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The Flipped Classroom: The Full Picture for Tinkering and Maker Education

The Flipped Classroom: The Full Picture for Tinkering and Maker Education | Learning & Mind & Brain | Scoop.it

It is a model in which authentic, often hands-on, experiences and student interests drive the learning process, and the videos, as they are being proposed in the flipped classroom discourse, support the learning rather than being central or at the core of learning.


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Carlos Lizarraga Celaya's curator insight, July 3, 2013 1:20 PM

I see the power of engaging kids in science and technology through the practices of making and hands-on experiences, through tinkering and taking things apart. Schools seem to have forgotten that students learn best when they are engaged; in fact, the biggest problem in schools is boredom. Students sit passively, expected to absorb all the content that is thrown at them without much context. The context that’s missing is the real world.

Learning by doing was the distillation of the learning philosophy of John Dewey. He wrote: “The school must represent present life—life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.”

 

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Ken Robinson: How to escape education's death valley | Video on TED.com

Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

 

Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence

 

 

Miloš Bajčetić's insight:

“The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.”

 

Great Talk!

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Tatiana Kuzmina's curator insight, September 7, 2013 2:58 PM

Worth watching..

Laurent Picard's curator insight, January 22, 2014 12:22 PM

Une vidéo trés intéressante (et amusante) où Ken Robinson parle du système éducatif américain. Mais ses propos s'appliquent aussi au notre...

Rescooped by Miloš Bajčetić from Digital Delights for Learners
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Wonder - A Search Tool (Engine)

Wonder - A Search Tool (Engine) | Learning & Mind & Brain | Scoop.it

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Joseph J Filoramo's curator insight, April 27, 9:15 AM

#filoramoroxpd #filoramoroxpddiffcoll

Stephen Thergesen's curator insight, April 27, 8:07 PM

Similar to a librarian-driven service we started in Colorado about 15 years ago.

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This protein lets 'threads' (tiny filaments called dentritic spines) build memories - Futurity

This protein lets 'threads' (tiny filaments called dentritic spines) build memories - Futurity | Learning & Mind & Brain | Scoop.it
New information about how tiny filaments called dendritic spines connect neurons could hold promise for disorders like Alzheimer's and autism.

 

"Every time you make a memory, somewhere in your brain a tiny filament reaches out from one neuron and forms an electrochemical connection to a neighboring neuron.

 

"The filaments that make these new connections are called dendritic spines and, in a series of experiments described in the Journal of Biological Chemistry, a team of researchers reports that a specific signaling protein, Asef2, a member of a family of proteins that regulate cell migration and adhesion, plays a critical role in spine formation.

This is significant because Asef2 has been linked to autism and the co-occurrence of alcohol dependency and depression."


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HTML5 Online Animation Editor | Animatron

HTML5 Online Animation Editor | Animatron | Learning & Mind & Brain | Scoop.it
Animatron is a simple and powerful online tool that allows you to create stunning HTML5 animations and interactive content.
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If You Can't Change Higher Ed Overnight, Change Your Classroom. Here's How!

If You Can't Change Higher Ed Overnight, Change Your Classroom. Here's How! | Learning & Mind & Brain | Scoop.it
In “Mapping the Futures of Higher Education,” the first Futures Initiative course, co-taught with President Emeritus William Kelly, we focused on pedagogy, on what you can do tomorrow in your classroom to redress the kinds of inequity that persist in society and that are exacerbated by higher education. On the first day of class, Bill and I entered, pointed to giant post-it notes set around the room with dates, and asked our students to work together to organize themselves into four groups of three, decide together what learning they wanted to take charge of, and in other ways design a graduate course. Here’s the main point: Bill and I left the room while twelve graduate students in nine radically different fields of study designed a course, its structure and content, who would partner with whom, in what sequence. Each week they were responsible for assigning us research, coming up with assignments, exercises, and pedagogies that they then all tried in their undergraduate CUNY classes and programs. This is the most radical version of student-centered pedagogy. There are many others, of course, but our point was that you cannot just “talk” about reversing hierarchy. You can’t just read the theory; you must embody the practice.

Maybe you cannot change the world but, for most of us teaching in classrooms, there are ways of making changes in one’s own class that can make a difference — to one’s students, to one’s own role in replicating inequity, and as a model to our institutions seeking to “transform higher education.”
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6 Tips for Creating a 'Mini' MOOC

6 Tips for Creating a 'Mini' MOOC | Learning & Mind & Brain | Scoop.it
There are ways to allow your institution to experiment with online courses, even if they're not intended to be "massive." An online program manager shares advice.

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Trends | How Technology is Changing the Classroom

Trends | How Technology is Changing the Classroom | Learning & Mind & Brain | Scoop.it
Visit the post for more.

