Fest 2011 in Half Moon Bay. This conference was help in December 2011 and hosted by the Institute of Knowledge Management in Education. There were participants form K-12, Higher Ed, educational non-profits, foundations and start-up companies. The keynote speaker was Dr. Sugata Mitra.

Academic artist Enrique Legaspi grew up singing, skateboarding, and creating. As a teacher, one day he realized, "I'm doing everything I can, I'm staying up late, but I'm producing the same results. What's going on?" Now that he's begun to modify and adapt his teaching to his students' interests, Enrique's students are creating, curating and sharing their work using video and social media -- and it's made all the difference.

Motivated by the limitations of both public and private schools to meet the needs of his son, Internet Archive founder Brewster Kahle and his wife embarked on a mission to create an educational experience customized to their son. Inspired by their results, Kahle set out to determine if this model of customized education could scale beyond those who could afford it. He shares his surprising findings in this Big Ideas Fest presentation.€÷

Pointing to inequities of the past that are unfathomable today, the Distinguished Professor at the University of Illinois College of Education invites us to consider what aspects of our current educational system our grandchildren will find unimaginable.

Under Secretary at the U.S. Department of Education, Martha Kanter reminds us that Thomas Jefferson's primary public concern was to establish a system of general education to reach every citizenÄbelieving that "whenever the people are well informed they can be trusted with their own government." Today, as our lauded history of producing the best-educated citizenry in the world is slipping through our fingers, Kanter argues that people need to learn to think critically not only to succeed in their jobs, but to preserve our great democracy.

Indiana University East is redesigning higher education to make it more effective, efficient and accessible to a wide range of students. At BIF 2011, Chancellor Nasser Paydar explains how IU East provides more students a quality education, using collaborative new models and fewer resourcesÄgoing from the lowest retention rates among all Indiana University campuses to the highest in four years.€÷

In her final semester as a business major, Jade Trinh was uninspired by the obvious career paths open to her. In her 2011 BIF Talk, Trinh recounts her story of stumbling into an entrepreneurship course that revealed an unexpected and exciting new path. She argues that students crave the kinds of real-world, experiential learning environments she was fortunate enough to encounter and urges that experiences like hers should not be the exception, but the rule.

The Green Design Challenge is to brainstorm, prototype and present a design idea for a social entrepreneurship project focusing on green design that meets the design principles. Photo examples from ISKME's Teacher Innovation Workshop are included.

With higher education no longer the primary source of knowledge, and its traditions at odds with current realities, Greg Anderson tells educators we must adapt or die. Dean of Morgridge College of Education at University of Denver, Anderson offers five problems with the educational system and three fundamental obstacles we need to overcome to remain relevant.

Maker Faire participants collaborate in ISKME's Design Lab, using digital stories and salvaged materials to design an innovative school of the future. The Design Lab features Makers Mauro ffortisimo Di Nucci's deconstructed piano and INKA Biospheric Systems' Vertical Garden; as well as Student and Teacher project examples that integrate art, science, sustainability, and green design inspire the creation of shareable open-source learning resources. This wiki page showcases photos and video from the Design Lab, open educational resources for teachers, and a step by step guide through the design process.

ISKME's OER Commons Teacher Training Initiative offers teachers a collaborative professional development model centered on engagement with Open Educational Resources (OER). The OER Commons Teacher Training Initiative is rooted in the idea that equitable access to high-quality education is a global imperative. Open Educational Resources, or OER, offer opportunities for systemic change in teaching and learning through accessible content, and importantly, through embedding participatory processes and effective technologies to engage with learning for all.

This wiki page describes the goals and tenents of improv, as well as four different improv activities (Name Gesture Circle, Yellow Ball, Vacations, and Thank You) used in ISKME's Professional Development Teacher Academy: Teachers as Makers June 15-16 2010 at San Mateo County Office of Education.

When a person has learned to conceal vulnerability at all costs, how can s/he accept the help of a teacher? Jody Lewen, Executive Director of the Prison University Project, explains that fear of vulnerability is often the primary learning challenge for her students, but "getting help" can be taught, patiently, as a concept and a skill to overcome that challenge and transform lives.

An overview of the OER Bulk Import process from the Carribean OER Hub training sessions.

This is the second module in ISKME's OER Academy series that will provide participants with an introduction to OER and the value added, highlighting successful use cases from around the world. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

This is the first module in ISKME's OER Academy series that will provide participants with an introduction to OER and the value added, highlighting successful use cases from around the world. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

This module in our training series provides participants with an exploration of OER leadership and advocacy. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

This is the second module in our training series that will provide participants with an introduction to OER authoring and remixing. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

This is the first module in our OER Academy series that will provide participants with an exploration of OER quality evaluation. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.

This is the third module in our training series that will provide participants with an introduction to OER authoring and remixing. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.