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Learning 3.0 and the Smart eXtended Web

This slide show accompanied a keynote presentation given for the ICL conference in Villach, Austria on 28 September, 2012.

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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, 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...

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The MOOC on Learning how to Learn | MOOC Report

The MOOC on Learning how to Learn | MOOC Report | Learning & Mind & Brain | Scoop.it

Barbara shares that she has had a great time developing this MOOC. She is not a fan of boring lectures, and noted that some professors simply replicate their classroom lectures in their MOOC, and so do not take full advantage of the online medium. Thus, in this MOOC, she has put in the extra effort to design the content to be as rich as possible to convey each concept:


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Connectivism – it’s a theory. I am “the one who is connected.” | eLearning Faculty

Connectivism – it’s a theory. I am “the one who is connected.” | eLearning Faculty | Learning & Mind & Brain | Scoop.it
Connectivism is a learning theory that helps me, as a learner, think critically and become adaptable. There is some argument about it from the big brains and

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juandoming's curator insight, July 19, 10:29 AM

add your insight...

Ivon Prefontaine's curator insight, July 19, 7:14 PM

Is it just a theory? Dewey and others suggested theory and practice were blended together. Theory without practice may not work. Practice without theory may not work either.

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The 6-step guide to flipping your classroom - Infographic

The 6-step guide to flipping your classroom - Infographic | Learning & Mind & Brain | Scoop.it
It’s one of the most talked-about trends in education right now. Right behind the iPad and Common Core. Flipping your classroom is a trend that doesn’t seem to be going away any time soon. That’s great, because it offers a lot of advantages for your classroom regardless of your students’ age or what subject matter …

Via Ana Cristina Pratas
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Rescooped by Miloš Bajčetić from Teach! Teaching, learning and assessment in the context of HE teacher education
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A Comprehensive Checklist of The 21st Century Learning and Work Skills

A Comprehensive Checklist of The 21st Century Learning and Work Skills | Learning & Mind & Brain | Scoop.it

A Comprehensive Checklist of The 21st Century Learning and Work Skills.

 

Learn more:

 

http://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

 

http://gustmees.wordpress.com/2013/05/25/so-whats-the-change-for-teachers-in-21st-century-education/

 


Via Gust MEES, Alfredo Corell, Peter Bryant
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Alfredo Corell's curator insight, July 18, 4:57 AM

The University of Toledo have developed this exhaustive checklist about skills of our century (some importants like digital citizienship are also missing)


Have a look and also in this link and also finde some explanations about 9 selected skills

Javier Antonio Bellina's curator insight, July 19, 9:14 AM

¿Le habrán echado una mirada en el MED (MINEDU) a ésto ...? Si no, es el momento.

Philippe-Didier Gauthier's curator insight, July 20, 12:55 AM

#Compétences pour le XXIe siècle.  Très exhaustif, mais peu contestable. Le nouveau référentiel sur les compétences de base est toute même plus simple et facile à appréhender. Sans doute faudra -t il passer un jour des compétences à des concepts plus évolués de  "conscience" ...

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Prezi - Mastering the Prezi zoom

Prezi - Mastering the Prezi zoom | Learning & Mind & Brain | Scoop.it

As cool as it is, there is such a thing as too much Prezi zoom. If you’ve ever sat through a presentation that felt more like a rollercoaster ride than a speech, you know what we mean. That 180º flip may feel from the stage, but you don’t want to send your audience running for motion sickness bags...


Via Baiba Svenca
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Baiba Svenca's curator insight, July 17, 12:18 PM

Zooming feature is what makes Prezi different from many other presentation tools. But do you know how to use it properly? Here's a post that is going to help you.

Scott Holcomb's curator insight, July 17, 12:40 PM

Yes, the Zoom always gets me! thanks!

Mirta Liliana Filgueira's curator insight, July 18, 2:28 PM

El zoom de Prezi.

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New Research: Students Benefit from Learning That Intelligence Is Not Fixed

New Research: Students Benefit from Learning That Intelligence Is Not Fixed | Learning & Mind & Brain | Scoop.it

"Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential."


Via Beth Dichter
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Rosemary Tyrrell's curator insight, July 17, 4:34 PM

New research on mindset. Definitely worth a read! 