Via Tom D'Amico (@TDOttawa) , Luísa Lima, Juergen Wagner
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SMARTERTEACHER's curator insight, April 25, 2:32 PM

Amazing Infographic on Technology and the transformative effect on Education.

David W. Deeds's curator insight, April 25, 4:11 PM

My pick for Infographic of the Week. 

Willem Kuypers's curator insight, Today, 4:33 AM

La technologie change notre enseignement. Voici quelques chiffres.

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Want to Create Winning E-learning Courses? 6 Tips

Want to Create Winning E-learning Courses? 6 Tips | Learning & Mind & Brain | Scoop.it
One of the most challenging tasks of an instructional designer to engage the learner in the self- paced learning environment. Unlike a classroom training session, where an instructor engages the trainee, an eLearning course is devoid of human interaction.

So, how can you engage your people in an online learning environment? Well, you need to come up with a highly effective instructional design strategy to hook your learners to the screen.
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Instructional Design and the Search for the Golden Child

Instructional Design and the Search for the Golden Child | Learning & Mind & Brain | Scoop.it
Most instructors seem to be convinced that there is a “golden child” technology out there just waiting to be discovered. If they can just find this technology, or combination of technologies, or even hidden features in technologies they already use… then their classes will magically transform into glorious utopias of engaged learners. Students will be happy, completion rates will skyrocket, everyone will hold hands, pass out flowers, and start a drum circle chanting the praises of how awesome the course is.

What most instructional designers know is the harsh reality that learning more and more about technology and tools often makes it harder to design a good course. Instead of a concentrated focus on what works best for what you want students to learn, technology becomes the driving focus. And this means the course often gets worse, or at best trades one okay-ish design for another okay-ish design.

Some of the most innovative and effective courses out there are being taught with things like blogs and Twitter and YouTube videos – basically just a bunch of tools that most people know how to use already. No golden child magical technology tool doing cool stuff that no one else seems to be aware of. Just really good theory and focused instructional design.

This blog post is one of many that I am working on inspired by the OLC Emerging Technologies Symposium this week, and the conversations that occurred around/at/because of that event. I was in the test kitchen there playing with cool new tools and apps as much as the next person. I love emerging technology and finding new websites and tools and services to use. I also love it when people find great educational uses for these cool new things. But most of the really awesome courses out there are not coming from people getting more technical training, but from people that dig into the theory side and said “I want to accomplish this theoretical idea” and then found the basic technology to realize their vision.
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Processes, outcomes and measuring what we value.

Processes, outcomes and measuring what we value. | Learning & Mind & Brain | Scoop.it
I produced this diagram as part of a paper ‘Measuring Success and Securing Accountability’ for my governors and SLT.  One reason for writing it is that, along with everyone else, we face a very turbulent period in our examination system.

Via Yashy Tohsaku
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Mozilla Webmaker Web Literacy Resources

Mozilla Webmaker Web Literacy Resources | Learning & Mind & Brain | Scoop.it
We're a global community dedicated to teaching digital skills and web literacy. We explore, tinker and create together to build a web that's open and made by everyone.

Via Yashy Tohsaku
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7 Brainy Ways to Boost Knowledge Retention in eLearning

7 Brainy Ways to Boost Knowledge Retention in eLearning | Learning & Mind & Brain | Scoop.it
We remember the scenes and dialogs from some movies long after we have seen them. Some songs continue to haunt us even though we have not listened to them for ages. We can still recite rhymes and poems we learned when we were toddlers. Do you wonder why? Or if you are an instructional designer, have you wondered how you can create such sticky courses? How can you create courses that learners will remember easily and recall effortlessly long after they are back at their workplaces? It is challenging because forgetting is natural.

Scientists carried out a test on some subjects who had to study textbooks, retain, and recall the information. The results were startling: after a day, the subjects remembered 54 percent of what they had learned and after 21 days, they remembered a paltry 18 percent.

But are you surprised? When we were in school, most of us didn't remember what we learned in the earlier grade.

As instructional designers, you have to create courses that are easy to remember and difficult to forget.
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eLearning Papers Issue No.40: Assessment, Certification, and Quality Assurance in Open Learning

Quality Assurance for OER : Current State of the Art and the TIPS Framework. Author(s): Paul Kawachi


Students as evaluators of open educational resources. Author(s): Vivien Rolfe


Student’s Quality perception and learning outcomes when using an open accessible eLearning-resource. Author(s): Kerstin Bissinger


An Assessment-Recognition Matrix for Analysing Institutional Practices in the Recognition of Open Learning. Author(s): Gabi Witthaus, Bernard Nkuyubwatsi, Grainne Conole, Andreia Inamorato dos Santos, Yves Punie


Peer-review Platform for Astronomy Education Activities. Author(s): Pedro Russo, Thilina Heenatigala, Edward Gomez, Linda Strubbe


Seven features of smart learning analytics - lessons learned from four years of research with learning analytics. Author(s): Martin Ebner, Behnam Taraghi, Anna Saranti, Sandra Schön


Quality assurance in online learning: The contribution of computational linguistics analysis to criterion referenced assessment. Author(s): Lyn Goldberg, Alison Canty


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Book Review: Ten Strategies for Building Community with Technology by Bill Brandon

Book Review: Ten Strategies for Building Community with Technology by Bill  Brandon | Learning & Mind & Brain | Scoop.it

Times change, and instructional methods change with them. One concept that instructional designers should become familiar with is that of the role of community in learning, and the necessity of learners feeling themselves involved in a community. A new book takes a strategic look at this approach and provides the necessary background you need to get started.


