By: Ms Akrivi Anagnostaki

Few months ago, Marga Gual Soler,Founder of SciDipGLOBAL, molecular biologist, advisor to the EU Science Diplomacy Cluster,& Komal Dadlani,Biochemist and ed-tech entrepreneur, CEO/Co-founder at Lab4U wrote the Young Global Leaders Annual Summit, which was presented in Dalian, China for its 16th Annual Summit, the Forum of Young Global Leaders.

The following article is a part of the Young Global Leaders Annual Summit.

In this article, the scientists pointed out that:

• COVID-19 has forced big changes in the way lessons are delivered.
• Education worldwide needs an even more radical rethink.
• Science, technology, engineering and maths are crucial to our future.

It is a fact that COVID-19 has forced more than 1 billion students and youth out of school, triggering the world’s biggest educational technology (edtech) implementation in history, almost overnight. Nowadays, schools and universities are scrambling to redesign their teaching and learning to allow for students of all ages to study from home. While this raises huge practical and logistic issues for students, teachers and parents (especially women), it opens up a world of opportunities to reimagine what learning looks like in the 21st century.

They claim that the pressure that individuals, organisations and societies face in this crisis is accelerating the Fourth Industrial Revolution, blurring the boundaries among the physical, digital and biological worlds.

During this crisis,  a new question arises in all countries:

Are our educational systems preparing students for a world driven by disruptive scientific and technological advances in artificial intelligence, robotics, biotechnology, clean energy, or quantum computing? Are we encouraging students to think critically about how science, technology and innovation can help address – or aggravate – economic, geopolitical, environmental or societal challenges?

Find more in the article at : https://www.weforum.org/agenda/2020/08/science-education-reset-stem-technology/?fbclid=IwAR331S0JXmkPBuvjVoe-Ovb4rDuKH4xOgVUg_6niYPmQ0GVdikhybY8lzMA

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By Akrivi Anagnostaki

“We are not just fighting an epidemic; we’re fighting an infodemic” T.A.Ghebreyesus, W.H.O. Director General.

Let’s take a look at the everyday reality: overloads of information, much still unknown, unverified “research” claims spread by digital media.

And we, the 2020 followers, as we learn more and more, we keep our knowledge base up and set the stage for  disinformation and fake news.

How can we “protect” ourselves?

Getting anxious for answers to questions like how much at risk for COVID-19 we and/or our kids are, or who is more likely to spread the virus to whom, we unavoidably turn to information from digital media.

Is it easy to understand what information to trust?

Loads of miracle cures are promoted and we are subconsciously pushed to look for arguments that confirm what WE believe, rather than inform us of opposing arguments.

It is essential for our well-being to assess the truth of information on- line. And this is a skill we can learn! Media literacy can help us to understand different types of messages the media are sending!

How can we start?

Media Smarts in Canada has developed the “Break the Fake” program (mediasmarts.ca/break-fake). It offers four main skills for finding and checking the accuracy of information on-line.

For COVID-19 specifically, go to Check then Share (checkthenshare.ca), where concrete tools to find information from trusted expert sources are provided.

Enjoy!  More to come!

adapted from “OECD Education and Skills Today”

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European Heritage, Dialogue and Digital Practices focuses on the intersection of heritage, dialogue and digital culture in the context of Europe. Responding to the increased emphasis on the potential for heritage and digital technologies to foster dialogue and engender communitarian identities in Europe, the book explores what kind of role digital tools, platforms and practices play in supporting and challenging dialogue about heritage in the region.

Drawing on fieldwork involving several European museums and heritage organisations, the chapters in this volume critically engage with the role of digital technology in heritage work and its association with ideas of democratisation, multivocality and possibilities for feedback and dialogic engagement in the emerging digital public sphere. The book also provides a framework for understanding dialogue in relation to other commonly used approaches in heritage institutions, such as participation, engagement and intercultural exchange. The authors map out the complex landscape of digitally mediated heritage practices in Europe, both official and unofficial, by capturing three distinct areas of practice: perceptions and applications of digitally mediated dialogues around heritage within European museums and cultural policy, facilitation of dialogue between European museums and communities through participatory design approaches and non-official mobilisation of heritage on social media.

European Heritage, Dialogue and Digital Practices will be of interest to both scholars and students in the fields of heritage and museum studies, digital heritage, media studies and communication, the digital humanities, sociology and memory studies. The book will also appeal to policy makers and professionals working in a variety of different fields.

Open Access Content

Open Access content has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CCBY-NC-ND) license

Read Full Book – Open Access

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