Kathy Lynch's curator insight, July 17, 5:05 PM

Thx Beth Dichter!

niftyjock's curator insight, July 17, 6:04 PM

You can learn to be smarter, 

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The Importance of Asking Questions to Promote Higher-Order Competencies

The Importance of Asking Questions to Promote Higher-Order Competencies | Learning & Mind & Brain | Scoop.it
How to use open-ended, close-ended, and a double question technique to inspire deeper thinking in your students.

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Dennis T OConnor's curator insight, July 11, 11:46 PM

Here's a bit of online facilitation wisdom: "The Two-Question Rule: This means to follow a question with another question that probes for deeper understanding."


Author/Blogger Professor Maurice Elias does a fine job of explaining how questioning helps deepen thinking. 

Darleana McHenry's curator insight, July 18, 1:45 PM

I like asking open ended questions to see how students think,

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The neuroscience of social intelligence: Bill von Hippel at TEDxUQ 2014 - YouTube

What is social intelligence? Psychology professor Bill von Hippel argues that the frontal lobes of the brain play a critical role in enabling socially intell...

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Helen Teague's curator insight, July 15, 11:51 AM

Social intelligence, Social IQ, and Social Knowledge are the same...it's all about the frontal lobe...

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The Higher Education Teaching and Learning Portal | Reaching Out to Struggling Online Students with Web 2.0 Technology

The Higher Education Teaching and Learning Portal | Reaching Out to Struggling Online Students with Web 2.0 Technology | Learning & Mind & Brain | Scoop.it

The concern among administrators and instructors regarding isolation and lack of engagement between student and instructor in online courses continues to grow as educational institutions continue to set up online departments and courses. On-campus courses offer advantages in the area of interaction in the form of a face-to-face setting; however, online courses pose challenges: feedback between students and instructors is often left to random emails or comments on assignments. The purpose of this article is to show how Web 2.0 technology can increase interaction in online courses while reducing isolation and engaging struggling students.

 
Via Kathleen Cercone
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Kathleen Cercone's curator insight, July 14, 8:33 AM

HETL Note: We are pleased to present this feature article titled: “Reaching Out to Struggling Online Students with Web 2.0 Technology“. This well researched article lets the reader understand better the issues related to lack of learner engagement and motivation and shows how the use of social media in the online classroom may help struggling students develop a sense of belonging and fulfillment. It provides a useful starting point for those who are planning to include of Web 2.0 technologies in teaching and learning – in online, or even in traditional class settings. 

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How Can We Connect Teachers to Connected Learning? ~ Digital Is

How Can We Connect Teachers to Connected Learning? ~ Digital Is | Learning & Mind & Brain | Scoop.it

by David Quinn


"I realized that if teachers were to get on board, I’d have to make it concrete. I had another attempt to share Connected Learning with Rhode Island teachers at the Highlander Institute’s Blended Learning Conference. I reached out to Christina Cantrill for permission to use an example from Teaching in the Connected Learning Classroom and she was kind enough to oblige. The first example was Larissa Pahomov’s 2Fer project where students wrote two-page position papers that were peer reviewed in Google Docs and then shared publicly on a website."


- See more at: http://digitalis.nwp.org/site-blog/how-can-we-connecting-teachers-connected-learning/6116#sthash.E0YdyDS7.dpuf


Via Jim Lerman
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Michèle Drechsler's curator insight, July 13, 10:38 AM

add your insight...

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Beyond assessment - recognizing achievement in a networked world - by Stephen Downes

ePortfolios and Open Badges are only the first wave in what will emerge as a wider network-based form of assessment that makes tests and reviews unnecessary. I…

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Ana Cristina Pratas's curator insight, July 12, 4:11 AM

Audio

niftyjock's curator insight, July 15, 6:05 PM

badges and e-portfolios are a great idea but do they work in reality?

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EduGeek Journal » Research Says: Online or Face to Face Is Better?

EduGeek Journal » Research Says: Online or Face to Face Is Better? | Learning & Mind & Brain | Scoop.it

You know what they say about getting into an argument with an instructional designer over learning design? Oh… they don’t? Well, they should. Anyway… if they did say anything about it, they would say not to do it because instructional designers pretty much shoot holes in everything.

People argue all the time over whether online learning is better or worse than face-to-face. But you ask an instructional designer which is better? Well, neither, both, and… it kinda depends.

Confusing? Yeah, well blame the research. Research is important. Research tells us a lot. Research raises a lot of good questions. But it seems like we as the educational community are misusing and over simplifying the results of the research.

