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Turn your notes into writing using the Cornell method

Turn your notes into writing using the Cornell method | Learning & Mind & Brain | Scoop.it
This post is by Dr Katherine Firth who works in Academic Skills at the University of Melbourne, with a particular interest in research student literacies. Basically, Katherine is a Thesis Whisperer...
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Mark E. Deschaine, PhD's curator insight, June 6, 2013 11:46 AM

I have advocated the use of the Cornell Note Taking System for students with autism for a long time ...

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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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10 tips for securing your smartphone

10 tips for securing your smartphone | Learning & Mind & Brain | Scoop.it

Remote wiping? Encryption? Secure passcode? Here are 10 tips to ensure you keep your smartphone just as secure as your PC.

 

1. Always secure your smartphone with a password
2. Ensure that your device locks itself automatically
3. Install security software
4. Only download apps from approved sources
5. Check your apps' permissions
6. Don't miss operating system updates
7. Be wary of any links you receive via email or text message
8. Encrypt your smartphone
9. Turn off automatic Wi-Fi connection
10. Turn off Bluetooth and NFC when not in use

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Globally connected minds | Learning with 'e's

Globally connected minds | Learning with 'e's | Learning & Mind & Brain | Scoop.it
Increasingly, the effect of the global connected mind will emerge as a social phenomenon. There are representations of this in popular culture. In Star Trek, the Next Generation, the Borg are a powerful, marauding society of nomadic cybernetic organisms - or cyborgs - that assimilate every society they encounter. They do so by absorbing the collective intelligence of each new world into their own vast, already existing hive mind. Resistance is futile, because everyone they encounter is overpowered, and integrated. Although I don't foresee a time when we will ever be invaded by such cyborgs, it serves to illustrate the fact that we are better when we are connected and are working concertedly toward a shared goal.

There is a growing feeling amongst the networked nation that we can do so much more together than we can as isolated individuals. To be a truly globally connected community, we must learn to work together, freely share and exchange our ideas and resources, and ultimately, teach each other about the world around us. We have the tools to do so. It is already beginning to happen.

"We have 3 billion new minds coming on line to work with us to help us solve our grand challenges." - Peter Diamandis (TED Talk)
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Easy Way to Add Subtitles to Videos in Google Drive

Easy Way to Add Subtitles to Videos in Google Drive | Learning & Mind & Brain | Scoop.it
November 24, 2014
I have just come across this excellent Google Drive tip and want to bring it to your attention as well. The tip is about adding subtitles to videos in Google Drive.This time it is...

Via Maria Margarida Correia, Zélia Santos (zeliams), Rui Guimarães Lima
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Personalize My Learning, Please (Infographic)

Personalize My Learning, Please (Infographic) | Learning & Mind & Brain | Scoop.it
Some of the things we think about when designing personalized learning curriculum. What else do you think about? ~Mia

Via Beth Dichter
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Beth Dichter's curator insight, November 26, 9:00 PM

This infographic, byt Mia MacMeekin, looks at personalized learning and the three areas below. In each area the question is also "How can curriculum design address personalized learning?"

What are the three areas?

* What is personalized learning

* How to personalize learning

* Examples of personalized learning

In each of these areas she also looks at the How, What, When, Where, and Why, providing key words or phrases that help you dig a little deeper into the subject.

Mia MacMeekin has provided an infographic that you could share with others in your building. Today we are asked to personalize curriculum, but support is not always available. This visual will help you better understand some key concepts, and provide you with ideas on how you might move forward.

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Updated E-Learning Definitions

As e-learning has matured, it has begun to be used in different ways to address diverse goals. Several models have emerged that have different geographical and curricular implications. It is important to be able to distinguish among these factors in order to compare practices and to understand and be able to effectively apply research findings. Shared definitions will also empower students to make better decisions. The major goals of e-learning include: improving access for both traditional-age and nontraditional students who are not otherwise able to attend a traditional, campus-based program; improving efficiency and effectiveness by using e-learning media and methods to control cost or provide other efficiencies or to make large-enrollment courses more effective for students; and improving student choice over when, where, and how to engage in the learning process. In addition, we are assuming that courses and programs defined below are instructor-led experiences, distinguishing them from some corporate training models.

