INVESTIGACIÓN, ECONOMÍA Y CONTRIBUCIÓN SHC SMART CITY

 Smart education for smart ecosystems

Future smart citizen

The new citizens will have a vital role they should be hyper-connected, creative, entrepreneurial. They need be educated in a integrated way and having into account all the stakeholders around education process.  The education for a smart city can’t be indoor, and education can´t be developed between student- teacher as before, we have to consider the rest of Stakeholders in a city as educator elements: associations, administration, hospitals, pharmacies, spaces of environment, mass media…

Citizen’s learning experience, livable experience and city innovation development, are all connected with these learning environments. The new citizens will have a vital role they should be hyper-connected, creative, entrepreneurial.

Students are able to navigate through a complex digital landscape will be able to participate fully in the economic, social and cultural life around them. And that includes the benefits of a smart city.

Learning environments provide the atmosphere for learning in a city, which is vital for cultivating talents with creative skills to deal with all the innovations in smart cities.

Schools, educators and students – whatever the age – have much to gain from smart city investments. An open digital infrastructure, paired with access to tools that increase collaboration and engagement, improve the educational experience, better preparing students for a job in the knowledge economy of the 21st century.

Our schools, community colleges, adult learning centers and universities should be incubators of exploration and invention.  The methodologies must help to develop SXXI skills, technology is a tool and to get benefits of technology in our education system and provide authentic learning experiences, educators need to use technology effectively in their practice.

The technology has an important role as a tool that changes the possibilities of learning and engagement with environment.

 

The future of technology in education is also about revolutionizing education by normalizing lifelong learning. Online learning is a great way to facilitate today’s knowledge-driven society. As a result of globalization, educational institutions around the world are now integrating technologies into our lives.

Connected learning

Furthermore, education stakeholders should commit to working together to use technology to improve smarter education. These stakeholders include leaders; teachers, faculty, and other educators; researchers; policymakers; funders; technology developers; community members and organizations; and learners and their families.

Education can and does play a role in all of this, teaching civic literacy, providing the skills needed for community engagement, and supporting creativity and innovation throughout the lifespan. Education can and should be prepared to adjust and grow along with urban environments. The lessons students are taught in school will carry forward into their communities, giving schools and universities a direct path to positively impact their immediate surroundings.

Health education and wellness has to be more connected to education in a smart city. Projects as Smart healthy citizen are trying these fields be closer.

Connected learning is not only technology learning as some practices using technologies think. Beyond the essential core academic competencies, there is a growing body of research on the importance of non-cognitive competencies as they relate to academic success. Connected learning promotes development of self-awareness, control of impulsivity, executive function, working cooperatively, and caring about oneself and others.

Technology that creates community

Education in a smart city use the technology developing clear communities of practice for education leaders at all levels that act as a hub for setting vision, understanding research, and sharing practices.

Building on the model of the education innovation clusters, state, district, university, and community organization leaders should establish cohesive communities of practice—in person and online—to create virtuous cycles for sharing the most recent research and effective practices in the use of educational technology.

Technology enables personalized pathways for student learning through active and collaborative learning activities. Clearly defined sets of learning outcomes guide instruction. The outcomes, and the aligned curriculum, instruction, and assessment, reflect the multidisciplinary nature of knowledge; prepare students for our participatory culture through attention to digital literacy and citizenship.

 

New methodologies to apply new technologies in education.

Technology will play a central role in our lives and by 2020 it’s estimated that there will be 1.5 million new digitized jobs across the globe. Therefore the education material and the education methods should be changed. To create a new smart citizen we consider:

  1. Multidisciplinary methodologies: just as you do not learn only with content but with emotion, you do not have a great program from just one focus. If the goal is to improve education for the future, and that is only possible if it is not unidirectional.
  2. Participative and active methodologies: Gamification methodologies, cooperative learning techniques, learning by doing, learning solving problems…
  3. Methodologies that use media and literacy for SXXI. Social media in education allow learners and educators to post thoughts, ideas, and comments in an interactive learning environment. Also, students can characteristics of that educational technology for future smart cities
  4. Technology as a tool for learning. Technology should be used to increase access to learning opportunities for all children. Guiding Technology may be used to strengthen relationships among parents, families, early educators, and young children.
  • Technology should create new spaces of learning.The learning space is a content in itself. It is important for the future to change the spaces and be able to use coherent interactive technologies.

 

  • The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively. Students can collaborate on group projects using technology-based tools as web 2.0 (Google maps® to connect with environment and cities, google docs or presentation tools).

 

  • In the traditional classroom, the teacher is the primary source of information, and the learners passively receive it. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information.