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Create Your Own Custom Drawings for Whiteboard Video

Share your videos with friends, family, and the world

Via Peg Corwin, Mark E. Deschaine Ph.D., Rui Guimarães Lima
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Peg Corwin's curator insight, April 6, 11:41 AM

Slick video creation tool.

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Lessons Learned from a Chalkboard: Slow and Steady Technology Integration

Lessons Learned from a Chalkboard: Slow and Steady Technology Integration | Learning & Mind & Brain | Scoop.it

Last winter, while observing and recording classroom lessons for a research project in Japan, I was surprised to hear a sound I had not heard for many years—the sound of chalk. Over a three-week period of observations in Saitama prefecture, I captured 17 classroom videos from various subject areas across 1st to 12th grade. Every classroom I visited was equipped with a large green chalkboard. There were few computers, few projectors or smartboards, and no other visible forms of 21st century technology in most of the classrooms. Japanese colleagues and researchers confirmed this was representative of the average K-12 classroom in Japan. In January 2015, the Tokyo Broadcasting System reported approximately 75% of Japanese classrooms still use chalkboards as the primary medium for presentation of lesson content (Sankyuu, 2015).

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Developing digital literacies | Jisc

Developing digital literacies | Jisc | Learning & Mind & Brain | Scoop.it
Provides ideas and resources to inspire the strategic development of digital literacies - those capabilities which support living, learning and working in a digital society

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How emotionally intelligent are you?

Unlike IQ, no one can summarize your EQ in a single number. Read more on LinkedIn: https://www.linkedin.com/pulse/how-emotionally-intelligent-you-daniel-goleman

Via Ana Cristina Pratas
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Meet Vivaldi: The Power User’s New Favorite Browser

Meet Vivaldi: The Power User’s New Favorite Browser | Learning & Mind & Brain | Scoop.it
Do we really need a new web browser? I'm serious. Never have we had quite so much consumer choice as we do now. It's nothing like the bad old days of the late 1990s, where the only choice was between Internet Explorer and Netscape, which at that point was circling the drain. Now, we have…

Via Tom D'Amico (@TDOttawa) , massimo facchinetti, Rui Guimarães Lima
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Smartphones making children borderline autistic, warns expert

Smartphones making children borderline autistic, warns expert | Learning & Mind & Brain | Scoop.it
Children struggle to read emotions and are less empathetic than a generation ago because they spend too much time using tablets and smartphones, a leading psychiatrist has warned.

Iain McGilchrist said children as young as five were less able to read facial expressions because of too much interaction with technology.

He added that he had evidence that more pupils were displaying borderline "autistic" behaviour. Dr McGilchrist, a former Oxford literary scholar who retrained in medicine, said he had heard of increasing numbers of teachers who had to explain to their pupils how to make sense of human faces.

However, experts have said children’s lack of ability to read emotions may be down to cultural or language barriers and not just technology.

Mr McGilchrist said he’d heard from teachers who said they now have to explain to their pupils how to make sense of the human face more than a few years ago.

Dr McGilchrist said he has been contacted by teachers of five to seven year olds who have estimated that roughly a third of their pupils find it difficult to keep attention, read faces.

In an interview with the Telegraph, he said: “These teachers have been teaching for 30 years and had found only a couple of people not able to do these simple tasks. People are increasingly finding it difficult to communicate at an emotional level in what appears to be features of autism.”
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6 Tips To Engage Passive Learners In eLearning

6 Tips To Engage Passive Learners In eLearning | Learning & Mind & Brain | Scoop.it

When it comes right down to it, there are two distinct types of learners. On the one hand, there are those learners who seize every opportunity to soak up knowledge and use this knowledge to improve their lives in some way. They actively attend every eLearning event, online presentation and assessment, because they are well aware of the fact that, by this way, they can expand their professional or personal skills.

 

On the other hand, there are passive learners. Although these individuals acquire the information, they don’t eager to apply it in the world outside the virtual classroom. They might pass every assessment with flying colors and complete every eLearning activity, but they aren’t planning on changing behaviors or using their newly found knowledge to improve any aspect of their lives.