The following definitions are designed to help both faculty and students better understand the different kinds of e-learning that are now practiced in higher education and to provide institutions with some standard models to encourage effective sharing of data about e-learning, at both the individual course and the curriculum level.
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11 Higher Ed Groups That I’m Thankful For | Technology and Learning @insidehighered

11 Higher Ed Groups That I’m Thankful For | Technology and Learning @insidehighered | Learning & Mind & Brain | Scoop.it
My favorite Thanksgiving tradition is when we go around the table and everybody says what they are thankful for.  In that spirit, I’d like to share 11 reasons why I’m grateful to work at the intersection of learning and technology: -------------------------------------#2 - Our Critics and Skeptics:  If you are not skeptical about the application of technology to education then you should be.  The history of educational technology is not a very happy one.  It is a history of too much hype and too little results.  In higher ed we spend too much technology money on non-mission related activities.  More troubling, those of us who work in edtech have failed to make common cause with faculty.  We have talked too much and listened too little.  The critics and skeptics of the edtech community are our best assets.  If you believe that most of us in our higher ed community share the same goals around teaching and knowledge creation (which I do), then we should view debate with those most skeptical of technological interventions as opportunities to learn.  I am grateful to all those educators that take the time and energy to engage with and critique our edtech community.
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George Siemens: ‘Students need to take ownership of their learning’

George Siemens: ‘Students need to take ownership of their learning’ | Learning & Mind & Brain | Scoop.it
In regard to MOOCs, what do you think are the most important factors that need to be addressed to improve user experience and boost MOOCs to the next level?

There are a few things, but one is the interaction component – users need to have better opportunities to learn from each other. A lot of what’s wrong with MOOCs stems from how they emulate traditional classrooms, and so that means we are very heavily emphasising the knowledge of the teacher and the students’ activity in relation to that teacher’s knowledge.

To adopt better peer-based models where students are teaching one another; where you have models that allow you to serve as peer-evaluators and peer-mentors, and so on, I think that’s a key element.

Another aspect is to start using better use of data. Typically the current use of data is just for publishing, so the use is still very much a post-course evaluation when it comes to data rather than real-time.

Another crucial factor is the recognition that learners have different levels when they engage in MOOCs – this is for digital learning in general. There’s the need to start using adaptive and personalised learning approaches so that the existing knowledge of a learner determines or influences what we teach.
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A New Tool to Search for Images Licensed for School Use

A New Tool to Search for Images Licensed for School Use | Learning & Mind & Brain | Scoop.it

Photos for Class is a very good web tool that you and your students can use to search for and download Creative Common licensed images. The search engine of Photos for Class uses Flickr safe search to return results that are licensed for school use.


Via John Evans
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jose antonio gabelas's curator insight, November 25, 1:41 PM

AÑADA su visión ...

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Learning To Learning: 7 Critical Shifts

Learning To Learning: 7 Critical Shifts | Learning & Mind & Brain | Scoop.it
TEST Learning To Learning: 7 Critical Shifts
by TeachThought Staff
Guy Claxton is professor of education at Bristol University, and author of Hare Brain, Tortoise Mind How Intelligence Increases When You Think Less (1997).

Via Charles Fischer
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Charles Fischer's curator insight, November 25, 7:45 AM

These shifts are amazing learning goals. In particular, "critical curiosity" is perhaps the most important. Most of the "good" thinking questions asked in school are from the teachers. The ones asked by students are mostly clarifying questions about assignments. Students need far more opportunities to practice asking powerful questions.

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Open Educational Resources (OER): Resource Roundup

Open Educational Resources (OER): Resource Roundup | Learning & Mind & Brain | Scoop.it
Explore this educator's guide to open educational resources (OER) for information about online repositories, curriculum-sharing websites, sources for lesson plans and activities, and open alternatives to textbooks.
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Homework VS Facebook

Homework VS Facebook | Learning & Mind & Brain | Scoop.it

I noticed an interesting report on the BBC news website a month ago or so concerning a growing trend of excessive use of social media by school children while doing online homework. It states that many parents try and control their children but find it hard to regulate how they use the internet. I can hear many of you say the same as one parent who says:  “There have always been distractions. I can remember being told off for reading Jackie magazine inside my textbooks.”  So, has anything changed?