 

Future of technology in education

Advancement of information technology in education will improve research.

Cloud-Based Education will be the rule, not the exception. This will start simply, with better aggregation of student metrics, more efficient data sharing, and more visual assessment results.

E-books – a digital textbook is a PDF on a tablet that students can carry around and now there is no need to carry five textbooks anymore. It’s all digital.

Augmented reality (AR) as a new way of investigating our context and history In the Cyberlearning: Transforming Education EXP project, researchers are addressing how and for what purposes AR technologies can be used to support the learning of critical inquiry strategies and processes.

Schools function as think-tanks to address local and global challenges such as clean water, broadband access, human trafficking… And the most important education: Health education because he smart cities will be unsustainable without a better health and less cronical diseases and older people.

Cloud-Based Education will be the rule, not the exception. This will start simply, with better aggregation of student metrics, more efficient data sharing, and more visual assessment results.

Diverse learning forms begin to supplement school—both inside, including entrepreneurial learning, invisible learning, question-based learning, and open source learning.

Global Learning – at sites like Glovico.org, students can set up language lessons with a native speaker who lives in another country and attend the lessons via Skype®, hangouts, etc. Also, podcasts are another popular learning method, with hundreds of free educational programs now available online.

Smart cities, happier cities. Making learning fun again – Teachers can now use videos, animations and other forms of content to enhance the process of learning. Video Games – simulating real life problems, video games can bring about behavioral changes in the students by making them more goal-oriented. Gaming models not only provide a wide range of information but also initiate students to be problem-solvers.

More efficient assessment – teachers can collect real-time assessment data from their students. When the teacher gives out an assignment, she or he can watch how far along students are, how much time each one spends on each question, and whether their answers are correct. With this information, a teacher can decide what concepts students are struggling with and can pull up examples of students’ work on a projector for discussion.

Cost Reduction – technology has contributed to significant reductions in the costs of accessing education. Everything is available online now.

Improved student-teacher Interaction – more and more teachers are now using technology to keep in touch with their students, for example e-mails and services like dropbox®.

Recommendations for a better learning with technologies in smart cities

Rethinking classroom design We need classrooms designed for active learning supplemented by technology, coming equipped with flexible seating and digital, audio-visual communication tools to enhance learning experiences.

New spaces interconnected. Develop a teaching force skilled in online and blended instruction. Our education system continues to see a marked increase in online learning opportunities and blended learning models in traditional schools. To meet the need this represents better, institutions of higher education, school districts, classroom educators, and researchers need to come together to ensure practitioners have access to current information regarding research-supported practices and an understanding of the best use of emerging online technologies to support learning in online and blended spaces.

 

Finally we conclude: “The challenge is not to work harder, but to work smarter”

A Smart and connected education assumes the new reality that we have had to live and integrates it in its processes of management, teaching and communication with the outside world (students, parents and families, cultural and sports spaces, surroundings, health stakeholders, mass media…)

A Smart education i-educators and students who learn to live on the Net, with networks and networks and take full advantage of the opportunities they offer. education also needs other contexts (social, cultural, labor) and other educational systems

This is an education able to use the technology. An intelligent education Connected with its society, its contexts, with each of the communities it builds. It is a global and integral education that learns from its technology.

[Editor’s NOTE – To consider also Pan African Education Network. To consider AI and Smart City which can have a methodology of “skills building” where skills are linked to formal education programme. To shorten the first part “Future Smart City Citizens”.]

 

 

 

 

 

 

 

 

 

Chapter 1. CHALLENGES AND LEARNING AT THE SMART CITY

 

Cities and societies are changing all over the world, as well as their digital transformation and the integration of infrastructures plus cities (smart cities), with new “connected” processes, including numerous initiatives that should not be behind smart education. will double in value to $ 1.4 trillion in 2020. And its fabric: social infrastructure and its economic impulse, its sustainability, its health, will depend on how we know how to shape its fabric, solve its great challenges and educate the citizen empowered in skills SXXI and in health.

 

In this study we will analyze the impact of health and education on the infrastructure of new societies. How aspects such as the environment or education influence the habits and the relationship between health that can increase the possibility of damaging or improving health conditions; thus, by analyzing these aspects, we allow cities to be more efficient.

The education that prepares future generations to be “Smart Citizen” to manage, inhabit a future city where they have to develop various functions and that they acquire both digital, linguistic, entrepreneurial skills and knowledge of media and circular economy, is as innovative as necessary for a Smart city / town and for the future of our societies.

A Smart city needs smart citizens who actively participate and are part of the new urban model.

