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 Embedded in the very weave of the organisation, culture is the most difficult aspect of an organisation to change and the hardest form of change to sustain 'That's because transforming a culture requires influencing people's deepest beliefs and most habitual behaviours' (Rogers, Meehan & Tanne 2006 p5). Rogers et al indicate that as little as 10% of all organisations that set out to develop a high performing culture achieve their goal.

Agreed. Education is controlled by the academics since it became a savior for leaving the middle class. Our best civic leaders have a different idea. http://www.textbooksfree.org/Leaders%20Educational%20Advise.htm

A recent post by George Couros (author of The innovators Mindset) posed an interesting question about the role that culture plays in shaping the trajectory of an organisation. The traditional wisdom is that culture trumps all but George points to the role that individuals play in shaping and changing culture itself. Is culture perhaps less resilient than we are led to imagine and is it just a consequence of the individuals with the greatest influence? Or, is something else at play here?

Unit-3 Heritage Cultural Tourism Management , such as Heritage and Cultural Tourism anagement,Heritage and Cultural Tourism is services .

Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.

How might we shape that culture and how will we understand the many forces at work? Understanding the culture of class or perhaps even a school is an important element of our teaching but realising the complexity of this task must come first.

New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education

n practical terms, any change effort that does not consider the culture into which it is introduced is unlikely to succeed. The worst-case scenario is that the change effort is resisted to such a degree that it is never truly implemented. In many cases, however, the change effort fails to produce the sort of results initially imagined despite the efforts of all involved to adopt the change. Although the new behaviours are adopted, something goes wrong, and it isn't always that the new idea itself is to be blamed. - Maybe it's culture?

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I've been using this site for almost 10 years. It's not sophisticated, but it has a vast collect of Mandarin and Chinese cultural resource. http://ictmagic.wikispaces.com/Mandarin+&+Chinese+culture

This unavoidable and irreducible complexity means that schools are challenging place to study, to understand and to manage change within. Even for the teacher who spends everyday inside the school there is so much going on that unguided observations and the plans based upon them come with no guarantee of success. - We need a lens and a lever to manage this complexity. -  Such a lens is offered by the 'cultural forces'.

Two quotes by Albert Einstein point to the importance of creating a culture within our schools (and organisations) that encourages experimentation, innovation, tinkering and indeed failure. If we are serious about embracing change, exploring new approaches, maximising the possibilities of new technologies, applying lessons from new research and truly seek to prepare our students for a new work order, we must become organisations that encourage learning from failure

The Global Classroom was born in the minds of Deb Frazier's (@Deb_Frazier) young students in March 2011: "Our first grade class [in Ohio, USA] was thinking about the ways people around the world meet their needs. We began to do some research, diving into books about various cultures. While sharing new learning about India, Puju, whose family is from India, commented "My dad says that's not really true." From there we knew we needed more than books ... We needed to talk with people in other cultures to really discover the many ways in which they meet their needs." Global Classroom 2012-13 is an exciting opportunity for you to make a positive difference - in your classroom, community, and around the world. We hope you will join us on this journey, and help us realise the full potential of this amazing learning community. We will officially launch in late October 2012, and run through to the end of the Northem Hemisphere school year in June 2013. Over that time, we will be hosting a wide range of global projects, and providing opportunities for new and experienced teachers alike to explore new ways to learn, share, connect, and collaborate worldwide. Working together, we can make this dream a reality.

Belouga | Connecting the World thru Education https://t.co/pUba28o6Hf #yltsig #edtech #culture #elt #tesol #tefl… https://t.co/6cPIAOwFqn

Society is too protective of children. Bill writes on the cotton wool culture.

Cristóbal Cobo sent me this link to the Ung Kommunikation [Young Communication] project. The project examines the convergence of new technologies, youth culture and learning. And, by looking at the influence of youth culture on digital communication, the project might be able to identify a bridge between the divide of formal and non-formal learning.

Mark Pesce: Digital Citizenship and the future of Education.

XW1W uses today's instant technologies to share answers to the same question across the world once a week. XW1W is a simple, social way for students to learn about real life in other cultures from real kids all across the world. By simply "hashtagging" Twitter or blog responses to a weekly question about daily life, students can share and learn about other cultures from their international peers

The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.