alexander Laszlo is the recipient of the Gertrude Albert Heller Award, the [[Sir Geoffrey Vickers Memorial Award]], as well as of the Förderpreis Akademischer Klub award of the [[University of St. Gallen]], Switzerland, for work in social innovation and sustainable development, and finalist for the 2003 Beyond Gray Pinstripes award of the [[World Resources Institute]] and the [[Aspen Institute]] for educational work in sustainable business.<ref>{{cite web|title=Saybrook University, CV Alexander Laszlo|url=http://www.saybrook.edu/phs/academicprograms/faculty/cv/alaszlo|accessdate=15 February 2011}}</ref><ref>{{cite web|title=Center for Evolutionary Leadership, Team|url=http://www.evolutionleader.com/topics/team.htm|accessdate=15 February 2011}}</ref>

He is also Head Instructor of the Dojang At Occidental (the DAO) with over 25 years of experience. He holds a 5th Degree Black Belt in [[Chung Do Kwan]] style of [[Tae Kwon Do]] and a 2nd Degree Black Belt in [[Shotokan]] style of [[Karate]].<ref>{{cite web|title=Dominican University of California, Green MBA School of Business and Leadership, Faculty and Staff, Alexander Laszlo|url=http://greenmba.com/Faculty-and-Staff/Laszlo/View-details/|accessdate=15 February 2011}}</ref>

'''Work''' 
Laszlo applies in his research, teachings and practice systems thinking, policy analysis, and technology assessment to issues of individual and collective empowerment, and community-building activities on the design and implementation of evolutionary pathways for self-directed sustainability. Laszlo teaches on [[evolutionary]] [[leadership]], [[collaboration]], and [[systems thinking]] at a variety of MBA and Doctoral programs internationally.

'''Selected publications''' 

* Laszlo, Alexander, and Kathia Castro. "Technology and Values: Interactive Learning Environments for Future Generations." ''Educational Technology'' 35.2 (1995): 7-13.
* [[Laszlo, Ervin]], and Alexander Laszlo. "The contribution of the systems sciences to the humanities." ''Systems Research and Behavioral Science'' 14.1 (1997): 5-19.
* Laszlo, Alexander, and Stanley Krippner. "[http://archive.syntonyquest.org/elcTree/resourcesPDFs/SystemsTheory.pdf Systems theories: Their origins, foundations, and development]." ''ADVANCES IN PSYCHOLOGY-AMSTERDAM''- 126 (1998): 47-76.
* Laszlo, Alexander. "The epistemological foundations of evolutionary systems design." ''Systems Research and Behavioral Science'' 18.4 (2001): 307-321.
* Castro Laszlo, Kathia, and Alexander Laszlo. "Evolving knowledge for development: the role of knowledge management in a changing world." ''Journal of Knowledge Management'' 6.4 (2002): 400-412.
* Laszlo, A., and [[Ervin László]]. "[http://www.eolss.net/sample-chapters/c02/e6-46-02-01.pdf The systems sciences in service of humanity]." ''Encyclopedia of Life Support Systems (EOLSS),'' F. Parra-Luna,(Ed.). EOLSS Publishers, Oxford, UK (2003).
* Laszlo, Alexander. "Evolutionary Systems Design." ''Journal of Organisational Transformation & Social Change'' 1.1 (2004): 29-46.
* Laszlo, Kathia Castro, and Alexander Laszlo. "[http://journals.isss.org/index.php/proceedings50th/article/viewPDFInterstitial/218/52 Fostering a sustainable learning society through knowledge‐based development]." ''Systems Research and Behavioral Science'' 24.5 (2007): 493-503.
* Laszlo, Alexander, Kathia Castro Laszlo, and Halim Dunsky. "[http://www.researchgate.net/profile/Kathia_Laszlo/publication/227675690_Redefining_success_designing_systemic_sustainable_strategies/links/00463536af991072e0000000.pdf Redefining success: designing systemic sustainable strategies]." ''Systems Research and Behavioral Science'' 27.1 (2010): 3-21.

'''References''' 
{{reflist|2}}

'''External links''' 
* [http://www.syntonyquest.org Syntony Quest], a social profit educational organization.
* [http://www.giordanobrunouniversity.com Giordano Bruno Global Shift University]

{{International Society for the Systems Sciences Presidents}}

[[Category:Participant GEF Forum Moscow 2016]]
[[Category: Futurising Universities Group]]
[[Category: Participant Cyprus 2016 Futuriser]]

User talk:PavlosP

2019-01-02T23:16:35Z

Laouris: Welcome!

User:PavlosP

2019-01-02T23:16:35Z

Laouris: Creating user page for new user.

Pavlos holds a MEng in Civil & Structural Engineering with First Class Honours from the University of Manchester. He has attended and successfully completed three online courses offered by Microsoft Virtual Academy and studied content offered by MIT OpenCourseWare. He has also spent a lot of time practising with different programming languages and frameworks by developing small projects with online guidance. Pavlos Paraskevaides is currently employed by Ekkotek Ltd. He is very experienced in various programming languages using both in web- as well as desktop- and mobile application development. He has a detail-oriented character and is keen to advance his skills in many aspects of programming.