 

The project must be known by the different actors of the city for them our Smart micro-towers so that young people and adults should be familiar with the new technologies. And allowing content to be shared using media (educommunication).

 

RESEARCH AND NEW ECOLOGICAL MODEL BASED ON LEARNING.

Education is one of the key filtering mechanisms that place individuals in particular ecological contexts. Education is a driving force at every ecological level, from our choice of partner to our social position in the status hierarchy. Therefore, the ecological model can provide a context for the many ways in which education is linked to our life experiences, including health outcomes. It also provides a framework for understanding the ways in which educational outcomes in themselves are conditioned by the many social and environmental contexts in which we live and how these, in turn, interact with our endowments and individual experiences.

Within this rich contextual framework, educational attainment (the number of years of schooling completed) is important but it is far from the whole story. Educational achievement is often a key indicator in research studies, especially since it is often measured and recorded; Life expectancy is compared to educational level because it is the only education information recorded in death certificates.

In addition to the obvious measures of the quality of education, such as competency scores and the understanding of mathematics, reading, science and other basic content, other dimensions of education are also clearly important in the ecological context; Cognitive development, character development, knowledge, critical thinking and problem solving are some examples.

 

“A quarter of adults do not reach the minimum level of literacy necessary to meet the demands of life, the hyperconnected world and work in OECD countries.”

So in this case we give light to some of our research within the SHC program relating to the impact of health and neuroscience on learning. A simplistic term, the use of the terms ‘intelligent’ assigned to any digital application, often for marketing purposes – without making clear, what intelligence is being improved and how, does not help research how to improve and create truly competent citizens

The research focuses on understanding educational processes and preventing from educational actions, as a means to address the best quality of life of the future smart citizen. Analyze how to improve health from education on the topics of: obesity, aging, environment, healthy and sustainable urban planning, neuroscience and mental health to improve future smart cities.

We collate our data in cognitive science by relating them to fundamental questions of education, such as how people learn and what we can do to improve learning how research and innovation can be applied to address the challenges of real-world education.

 

According to current SHC research, conducted on a sample of more than 1000 children, these will be autonomous, critical, decisive and creative. Although their attention is changing (11% diagnosed of ADHD in Spain), communication is faster if the learning is visual. The data gave as a result that they remembered better 80% of the presentations where images were included.

On the other hand, the studies showed that they have more collective consciousness and are continuously learning.

 

There are three distinctive lines in all our research:

 

  1. An understanding of schools, workplaces and communities as open and dynamic systems with emerging behaviors.

 

  1. An innovative and multidisciplinary approach to develop, implement and evaluate programs to create conducive conditions for healthy behaviors that involve teachers, youth and communities as partners ALL throughout the process

 

  1. Healthy lifestyle program. The development and evaluation of a new program for the prevention of obesity for primary school children and their families. Understand and deal with stress.

 

Chapter 2. DNA SMART CITY CONNECTION AND THOUGHT.

 

Advances in biology and neuroscience show us how a child’s brain and cognitive development are shaped by their learning experiences and their environment. This should mark the verticals of the education of future smart cities, if we want them to be.

Instead of debating nature versus nutrition, we now know that “nature” is much more fluid and complex than we ever imagined. Learning, in turn, affects the brain and its capabilities.

We can say that the stress that children will suffer in future smart cities if they control their mind and emotions, within education, will be toxic stress: repeated and extreme activation of their response to stress (1 out of 4 will suffer a mental disorder that can be prevented from education).

In middle to late adolescence, the brain matures rapidly. The frontal areas associated with critical thinking and the temporal lobe, located in the lower curve and associated with learning and memory, is one of the last areas to mature. A good healthy emotional education affects that development.

We need educative educational health plans and measures, so that from different perspectives, PREVENTION can be taken with stress EDUCATION. which affects the developing brain, the immune system and the metabolic regulatory system. In the words of the deputy director of the Center for Child Development at Harvard:

Stress should be prevented as it dramatically increases the risk of hypertension, heart disease and diabetes. Attention is evident with healthy physical techniques, mental health and attention to emotions and psychology. “Impact of technology in Smart cities” Sheila Romera.

The social era

With the popularity of Instagram, Snapchat and Facebook, that images are becoming increasingly popular ways to express feelings, ideas and convey messages. In general education, visual literacy (the ability to read, write but also create visual images *) has received much more attention during the last decade. In summary, visual literacy has to do with language and communication and, due to digital media, it has become a tool through which we communicate ideas. Visual literacy is not a new concept, and it goes back to the older civilizations with cave drawings as a great example. However, as with most things in our modern life, we are now bombarded with images, so this form of literacy is increasingly important.

