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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 11:58 AM

Worth watching..

Laurent Picard's curator insight, January 22, 9:22 AM

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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Metacognition | Center for Teaching | Vanderbilt University

Metacognition | Center for Teaching | Vanderbilt University | Learning & Mind & Brain | Scoop.it

"Metacognition is, put simply, thinking about one’s thinking.  More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner."


Via Beth Dichter
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enrique rubio royo's curator insight, July 25, 1:42 AM

Excelente post, relativo a la necesidad de incorporar,  en general, 'metacognición' en la actividad de cada sistema social humano (personas, equipos, organizaciones, etc)  y  como consecuencia la importancia de incorporar Metacognición en el Aula, con el objetivo de facilitar la formación de futuros ciudadanos (expertos pensadores y aprendices 'conectados' ), todo ello en el contexto de la era cognitiva y del aprendizaje en red (modelo Suricata, basado en perfiles competenciales... eAprendiz, eEstudiante, eProfesor, eCiudadano). 

 

En particular, el post muestra cómo llevar a cabo, en la práctica, la metacognición del estudiante y del profesor en el aula, aconsejando el desarrollo de una cultura de metacognición en la citada aula ('Deep learning vs surface learning...').

 

Muy recomendable.

 

Figura... from  Metacognitive Learning Skills https://www.epiconline.org/Issues/metacognition/

 

 

 

 

 

Nancy Jones's curator insight, July 25, 7:41 AM

this is my new focus with technology. It is  NOT about the devices but about the pedagogy which is made more effective by acknowledging and learning how the brain works.

Ivon Prefontaine's curator insight, July 25, 4:13 PM

Learning about our learning is essential and helps us understand how to move the learning into new areas. It includes pedagogy which helps students find new pathways that are never the same one time to the next and is never the same for all students. Teaching and learning explore who we are and how not just what we learn and how we learn.

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Where is machine intelligence going? What do super intelligences really want?

Where is machine intelligence going? What do super intelligences really want? | Learning & Mind & Brain | Scoop.it

Let's face it, humans are pretty intelligent. Most people would not argue with this. We spend a large majority of our lives trying to become MORE intelligent. Some of us spend nearly three decades of our lives in school, learning about the world. We also strive to work together in groups, as nations, and as a species, to better tackle the problems that face us.


Fairly recently in the history of man, we have developed tools, industrial machines, and lately computer systems to help us in our pursuit of this goal. Some particular humans (specifically some transhumanists) believe that their purpose in life is to try and become better than human. In practice this usually means striving to live longer, to become more intelligent, healthier, more aware and more connected with others. The use of technology plays a key role in this ideology.

 

A second track of transhumanism is to facilitate and support improvement of machines in parallel to improvements in human quality of life. Many people argue that we have also already built complex computer programs which show a glimmer of autonomous intelligence, and that in the future we will be able to create computer programs that are equal to, or have a much greater level of intelligence than humans. Such an intelligent system will be able to self-improve, just as we humans identify gaps in our knowledge and try to fill them by going to school and by learning all we can from others. Our computer programs will soon be able to read Wikipedia and Google Books to learn, just like their creators.

She is also the cofounder of carboncopies.org - and organization that works on connectome mapping of the brain and downloading memories.

 

Even in our deepest theories of machine intelligence, the idea of reward comes up. There is a theoretical model of intelligence called AIXI, developed by Marcus Hutter [3], which is basically a mathematical model which describes a very general, theoretical way in which an intelligent piece of code can work. This model is highly abstract, and allows, for example, all possible combinations of computer program code snippets to be considered in the construction of an intelligent system. Because of this, it hasn’t actually ever been implemented in a real computer. But, also because of this, the model is very general, and captures a description of the most intelligentprogram that could possibly exist. Note that in order to try and build something that even approximates this model is way beyond our computing capability at the moment, but we are talking now about computer systems that may in the future may be much more powerful. Anyway, the interesting thing about this model is that one of the parameters is a term describing… you guessed it… REWARD.

 

Changing your own code

We, as humans, are clever enough to look at this model, to understand it, and see that there is a reward term in there. And if we can see it, then any computer system that is based on this highly intelligent model will certainly be able to understand this model, and see the reward term too. But – and here’s the catch – the computer system that we build based on this model has the ability to change its own code! In fact it had to in order to become more intelligent than us in the first place, once it realized we were such lousy programmers and took over programming itself!

 

So imagine a simple example – our case from earlier – where a computer gets an additional ’1′ added to a numerical value for each good thing it does, and it tries to maximize the total by doing more good things. But if the computer program is clever enough, why can’t it just rewrite it’s own code and replace that piece of code that says ‘add 1′ with an ‘add 2′? Now the program gets twice the reward for every good thing that it does! And why stop at 2? Why not 3, or 4? Soon, the program will spend so much time thinking about adjusting its reward number that it will ignore the good task it was doing in the first place!