A lot of research is based on numbers. And those numbers might tell us that, say that there is a statistically significant difference between the number of learners that passed the test in the face-to-face version of a course and the number of those that passed in the online version. Or substitute “test” with whatever metric you are using to determine which is better. And so face-to-face is declared the winner and online is the loser that has to slink off and die because it *lost*!

The problem is – online learning obviously worked great for those students that passed – even if there were statistically significantly fewer of them (did I just butcher the English there?). Research is not a contest to show which option is the one right one. We are not in a giant game of Highlander: Education. There can be more than one right way. It can be online and blended and face-to-face. We are not waiting to see which one beheads all the others to become the clear champion of the universe.

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A round-up of interactive video options

A round-up of interactive video options | Learning & Mind & Brain | Scoop.it

"We take for granted that we can interact with text, but up until recently it’s been a challenge to interact (read/write/talk) with media...

Being able to interact with video allows us to personalize video-based instruction, by leading learners to the segment of video we like them to watch, by adding voice-overs, notes, pop-ups, screenshots, maps, references, pauses. It also allows learners to create video with even more depth and features and can the interaction can be used to support media literacy learning."


Via Beth Dichter
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Jan MacWatters's curator insight, July 21, 7:30 AM

it seems sometimes like there is no end to the new things that we can do.  Adding our own thoughts, clarifications and highlights to basic videos to enhance learning may be worth the effort you put into learning how to do it.  Great tools for students and teachers.    This might be a good idea for a teacher workshop.  

Maryalice Leister's curator insight, July 21, 7:46 AM

There are just too many excellent ideas and tools to single out which one is the best. Check these out and see how they can easily make your teaching move to the next level. 

Helen Teague's curator insight, July 21, 3:33 PM
 strong>Beth Dichter's insight:Joyce Valenza reviews seven options for editing videos: * EDpuzzle is a "a relatively new, free tool for cropping and pausing video, adding voice overlay, audio notes, and embedding quizzes in the form of open ended or multiple choice questions." * Mozilla Popcorn Maker is a "multiple-layer video editor that invites users to remix videos to include pop-ups, text boxes, images, maps (even in streetview), as well as Wikipedia articles that continue to update." * ThingLink for Video "promises the ability to drag and add text-enhanced ThingLink icons, as well as images, and embed widgets." * eduCanon "is an interactive learning platform into which teachers may embed questions and any html object." * TED-Ed Lessons allows you to customize the lesson to meet your goals. * YouTube Video Editor "allows users to easily clip and add text and filters to videos you drag in." * Write-on Video is an iPad app that allows you to "to annotate and animate videos and pictures..." There is additional detail for each of these options in the post. She has also embedded some videos that show how to create a video in the specific site in the post. If you are new to creating vidoeo, or are looking for some new tools that are student friendly check out this post. You should find at least one or two that will meet your needs.
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Peggo - Record beautiful MP3s from YouTube

Peggo - Record beautiful MP3s from YouTube | Learning & Mind & Brain | Scoop.it

Peggo is a Digital Video Recorder (DVR) that records MP3s of your favorite online videos.
Peggo's packed with great features like integrated search, automatic silence removal, audio normalization, subtrack offsets, and artist and title tags.
Peggo automatically removes unwanted silence from the beginning and end of videos so you get a beautiful MP3 with just the good stuff. In addition, Peggo also normalizes the volume of every recording to the same, comfortable level so you never have to reach for the volume dial between MP3s again.


Via Nik Peachey, WebTeachers
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Linda Jones's curator insight, July 9, 1:36 PM

Can't wait to try this.

Scott Holcomb's curator insight, July 10, 2:24 PM

Shhhhhhhh!

Bart van Maanen's curator insight, July 14, 5:54 AM

Wil je het geluid van YouTube video opnemen dan is Peggo een mooie manier om een mp3 bestand te maken. Kopieer  en plak de link in de zoekmachine en de video wordt opgezocht. Met een paar handige instellingen (verwijder stiltes, audio normaliseren) maakt Peggo in een handomdraai een prima mp3.

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What is Learning Analytics? – Infographic

What is Learning Analytics? – Infographic | Learning & Mind & Brain | Scoop.it

"Learning Analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs."


Via Beth Dichter
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Jan MacWatters's curator insight, July 20, 1:51 PM

This is definitely something that has piqued my interest to read more. about this topic..

Kiruthika Ragupathi's curator insight, July 20, 7:47 PM

a simple but useful infographic!