If we look at this graph, we will understand how learning works, and the habit of Smart cities

Feel, look, think, do: the four stages of experiential learning

 

Chapter 3. KNOW THE DNA OF SMART CITIES. SMART CITIZEN AND MULTIDIMENSION LEARNING.

 

The smart cities and territories of the future face economic, ecological, political and cultural crises that need to be intelligent an understanding of their DNA and how their citizens will think. An educated and healthy population is the engine of sustainable economic growth.

These smart citizens will face difficult and complex challenges, partly derived from new pressures, such as the aging of the population, the growing prevalence of chronic diseases such as obesity, which affects 30% of children in Spain. The rigorous core of how they will learn, will define their economy.

All the evolved mechanisms must be analyzed from different perspectives, and for this there is a complex physiognomy that must be monitored and studied. And a DNA or an origin, which is the way it learns, its essence, the thought or brain of the Smart city. All the intelligent elements of the city, move in this double influence, and its management, depends on its correct knowledge.

Genome of the city, based on learning.

Cities experience changes, have economic currents, health problems, cultural ways of understanding life, complex environments. Understanding the DNA of the city is the engine of growth, health and sustainability. There are two nuclei to understand the DNA of a city:

  1. The physiognomy of the city, monitor its characteristics, changes, health, problems, environment, taxonomy. Cities that understand their DNA are at an advantage and will solve problems that will meet the Sustainable Development Goals.

Comparing the DNA of different cities can help identify partners and role models. Knowing your DNA gives leaders clues about which sustainability path to follow and economy.

  1. Understand how he learns and how learning is, stimulating his health and sustainability. In other words, “knowing how smart citizens learn, we can make their city sustainable”. Study of the SHC Habit.

Advances in biology and neuroscience show us how a child’s brain and cognitive development are shaped by their learning experiences and their environment.

According to research “The thinking of the smart citizen is visual and social. Remember 40% more if the learning is visual, acquire 60% more basic language skills. And good habits about their environment and their person, are greater when learning is social “Impact of Education in Smart cities. SHC program. Sheila Romera Aznar.

 

 

This is because the iGeneration Millennials children. They will be Smart Citizen, fast, visually oriented and non-linear in learning, they demand a new type of teaching, which does not emanate only from the school, but multidimensional.

The success of learning is multidimensional, as the brain learns, involves having all the elements of the city, it is necessary that learning is connected visually, experientially with multidimensional teaching.

In the brain of the Smart city and multidisciplinary learning.

 

As the SHC program demonstrates in its results, a teaching that has ALL the elements of society gives an answer so that future Smart citizens can opt for non-linear learning.

Your brain learns in 4 phases: experiential phase, observation phase, conceptualization phase and operative phase. For the habit to respond coherently with the city, it must be guided in a network. In experiences of the SHC program in Almodóvar del Rio Córdoba, with more than 1200 children and 8000 people, we see how, thanks to education, tourism, gastronomy, health, the company are strengthened … but there is not a center, but a cooperative system connected in node, a collective thought.

The smart cities face the challenge of preparing the inhabitants to integrate into complex health systems must have skills such as: problem solving, creativity, analytical thinking, action and responsibility.

Understanding your DNA implies healthy choices in yourself and in your environment, with comprehensive programs that have different sources of education, one of them is the school, others are the other agents interfere in multidimensional learning.

Searching for the DNA of the Smart City is the answer to sustainable societies, and to the very essence of the individual and his survival.

 

 

 

 

 

 

 

 

La educación como motor e inversión en ciudades sostenibles

 

La educación como nuevo vehículo hacia la sostenibilidad, ha estado presente este año, en el congreso de Naciones Unidas Green Standard Week (1-4 de octubre de 2019, Valencia, España). Donde se trataron las líneas mundiales para llevar a cabo el principal  objetivo de la Agenda para 2030, de Naciones Unidas, el cumplimiento de objetivos de desarrollo sostenible y también la construcción de ciudades avanzadas, tecnológicas y sostenibles de estas próximas décadas.

 

En el trascurso de estas jornadas, donde expertos de todo el mundo contribuyeron con enfoques, proyectos sostenibles y diseños de ciudad, se expuso, la  importancia de un nuevo modelo de educación, que impulse todo ello, rediseñado para el cumplimiento de los ODS y para el desempeño de los indicadores necesarios en sociedades más sostenibles.  Pudimos presentar esta línea de trabajo por primera vez en foro de Naciones Unidas.