Mitch Resnick

2019-01-02T22:48:12Z

Laouris:

Mitchel Resnick is LEGO Papert Professor of Learning Research, Director of the Okawa Center, and Director of the Lifelong Kindergarten group at the MIT Media Lab

Resnick currently serves as the head of the Media Arts and Sciences academic program, the academic program that grants master's degrees and Ph.Ds at the MIT Media Lab. Resnick's research group has developed a variety of educational tools that engage people in new types of design activities and learning experiences, including the "programmable bricks" that were the basis for the award-winning LEGO Mindstorms and StarLogo software. He co-founded the Computer Clubhouse, an award-winning network of learning centers for youth from under-served communities. Resnick is also a co-founder and a co-principal investigator of the Center for Civic Media.[2] at MIT.

Resnick's group has developed a new programming language, called Scratch, that makes it easier for kids to create their own animated stories, video games, and interactive art. Resnick is also involved in the next generation of Programmable Bricks and in the $100 laptop project.

taken from https://www.revolvy.com/page/Mitchel-Resnick

Mitch Resnick

2019-01-02T22:37:04Z

Laouris: Created page with "Mitchel Resnick is LEGO Papert Professor of Learning Research, Director of the Okawa Center, and Director of the Lifelong Kindergarten group at the MIT Media Lab"

Mitchel Resnick is LEGO Papert Professor of Learning Research, Director of the Okawa Center, and Director of the Lifelong Kindergarten group at the MIT Media Lab

User talk:Christos

2018-11-09T09:33:34Z

Laouris: Welcome!

User:Christos

2018-11-09T09:33:34Z

Laouris: Creating user page for new user.

Christos Katomoniatis is a young software developer who is really interested in the whole spectrum of computer software and hardware. He is always learning new languages and new technologies.He is willing to approach projects from different points of view, in order to satisfy the user experience of a software product.

User talk:Bananaman

2018-09-26T12:10:00Z

Laouris: Welcome!

User:Bananaman

2018-09-26T12:10:00Z

Laouris: Creating user page for new user.

̿̿ ̿̿ ̿̿ ̿'̿'\̵͇̿̿\з= ( ▀ ͜͞ʖ▀) =ε/̵͇̿̿/’̿’̿ ̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿'̿'\̵͇̿̿\з= ( ▀ ͜͞ʖ▀) =ε/̵͇̿̿/’̿’̿ ̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿'̿'\̵͇̿̿\з= ( ▀ ͜͞ʖ▀) =ε/̵͇̿̿/’̿’̿ ̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿̿ ̿'̿'\̵͇̿̿\з= ( ▀ ͜͞ʖ▀) =ε/̵͇̿̿/’̿’̿ ̿ ̿̿ ̿̿ ̿̿

(づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ (づ｡◕‿‿◕｡)づ

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50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis50 legsis

User talk:Giorgos31

2018-09-26T11:49:19Z

Laouris: Welcome!

User:Giorgos31

2018-09-26T11:49:19Z

Laouris: Creating user page for new user.

I am one of the students that follow the 7pi3 methodology .
I'm 15 fifteen years old and I like inventing new things. I was a student at MIT and I also did my master at Harvard university.

I'm Cypriot
I also like potatoes ,souvlakia, souvla and makaronia tou fournou , chicken, lamb chops, burgers and I hate pizza.

Pantelis Kanaris

2018-09-19T13:52:33Z

Laouris:

{{Member
|name= Pantelis Kanaris
|image=
|joined=19 September 2018
|organization=Student at C Technical School, Nicosia, Cyprus
|project=[[7pi3 Method|7pi3]]
|fields=
|country=Cyprus
|nationality=Cypiot
|memberships=
|vlink=
|link=
|mottoo=money is power

}}

My name is Pantelis and I am one of the first students piloting the ICT classes using the 7pi3 Methodology. I am 15 years old, and currently studying the lessons of the ICT classes. I'm really interested in programming especially learning how to make games and that's the mean reason to why I am participating in the ICT classes.

Pantelis Kanaris

2018-09-19T13:48:29Z

Laouris:

{{Member
|name= Pantelis Kanaris
|image=
|joined=19 September 2018
|organization=Student at C Technical School, Nicosia, Cyprus
|project=[[7pi3]]
|fields=
|country=Cyprus
|nationality=Cypiot
|memberships=
|vlink=
|link=
|mottoo=money is power

}}

My name is Pantelis and I am one of the first students piloting the ICT classes using the 7pi3 Methodology. I am 15 years old, and currently studying the lessons of the ICT classes. I'm really interested in programming especially learning how to make games and that's the mean reason to why I am participating in the ICT classes.

Pantelis Kanaris

2018-09-19T13:43:47Z

Laouris: Created page with "My name is Pantelis and I am one of the first students piloting the ICT classes using the 7pi3 Methodology. I am 15 years old, and currently studying the lessons of the ICT cl..."

My name is Pantelis and I am one of the first students piloting the ICT classes using the 7pi3 Methodology. I am 15 years old, and currently studying the lessons of the ICT classes. I'm really interested in programming especially learning how to make games and that's the mean reason to why I am participating in the ICT classes.

User talk:Pantelis

2018-09-19T13:42:33Z

Laouris: Welcome!