John Lemos Forman's curator insight, July 20, 10:55 PM

Muita expectativa mas ainda poucos resultados concretos ... De qualquer modo, esta se formando uma percepção de que o modelo educacional vai ser fortemente impactado nos próximos anos

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Looking Ahead: The Future of the Internet

Looking Ahead: The Future of the Internet | Learning & Mind & Brain | Scoop.it
What will the internet look like in the near future, 20 years, 100 years? We explore the possibilities in this illustration.

Via Lauren Moss
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Miriam Fischer's curator insight, July 20, 4:41 PM

ideen...

Eclientel's curator insight, July 21, 5:18 AM

ajouter votre point de vue ...

Elizabeth Alfaro's curator insight, July 21, 10:06 AM

Muchas personas dicen que el Perú está floreciendo y lo veo reflejado en como el mercado mundial está entrando al nuestro. Pero, si hablamos de tecnología, todavía estamos en un 3er mundo y es eso en lo que deberíamos enfocarnos a desarrollar. 

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10 Things That Learners Pay Attention To (And How to Use Them in eLearning)

10 Things That Learners Pay Attention To (And How to Use Them in eLearning) | Learning & Mind & Brain | Scoop.it

"Even more than other types of education, eLearning must struggle to attract learners' attention: the Internet is full of distractions, and adult learners are both busier and more free to indulge in distractions. Helping students to pay attention is a primary concern of training professionals, so here are some optimal methods to win the attention game in eLearning."


Via Beth Dichter
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ManufacturingStories's curator insight, July 18, 5:29 PM

For more resources on Advanced Manufacturing and STEM Education visit http://bit.ly/1640Tbl

Alfredo Corell's curator insight, July 19, 12:26 PM

What is it that help students pay attention?

* Problem solving

* Comparisons

* Visuals

* Questions

* Emotions

* Stories

* Contrast

* Controversy

* Brevity

* Lists

Jon Altuna's curator insight, July 19, 4:30 PM

Thank you!!

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Massive open online courses: does the rhetoric match the reality?

Massive open online courses: does the rhetoric match the reality? | Learning & Mind & Brain | Scoop.it

According to technologists and digital education evangelists, massive open online courses, or MOOCs as they’re known, represent the future of education. That may be so, but why is it that Oxford University sees them as the very antithesis of quality education? Antony Funnell reports.

 

 

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Howard Gardner Quotes at BrainyQuote

Howard Gardner Quotes at BrainyQuote | Learning & Mind & Brain | Scoop.it

Enjoy the best Howard Gardner Quotes at BrainyQuote. Quotations by Howard Gardner, American Psychologist, Born July 11, 1943. 


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Gust MEES's curator insight, July 15, 5:49 PM

Enjoy the best Howard Gardner Quotes at BrainyQuote. Quotations by Howard Gardner, American Psychologist, Born July 11, 1943. 


Ivon Prefontaine's curator insight, July 15, 9:51 PM

Gardner's work is underutilized. Many of the quotes point to how important teaching really is in learning.

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The Brain Is Not Computable: Why Singularity Will Not Happen and Humans Will Assimilate Machines

The Brain Is Not Computable: Why Singularity Will Not Happen and Humans Will Assimilate Machines | Learning & Mind & Brain | Scoop.it
A leading neuroscientist says Kurzweil’s Singularity isn’t going to happen. Instead, humans will assimilate machines.

 

Miguel Nicolelis, a top neuroscientist at Duke University, says computers will never replicate the human brain and that the technological Singularity is “a bunch of hot air.”

 

“The brain is not computable and no engineering can reproduce it,” says Nicolelis, author of several pioneering papers on brain-machine interfaces.

 

The Singularity, of course, is that moment when a computer super-intelligence emerges and changes the world in ways beyond our comprehension.

 

Among the idea’s promoters are futurist Ray Kurzweil, recently hired on at Google as a director of engineering, who has been predicting that not only will machine intelligence exceed our own, but people will be able to download their thoughts and memories into computers (see “Ray Kurzweil Plans to Create a Mind at Google—and Have It Serve You”). 

 

Nicolelis calls that idea sheer bunk. “Downloads will never happen,” he said during remarks made at the annual meeting of the American Association for the Advancement of Science in Boston on Sunday. “There are a lot of people selling the idea that you can mimic the brain with a computer.”