 

I agree with this statement and can remember quite vividly sitting reading the Beano myself rather than learning my times tables. However, technology has not only had an impact on education and the way we are taught and learn at school but also on many other parts of society and therefore our lives as a whole.

 

In order to understand why our children are becoming compelled to look at social media I think we must look at how they connect with this media.

 

 


Via Dr. Susan Bainbridge
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Carlos Rodrigues Cadre's curator insight, November 25, 8:33 AM

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BE VOCAL: Characteristics of Successful Online Instructors


Via Dennis T OConnor
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Researchers Identify Brain Regions That Encode Words, Grammar and Story

Researchers Identify Brain Regions That Encode Words, Grammar and Story | Learning & Mind & Brain | Scoop.it
Researchers from CMU’s Machine Learning Department performed functional magnetic resonance imaging (fMRI) scans of eight people as they read a chapter of that Potter book. They then analyzed the scans, cubic millimeter by cubic millimeter, for every four-word segment of that chapter. The result was the first integrated computational model of reading, identifying which parts of the brain are responsible for such subprocesses as parsing sentences, determining the meaning of words and understanding relationships between characters.

As Leila Wehbe, a Ph.D. student in the Machine Learning Department, and Tom Mitchell, the department head, report today in the online journal PLOS ONE, the model was able to predict fMRI activity for novel text passages with sufficient accuracy to tell which of two different passages a person was reading with 74 percent accuracy.

“At first, we were skeptical of whether this would work at all,” Mitchell said, noting that analyzing multiple subprocesses of the brain at the same time is unprecedented in cognitive neuroscience. “But it turned out amazingly well and now we have these wonderful brain maps that describe where in the brain you’re thinking about a wide variety of things.”
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Cognitive Theory of Multimedia Learning

Group presentation to provide an overview of Mayer's theory.

Via Paulo Rurato, Rui Guimarães Lima
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Five Elements of Motivation for Games in E-Learning

Five Elements of Motivation for Games in E-Learning | Learning & Mind & Brain | Scoop.it
eLearning courses is the new trend. But, why do we use games? Games in eLearning are used for two main reasons – communication and motivation.

Communication: Games can be used to make complex and difficult content easy to learn. Games can be used as a strategy to help learners remember facts and apply guidelines to their job. Retention of knowledge is increased as games facilitate effective engagement of the learner, especially when the games are based on the learner’s work environment.

Motivation: Games motivate learners to stay focused on the content, throughout the course, without any distractions. Motivation is the most important factor in eLearning, as it challenges the learner to win and complete the course.

In this post, we will look at the top five elements that add value to games and motivate learners.

 

1. Visually rich backgrounds

2. Real images/ Characters

3. Score/ Points

4. Feedback

5, Sound clips

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8 ways teachers can talk less and get kids talking more

8 ways teachers can talk less and get kids talking more | Learning & Mind & Brain | Scoop.it
On Twitter, I recently shared an excellent article by Justin Tarte called 5 Questions Every Teacher Should Ask Him/Herself. The first reflection question Justin recommends is:

Who is doing a majority of the talking in your classroom? It’s the person who is doing the majority of the talking that tends to do the most learning, so what is the teacher/student talking ratio in your classroom? If you find yourself always talking more than your students, try and figure out some ways to empower your students so they are more involved in the learning.

Via John Evans
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How To Kill Learner Curiosity In 12 Easy Steps

How To Kill Learner Curiosity In 12 Easy Steps | Learning & Mind & Brain | Scoop.it

"Killing a learner’s natural curiosity doesn’t happen overnight. It can take as long as 12 years, and in some rare cases even that isn’t long enough.

Learning environments focused on standards, assessment, and compliance allow for the implementation of research-based strategies in pursuit of streams of data to prove that learning is happening. Curiosity is nice, but it’s a monumental challenge to measure."


Via Beth Dichter
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Beth Dichter's curator insight, November 26, 9:12 PM

As we work with our students are we "killing a learner's natural curiosity" based on what happens in our classroom? This post looks at 12 ways we may be "killing curiosity" in our classrooms, often based on what we are being told to do with our students.
Each of these ideas in explored more fully in the text that follows the image that lists the 12 ways.