 

https://www.youtube.com/watch?v=r8x_ohZJLx0


Via Dr. Stefan Gruenwald
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The Neuroscience Behind Stress and Learning

The Neuroscience Behind Stress and Learning | Learning & Mind & Brain | Scoop.it

The highest-level executive thinking, making connections, and "aha" moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning.


Via Nik Peachey
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MS G_GAVS_fredagoodman's curator insight, July 24, 9:33 AM

Learning should be "sweet as honey" ( a tradition from the Talmud).  Is neuroscience confirming what good teachers instinctively knew all along?

Mirta Liliana Filgueira's curator insight, July 24, 3:55 PM

Neurociencia

Chris Brown's curator insight, July 25, 7:31 AM

Consider when you feel learning takes place.  Neroscience has been studying how the brain reacts in certain situations and they have found that:

 

"...superior learning takes place when classroom experiences are relevant to students' lives, interests, and experiences. Lessons can be stimulating and challenging without being intimidating, and the increasing curriculum requirements can be achieved without stress, anxiety, boredom, and alienation as the pervasive emotions of the school day."

 

As learning professionals we should consider the impact of stressful or boring situations on the ability of our learners to be successful.  The article concludes with a call to action:

 

"Joy and enthusiasm are absolutely essential for learning to happen -- literally, scientifically, as a matter of fact and research. Shouldn't it be our challenge and opportunity to design learning that embraces these ingredients?"

 

Joy and enthusiasm are essential...how are you going to embrace these?

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Designing eLearning to Maximize the Working Memory

Designing eLearning to Maximize the Working Memory | Learning & Mind & Brain | Scoop.it
In eLearning, one of the most important brain functions to consider is the working memory, one of the more everyday functions of the brain.

Via Beth Dichter
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Beth Dichter's curator insight, July 22, 5:39 PM

Once again SH!FT has created a post that works for eLearning and the face2face classroom. This post explores ways to maximize working memory, the memory that helps us "to perform efficiently and effectively in our daily lives."

Sections include:

* Working Memory as a Learning Tool

* Designing eLearning to Maximize the Working Memory

* Manage Capacity

* Effective eLearning Activities

Each of these sections includes at least one additional resource.

Learn more about each area by clicking through to the post.

Nancy Jones's curator insight, July 23, 10:58 AM

I am currently reading The Big Disconnect and find this an interesting connection. I have come to the conclusion that with all this technology and information, we really need to learn more about the brain and how it works to use technology and create learning opportunities that will best serve our students.

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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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Rosemary Tyrrell's curator insight, July 22, 6:51 PM

A good overview on the available tools to make video interactive.

Alfredo Corell's curator insight, July 23, 4:38 AM
  • Created for educators, EDpuzzle allows teachers to set up classes, to assign specific video lessons and to engage students in creating their own video lessons.  Analytics share which students watch, when they last watched, and whether they watched at home or at school.
  •  Mozilla PopcornMaker is a powerful 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,  looks so promising.
  • eduCanon is an interactive learning platform into which teachers may embed questions and any html object.  
  • TED-Ed lessons offer educators the opportunity to customize a TED video to meet their specific instructional needs.
  • Write-on Video is an iPad app that allows users to annotate and animate videos and pictures, by arranging the elements into storyboards and slideshows enhanced by free-hand drawing, text boxes, stamps, and sound clips.
Becky Roehrs's curator insight, July 23, 7:31 AM

Excellent round-up of tools we have available to update our videos with voiceovers, notes, pop-ups, screenshots, maps, and references!

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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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Bart van Maanen's curator insight, July 14, 2:54 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.

Julie Cumming-Debrot's curator insight, July 22, 2:25 AM

Looks like a very interesting tool here.  Thanks for sharing Nik.

Joe Shimp's curator insight, July 25, 8:52 AM

A great way to get YouTube audio only.

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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."


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Jan MacWatters's curator insight, July 20, 10:51 AM

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

Kiruthika Ragupathi's curator insight, July 20, 4:47 PM

a simple but useful infographic!

John Lemos Forman's curator insight, July 20, 7:55 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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Lola Howle's curator insight, July 25, 9:21 AM

Networking in the clouds (via balloons) and wearable books. Catch up on your work and sleep now, because nothing much productive might be happening after that?

Hint: stock up on balloons now?

Rose Marie DeSousa's curator insight, July 25, 9:54 AM

add your insight...

Kim Lindskog's curator insight, July 25, 2:11 PM

Thinking about the digital age...how does this make you feel?

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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."


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Jon Altuna's curator insight, July 19, 1:30 PM

Thank you!!

DPG plc's curator insight, July 23, 3:02 AM

Time to move away from the 'read, click next, read. click next

Clare Treloar's curator insight, July 24, 5:08 PM

a great summary about ways to target our learners in the digital space. 