 

The debate over whether the brain is a kind of computer has been running for decades. Many scientists think it’s possible, in theory, for a computer to equal the brain given sufficient computer power and an understanding of how the brain works.

 

Kurzweil delves into the idea of “reverse-engineering” the brain in his latest book, How to Create a Mind: The Secret of Human Thought Revealed, in which he says even though the brain may be immensely complex, “the fact that it contains many billions of cells and trillions of connections does not necessarily make its primary method complex.”

 

But Nicolelis is in a camp that thinks that human consciousness (and if you believe in it, the soul) simply can’t be replicated in silicon. That’s because its most important features are the result of unpredictable, nonlinear interactions among billions of cells, Nicolelis says.

 

“You can’t predict whether the stock market will go up or down because you can’t compute it,” he says. “You could have all the computer chips ever in the world and you won’t create a consciousness.”

 

The neuroscientist, originally from Brazil, instead thinks that humans will increasingly subsume machines (an idea, incidentally, that’s also part of Kurzweil’s predictions).

 

In a study published last week, for instance, Nicolelis’s group at Duke used brain implants to allow mice to sense infrared light, something mammals can’t normally perceive. They did it by wiring a head-mounted infrared sensor to electrodes implanted into a part of the brain called the somatosensory cortex.

 

The experiment, in which several mice were able to follow sensory cues from the infrared detector to obtain a reward, was the first ever to use a neural implant to add a new sense to an animal, Nicolelis says.  


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Bernhard H. Schmitz's comment, July 16, 2:33 PM
I agree that too many people think it would be sufficient to plug a bunch of neurons together and consciousness will happen. Ridiculous. But I am convinced that it is not necessary to simulate a brain or reverse engineer it. Brains are developed by random incidents and evolution - and it's a mess. I am strongly convinced that a conscious mechanism will be developed from scratch. And it will outwit us.
Bernhard H. Schmitz's curator insight, July 16, 2:37 PM

I agree that too many people think it would be sufficient to plug a bunch of neurons together and consciousness will happen. Ridiculous. But I am convinced that it is not necessary to simulate a brain or reverse engineer it. Brains are developed by random incidents and evolution - and it's a mess. I am strongly convinced that a conscious mechanism will be developed from scratch. And it will outwit us.

Marco Bertolini's comment, July 17, 2:52 AM
@ Bernard Schmitz : I think you have a point there and I like the verty elegant way you put it : a conscious mecanism coming out from the chaos.
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Universities are still standing. The MOOC revolution that never happened.

Universities are still standing. The MOOC revolution that never happened. | Learning & Mind & Brain | Scoop.it

If universities do eventually experience a revolution, it will not be because of MOOCs.


Via Alberto Acereda, PhD
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Carmenne K. Thapliyal's curator insight, July 15, 2:07 AM

Two years, is by no standards, sufficient time to evaluate the effects of MOOCs in education. Give it some time.

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EduGeek Journal » Bridging Learners From Instructivism to Connectivism

EduGeek Journal » Bridging Learners From Instructivism to Connectivism | Learning & Mind & Brain | Scoop.it

One of the more interesting challenges of the Dual Layer MOOC project (at least from a design standpoint) is the learner autonomy goal. The instructors don’t want to force learners to be open (or closed, for that matter). If learners want to be completely guided by the instructor (instructivsm), then there will be that option. If learners want to use completely networked learning (connectivism), then there is that option. Designing two layers based on those two ideas is fairly straight forward (as long as you do it well). If learners that are on the networked learning path want to dip into the guided path, that usually is not a problem, because that has always been part of being an autonomous, self-directed, networked learner: find some content and consume it as needed and then go back to your network. However, for those on the guided path that want to transition into networked learning, the path is not as easy. Many may not even try it because they are used to being guided. You can blame the system or learners not wanting to take risks or many other factors and be correct, but the reality is that transitioning from guided objectives to self-directed competencies is a barrier for many learners. One possible solution is to scaffold the learner from instructivism to connectivism. This would go back to the deconstructing objectives idea I touched on earlier, but in this case you could guide learners through it. Remember, this is for the learners who are used to being guided, so you would have to also guide them through the process of learning how to learn (or heutagogy as some call it). Starting with a basic instructivist guided objective with conditions, behaviors, and criteria, you might have something like:

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Content Curation at Work: Startupery - A Library of Startup Best-Practices Curated by True Subject Matter Experts

Content Curation at Work: Startupery - A Library of Startup Best-Practices Curated by True Subject Matter Experts | Learning & Mind & Brain | Scoop.it

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Robin Good's curator insight, July 12, 9:34 AM



Startupery is a new online resource which organizes and curates best-practices, strategy advice, tips and methods for business startups.