As you read through this think about what you might shift, to allow your students to be more curious.

niftyjock's curator insight, November 27, 4:14 PM

Industrialisation of education

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Comparing Asynchronous and Synchronous Learning by Andrew Hughes

Comparing Asynchronous and Synchronous Learning by Andrew  Hughes | Learning & Mind & Brain | Scoop.it

Choosing between synchronous and asynchronous learning

While synchronous and asynchronous learning each have their advantages and drawbacks, the best approach for a given design project is based on multiple factors. Here are three:

* The students and their learning needs
* The type of content
* The time availability of your learners

For example:

* If you are training a group that consists of individuals who have significant professional experience, who require lots of interaction and “talk time,” and who prefer being around and working with their colleagues you may find a synchronous approach to work best, given a comparative familiarity with eLearning.

 

* The nature of the content is vital in determining the style of learning. Should your content be filled with complex ideas and technical terms that require much explaining or situational context, you may find asynchronous is not the right approach.

 

* When content is easy to digest or in reflection of a complex issue, asynchronous could be the right move.

 

* Finally, the availability of your learners as well as their access to the Internet are important in making a decision on your approach. If your audience is juggling training, work, and extra schooling they may not have the time to devote to completing training in one sitting. This is where asynchronous training really shines—freedom to complete at one’s own pace.

Both synchronous and asynchronous approaches to eLearning have their advantages and disadvantages. While one approach may be more effective than the other in a given situation, it is not to say it is best for all learning situations.

Think about each approach, and how your content and audience fit, to ensure you reach your

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George Orwell’s Final Warning: Don’t Let This Nightmare Situation Happen. It Depends on You!

George Orwell’s Final Warning: Don’t Let This Nightmare Situation Happen. It Depends on You! | Learning & Mind & Brain | Scoop.it

More than 60 years after his death and the closely preceding publication of his best-known novel 1984, we look to George Orwell as a kind of prophet of the ills of corporatism, socialism, authoritarianism, totalitarianism — any powerful -ism, essentially, in which we can find nasty, freedom-destroying implications. The BBC documentary Orwell: A Life in Pictures, which we featured a few years back, makes a point of highlighting Orwell’s “warning” to what he saw as a fast corporatizing/socializing/authoriatarianizing/totalitarianizing world. In the film’s final dramatized scene above (watch the complete film here), the re-created Orwell himself makes the following ominous prediction:

"Allowing for the book, after all, being a parody, something like 1984 could actually happen. This is the direction the world is going in at the present time. In our world, there will be no emotions except fear, rage, triumph, and self-abasement. The sex instinct will be eradicated. We shall abolish the orgasm. There will be no loyalty except loyalty to the Party. But always there will be the intoxication of power. Always, at every moment, there will be the thrill of victory, the sensation of trampling on an enemy who’s helpless. If you want a picture of the future, imagine a boot stamping on a human face, forever. The moral to be drawn from this dangerous nightmare situation is a simple one: don’t let it happen. It depends on you."

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15 Tips For Facilitating Online Discussion

15 Tips For Facilitating Online Discussion | Learning & Mind & Brain | Scoop.it
Facilitating discussions between students is one of those things that is infinitely easier when you’re teaching in a physical classroom rather than online. When the students are all in one room, discussions happen more naturally. Facilitating the same type of productive, useful discussion when teaching online is more of a challenge.

The handy infographic below from Mia MacMeekin takes a look at some tips and best practices for facilitating discussions when you’re teaching online. If you teach online and have any favorite tips and tricks, leave us a message in the comments!

15 Tips For Facilitating Online Discussion

Start reading posts early
Give constructive feedback, public and private
Identify writing issues early
Participate frequently
Follow the rubric
Stimulate conversation
Make it real
Empower the students to share
Keep it alive
Praise well written arguments
Never criticize publicly
Never wait too long to stimulate discussion
Never take one side
Never discount someone’s experience
Never let inaccurate information go unnoticed

10 Prompts to Stimulate Conversation

Can you clarify?
Do you need anything else to answer this?
Do you think?
Do you agree with?
So are you saying?
Have you seen?
So on the news, I noticed something similar
What do your friends think?
Is there someone else you can ask?
Where did you hear that?
Do you have a reference for that?