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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, 2:49 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, 6:51 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, 11:33 AM
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, 11:37 AM

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 16, 11:52 PM
@ 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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EMOOCs 2014 Proceedings of the European MOOC Stakeholder Summit 20…

Proceedings of the European MOOC Stakeholder Summit 2014

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Curation as Digital Literacy Practice

Curation as Digital Literacy Practice | Learning & Mind & Brain | Scoop.it

Ibrar Bhatt writes: "Digital curation therefore is not just about finding relevant material, although that is a significant part of it, but is also about creating a specific and unique experience by utilising the resulting materials which then become contextualised within a new space. A curator, therefore, whether she is a journalist-by-proxy such as Popova or a student completing an assignment in a classroom, not only collects and interprets, but also creates a new experience with it. In this respect, curation is a process of problem solving, re-assembling,re-creating, and stewardship of other people’s writing." 


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Gilbert Faure au nom de l'ASSIM's comment, July 25, 12:34 AM
curiosity, of course. And should be a way to teach life-long learning.
Gilbert Faure au nom de l'ASSIM's curator insight, July 25, 12:40 AM

was not aware that curation.... definition was born in 1990

lynnegibb's curator insight, July 25, 4:53 PM

This gave me plenty of food for thought and some new insights into the art of and purposes of curation

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Will SOOCs eat MOOCs for breakfast? | Pearson Labs

Will SOOCs eat MOOCs for breakfast? | Pearson Labs | Learning & Mind & Brain | Scoop.it

An evolution on the idea of MOOCs is the “selectively open online course” (or SOOC) – simply, a MOOC with an entrance requirement designed to reduce the “unwanted diversity.” This could be proven competency (e.g., pass an entrance quiz), a credential (e.g., have a degree), or membership (e.g., be in the university’s alumni network). The theory is that a more uniform student body will lead to improved peer-to-peer collaboration and higher learner outcomes.

Higher quality is also likely to increase learners’ willingness to pay for an online course, which in turn will increase a university’s willingness to invest in better professors, facilities, and/or pedagogy. The Harvard Business School, long a stalwart of pedagogical innovation, has taken bold steps to build its own SOOC. The school designed the program with the intention to replicate, but not precisely copy, the much vaunted in-classroom experience. In fact, the new platform even allowed the school to improve many aspects of the program (e.g., peer feedback). They are also targeting non-core demographics to minimise the risk of cannibalisation. It will be exciting to see the outcomes data from this first set of students.

Education pundits are already predicting SOOCs will replace MOOCs. But, it doesn’t have to be that way. Similar to the way Russian dolls nest within one another, MOOCs, SOOCs, and even brick-and-mortar campuses can co-exist. In fact, universities may even find that to survive the avalanche ahead, they may have no choice but to build all three programs.

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Who uses MOOCs and how?

Who uses MOOCs and how? | Learning & Mind & Brain | Scoop.it

Given that millions of people register for MOOCs (Massive Open Online Courses), it is perhaps not surprising that much has been written to date about these still-evolving education platforms.

But what do we know about who is enrolled in MOOCs? Or how these platforms are (or aren’t) supporting learning? In today’s article we take a look at some fresh studies from the field to sketch out early observations about the usage and impacts of MOOCs. http://ow.ly/zrs0H


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EFQUEL MOOC on e-learning quality | EFQUEL

EFQUEL MOOC on e-learning quality | EFQUEL | Learning & Mind & Brain | Scoop.it

We’re currently working with several partners to design and run an open online course aimed at creating a better understanding of quality in e-learning. As part of this process EFQUEL facilitated a workshop 16 July at our new Brussels office. The workshop’s aims were to agree on course content, learning objectives, learning activities as well as assigning roles and creating an action plan. The development of this course is in collaboration with partners in the following projects: OEI (Open Educational Ideas), EMMA (European Multi Mooc Aggregator), SEQUENT and HoTEL (HOlistic approach to Technology Enhanced Learning). In line with our open philosophy all course development is freely shared and we welcome external contributions. You can contribute to the initiative by adding your suggestions in this document. - See more at: http://efquel.org/efquel-mooc-on-e-learning-quality/#sthash.TBZUeNEs.sq5ceom5.dpuf


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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, 7:29 AM

add your insight...

Ivon Prefontaine's curator insight, July 19, 4:14 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 …

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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, 1:57 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, 6:14 AM

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

Philippe-Didier Gauthier's curator insight, July 19, 9:55 PM

#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, 9:18 AM

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, 9:40 AM

Yes, the Zoom always gets me! thanks!

Mirta Liliana Filgueira's curator insight, July 18, 11:28 AM

El zoom de Prezi.

Rescooped by Miloš Bajčetić from Eclectic Technology
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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, 1:34 PM

New research on mindset. Definitely worth a read! 

Kathy Lynch's curator insight, July 17, 2:05 PM

Thx Beth Dichter!

niftyjock's curator insight, July 17, 3:04 PM

You can learn to be smarter, 

Rescooped by Miloš Bajčetić from E-Learning and Online Teaching
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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.

Via Dennis T OConnor
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Dennis T OConnor's curator insight, July 11, 8:46 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, 10:45 AM

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

Rescooped by Miloš Bajčetić from Thinking, Learning, and Laughing
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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...

Via Helen Teague
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Helen Teague's curator insight, July 15, 8:51 AM

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