 

So, is it possible to design eLearning deliverables that engage passive learners in eLearning and help them to achieve all of the benefits that the eLearning experience can offer? Of course it is. Here are some tips to follow.

 

 


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The Invented History of 'The Factory Model of Education'

The Invented History of 'The Factory Model of Education' | Learning & Mind & Brain | Scoop.it
One of the most common ways to criticize our current system of education is to suggest that it’s based on a “factory model.” An alternative condemnation: “industrial era.” The implication is the same: schools are woefully outmoded.

As edX CEO Anant Agarwal puts it, “It is pathetic that the education system has not changed in hundreds of years.” The Clayton Christensen Institute’s Michael Horn and Meg Evan argue something similar: “a factory model for schools no longer works.” “How to Break Free of Our 19th-Century Factory-Model Education System,” advises Joel Rose, the co-founder of the New Classrooms Innovation Partners. Education Next’s Joanne Jacobs points us “Beyond the Factory Model.” “The single best idea for reforming K–12 education,” writes Forbes contributor Steve Denning, ending the “factory model of management.” “There’s Nothing Especially Educational About Factory-Style Management,” according to the American Enterprise Institute’s Rick Hess.

I’d like to add: there’s nothing especially historical about these diagnoses either.
Blame the Prussians

The “factory model of education” is invoked as shorthand for the flaws in today’s schools – flaws that can be addressed by new technologies or by new policies, depending on who’s telling the story. The “factory model” is also shorthand for the history of public education itself – the development of and change in the school system (or – purportedly – the lack thereof).
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Lon Woodbury's curator insight, April 25, 10:56 PM

I wasn't convinced in this criticism of the label "factory system of education."  He added a lot of detail, but seemed to debunk incidentals more than the heart of what is meant by "factory system of education."  -Lon

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Gamification vs Game-Based eLearning: Can You Tell The Difference? - eLearning Industry

Gamification vs Game-Based eLearning: Can You Tell The Difference? - eLearning Industry | Learning & Mind & Brain | Scoop.it
Gamification vs Game-Based eLearning: How To Integrate Them Into Your eLearning Course Design

Both gamification and game-based eLearning can offer your eLearning course a variety of benefits. However, it’s important to know the distinction between gamification vs game-based eLearning, so that you can choose the approach that better serves your eLearning objectives and goals, but also meets the needs of your learners. Let’s take a closer look at the basics of both gamification and game-based eLearning, in order to determine which methodology is more appropriate for your next eLearning course.

By definition, gamification involves the use of game design elements and mechanics in activities that are not inherently game-based. This is done to motivate and engage the learners, so that they can become active participants in their own learning process. In essence, the eLearning experience itself, is transformed into an educational game by using achievement badges, leaderboards, point systems, level progressions, and quests. These game elements are all integrated to help the learner achieve their learning goals and objectives.

On the other hand, while gamification utilizes game mechanics to transform the eLearning experience into a game, game-based eLearning integrates online games into the learning process to teach a specific skill or achieve a learning objective. Games are essentially used as eLearning activities to give learners the opportunity to acquire new knowledge or skills sets in a fun and engaging way. All eLearning games typically have rules and specific objectives and learners run the risk of “losing” when they participate. Another important distinction between gamification and game-based eLearning is that in a game-based eLearning strategy the content is designed to fit into the confines of the game.
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Cognitive lives scientific

Cognitive lives scientific | Learning & Mind & Brain | Scoop.it
The BBC Radio 4 series The Life Scientific has recently profiled three, count’em, three, cognitive scientists.

Because the BBC find the internet confusing I’m just going to link straight to the mp3s to save you scrabbling about on their site.

The most recent profile you can grab as an mp3 was artificial intelligence and open data Nigel Shadbolt.

The next mp3 for your list is an interview with cognitive neuroscientist and teenage brain researcher Sarah-Jayne Blakemore.

And finally, grab the mp3 of the programme on spatial memory researcher and recent Nobel prize winner John O’Keefe.

That’s an hour an a half of pure cognitive science. Use carefully. Keep away from fire. Remember, the value of your investments may go down as well as up
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Levels of Interactivity (and Why You’re Overcomplicating Things)

Levels of Interactivity (and Why You’re Overcomplicating Things) | Learning & Mind & Brain | Scoop.it
veryone knows that interactivity and engagement can make or break an eLearning program, but if you run a simple Web search on how to best approach interactivity, you’re going to hear a lot of noise. One firm will compare interactivity with the Olympic rings, while another makes a pie graph. Call it the elephant in the room: Every instructional designer is essentially coming up with a new slant on Bloom’s taxonomy.

But pretty pictures and clever metaphors can muddy the waters on something that should be simple to understand: Interactivity is on a spectrum. By understanding when to use different levels of interactivity, you can ditch all the noise and metaphors for a clearer picture of how to truly engage learners.
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