La educación por tanto alzó la voz, tanto por la presencia de Fundación SHC con resultados de investigaciones en población infantil, como por la metodología, que se puso como ejemplo gracias a la  U4SSC y la ITU (doc.  Impact of New Frontier Technologies in Cities).

 

Esto indica algo, y es que el hecho de que el aula ha de ser el motor del ecosistema sostenible, no es un simbolismo, sino una necesidad real: el aula creativa, el aula reflexiva, el aula musicalizada y competitiva con las inteligencias múltiples, y competente con los nuevos retos en salud y digitales, ese aula, es la que demanda recursos, e inversión para el futuro.

 

Un diseño de una educación para ecosistemas sostenibles, debe contemplar entre otras cosas, estandarización, evaluación e investigación, integración e interoperabilidad, pero sobre todo no estar centralizada, sino abierta y flexible.

 

La  inversión más efectiva.

 

Nuestro mundo y las ciudades, están rediseñándose y existe una inversión que llegará a los 158.000 millones de dólares en 2022, sólo en España el cambio a ciudades más sostenibles o inteligentes, ha alcanzado la inversión de los 117 millones de euros este año. Pero ¿es esta la inversión que necesitamos?.

Naciones Unidas reclama deben ser habitables y más sostenibles, luego

la U4SSC de Naciones Unidas, desarrolla un conjunto de indicadores (KPI)  para Ciudades Sostenibles y para evaluar los objetivos de desarrollo sostenible (ODS) en todo el mundo. Pero para que estos indicadores se lleven a cabo y para el retorno en productividad, es necesario algo de modo fundamental: educar.
La importancia de una inversión nueva en educación,  ya fue explicada por el  premio nobel Schultz, o por Gary Becker en la Teoría del Capital Humano. La educación afecta directamente el crecimiento económico en la medida en que es esencial para mejorar el capital humano.

 

Según  estudios de Smart healthy Citizen Foundation, un año de programa educativo multidisciplinar conectado a su ciudad, puede a la larga, aumentar las ganancias de sus ciudadanos en un 15 % al año.

Como así lo respalda otro estudio de  Aghion et al  que muestran que las economías más avanzadas, se benefician de los trabajadores con educación superior y aumentan la productividad en un 10%.

 

 

Habilidades nuevas, modelos nuevos, niños futuros

 

Las habilidades demandadas por el mercado laboral están cambiando, esa inversión referida, debe ir encaminada a mejorar en:

 

  • Habilidades para resolver problemas
  • Habilidades de comunicación
  • Habilidades sociales. Un sólido cuerpo de investigación indica que los programas basados ​​en el aprendizaje social y emocional (SEL) pueden conducir a resultados de desarrollo positivos para niños.
  • Habilidades de aprendizaje y aprendizaje sistémico.

 

El enfoque de sistema, también denominado enfoque sistémico, es fundamental en el futuro con una educación líder en nuevos modos de organizarse.  Significa que el modo de abordar los objetos y fenómenos no puede ser aislado, sino que tienen que verse como parte de un todo.

Esto favorece en los nuevos ciudadanos, nuestros alumnos, una visión de colaboración, que necesitarán para organizarse en nuevos empleos.

 

Ya que sabrían colaborar y trabajar en conjuntos sistémicos (computacionales,  recursos humanos, actividades básicas en flujos de información…) interactuando  entre sí con el fin de apoyar las actividades de una empresa o negocio.

 

Nuevos aprendizajes en realidades conectadas sostenibles.

 

Y si vamos a vivir en ciudades cada vez más conectadas, resilientes y sostenibles, debemos saber que las políticas específicas y la innovación tecnológica son necesarios pero no pueden por si solos, remodelar los sistemas de valores de las personas hacia el desarrollo sostenible.

 

En definitiva, y según nuestras investigaciones, invertir en un modelo educativo conectado sólido, puede proporcionar habilidades que las personas necesitan para prosperar en la nueva economía sostenible, circular, las energías renovable, la digitalización saludable,  la rehabilitación de medio ambiente, el diseño de ciudades eficientes y la gestión racional de sus territorios.

 

Cabría entonces, preguntarnos, si merece la pena que entre todos, se apueste por la educación, ya que ello marcará la diferencia en estos nuevos ecosistemas, ciudades resilientes y conectadas, que operarán con blockchain, en que seamos la cadena transmisora del blockchain, o sólo un bloque más impulsado por otros (theory of human blockchain, 2018).

 

Y de ese modo, además de la inversión, será un compromiso de todos, y cada uno de nosotros, que posibilitará o no, que nuestras sociedades, sean sostenibles.