The present library currently comprises over 500 hundred resources organized under 372 topics by 12 selected "experts", which include, among others, Fred Wilson (Vevnture Capitalist), Eric Ries (The Lean Startup), Chris Dixon (Investor) and Brad Feld (Early Stage Investor / Entrepreneur). 


For each expert you will find a page outlining his profile and presenting, in a categorized fashion, a selected number of sources suggested by him.


"For years, and now more than ever, startup founders, investors and operators have been sharing advice on how to succeed in business. From personal blogs to up-and-coming publications, this advice has been scattered and often hard to find when you need it mostStartup{ery is a library for this advice, giving each resource and the important topics that they cover a home on the internet."


An excellent and well-organized resource hub for startups, Simple, easy to navigate and staffed by a highly reputable set of subject-matter-experts / curators.

A great example of the value that content curation can bring to just about any field, where there is lot of precious information scattered around and which can greatly benefit from competent and trusted "organizers". 


Free to use.



Startupery: http://startupery.com/ 


Added to Content Curation Examples board.





Pierre Dejean's curator insight, July 12, 10:16 AM

Great content about Start-up ! 

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Blended and Flipped: New Models for Effective Teaching & Learning | Faculty Focus

Blended and Flipped: New Models for Effective Teaching & Learning | Faculty Focus | Learning & Mind & Brain | Scoop.it
Featuring 12 articles dedicated to blended and flipped, this report provides shows how faculty are using these approaches to reshape the college classroom.

 

Featuring 12 articles dedicated to blended and flipped, this report provides shows how faculty are using these approaches to reshape the college classroom.

 

It’s hard to pick up a publication these days without reading something about blended course design or the flipped classroom. Even mainstream media have begun to cover these new approaches to teaching and learning that put more emphasis on active learning.

But despite their growing popularity, defining blended learning and flipped learning is more difficult than one would expect. Both models have a variety of definitions, and many consider the flipped classroom a form of blended learning. The Sloan Consortium has one of the most precise definitions, defining blended as “instruction that has between 30 and 80 percent of the course content delivered online.” For the sake of this report, we’re using a more broad definition of blended learning as a course that uses a combination of face-to-face and online learning.

The flipped classroom, sometimes called the inverted classroom, is a pedagogical model which reverses what typically occurs in class and out of class. Students are first exposed to the material outside of class, typically in the form of video-based lectures, and then class time is used to engage in activities such as problem solving, discussion, and analysis

This special report features 12 articles curated from past issues of The Teaching Professor, Online Classroom, and Faculty Focus. With six articles dedicated to blended learning and six articles on the flipped classroom, Blended and Flipped: Exploring New Models for Effective Teaching & Learning provides an inside look at how faculty are using these approaches to reshape the college classroom. Articles include:

* Putting the Learning in Blended Learning
* Recommendations for Blended Learning Course Design
* The Process Approach to Online and Blended Learning
* Expanding the Definition of a Flipped Learning Environment
* “I Don’t Like This One Little Bit.” Tales from a Flipped Classroom
* Looking for ‘Flippable’ Moments in Your Class

Regardless of the definitions used to describe each approach, at the heart of both blended learning and flipped learning is a learner-centered curriculum that changes the traditional roles of instructor and student. In the article “Expanding the Definition of a Flipped Learning Environment,” Honeycutt and Garrett write, “When planning a flipped lesson, an instructor should begin with the question, ‘What do the students need to DO to achieve the learning outcome?’ This change in perspective will immediately flip the focus of the lesson since the question emphasizes the efforts of the learners, not the instructor.”

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Breathe New Life into Your eLearning Courses: 5 Helpful Mantras to Live By

Breathe New Life into Your eLearning Courses: 5 Helpful Mantras to Live By | Learning & Mind & Brain | Scoop.it
The following five helpful mantras provide refreshing ideas for creating eLearning courses that go beyond a conventional approach.

Via Beth Dichter
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niftyjock's curator insight, July 15, 6:07 PM

coool

Julie's curator insight, July 16, 4:30 AM

Perfect creative way to present it !

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Julia Echeverría's curator insight, July 16, 4:03 PM

Genial, me encanta.