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The case for agile pedagogy

The case for agile pedagogy | Learning & Mind & Brain | Scoop.it
There is, though, another approach to both software development and, I think, curriculum design. In the world of programming, ideas of adaptive design and the lightweight approaches of the 90s were crystallised in 2001 with the publication of the Manifesto for Agile Software Development, which, while acknowledging that while processes and tools, comprehensive documentation, contract negotiation and following a plan all have their value, much more is gained through focusing on individuals and interactions, getting software that works, collaborating with customers and responding to change.

With a little adaptation, these are ideas which many of us would see as important in a more learner centric, flexible approach to teaching: an approach where we teach the pupils and students we work with, not the ring binder we're given.

Focusing on individuals and interactions means, I think, a serious attempt to provide the personalised learning we used to hear so much about, itself a reiteration of the heady days of Plowden's "At the heart of the educational process lies the child". If Gove goes ahead and "disapplies" the ICT programmes of study, we have an opportunity to tailor what we teach as well as how we teach to the needs, enthusiasms and aspirations of each learner – to ask, "What would you like to learn?" and then to help each find ways to teach themselves and one another.
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Learning Analysis of Social Networks

Learning Analysis of Social Networks | Learning & Mind & Brain | Scoop.it
Network Elements
Social networks have some key structural elements that can be identified in order to establish a common language and conceptual model. This allows us to analyze them. In this mooc we discussed three key elements, the actor, relations, and data sources.

Actor
The actor is a node or vertex within the network. In social networks this is typically a person or learner, but I don’t think it would necessarily need to be a person.

Relations
The relation in the network refers to the ties, edges, arcs, and links that connect the actors. Relations can be undirected and weighted or they can have a direction, meaning that an actor can be the sender and any actor that receives data can be the receiver. So, actors can be senders or receivers or both.

Additionally, the relation between two actors can also be labeled or categorized. This means they can represent something, such as friendship, advice, hindrance, or can be a form of communication. I would imagine this could be a very interesting component of network analysis to try and identify and define these relations for the purpose of understanding the learner, the network, or the context.
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Instructional Design Strategy for M-learning

Instructional Design Strategy for M-learning | Learning & Mind & Brain | Scoop.it
Most of the organizations are using mobile learning to improve the performance of their workforces. Mobile learning or mLearning is learning facilitated through mobile devices, and the learner need not stay at a fixed location to access mobile learning courses. Initially, mobile learning was viewed from the framework of eLearning. However, eLearning content and design cannot be adapted automatically to mLearning because of the variations in the screen sizes, layout of devices and compatibility of the output. Therefore, content for mobile learning courses to be viewed differently.
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Richard P. Lo's curator insight, November 24, 7:11 PM
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The Real Revolution in Online Education Isn’t MOOCs

Why competency-based education matters.

 

Data is confirming what we already know: recruiting is an imprecise activity, and degrees don’t communicate much about a candidate’s potential and fit. Employers need to know what a student knows and can do.


Something is clearly wrong when only 11% of business leaders — compared to 96% of chief academic officers — believe that graduates have the requisite skills for the workforce. It’s therefore unlikely that business leaders are following closely what’s going on in higher education. Even the latest hoopla around massive open online courses (MOOCs) amounts to more of the same: academics designing courses that correspond with their own interests rather than the needs of the workforce, but now doing it online.

 

But there is a new wave of online competency-based learning providers that has absolutely nothing to do with offering free, massive, or open courses. In fact, they’re not even building courses per se, but creating a whole new architecture of learning that has serious implications for businesses and organizations around the world.

 

It’s called online competency-based education, and it’s going to revolutionize the workforce.

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Carlos Rodrigues Cadre's curator insight, November 24, 5:21 PM

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Preparing for Higher Education 2030 featuring George Siemens

The scope of change accumulating around higher education is significant. Questions exist around the future of work in a robot economy, the role of faculty in a distributed and networked future, and the broad role of universities in a society of easy access to global information and open online courses.

During this COIL Fischer Speaker Series Event, George Siemens, Executive Director of the Learning Innovation and Networked Knowledge Research Lab at The University of Texas at Arlington, explores the prominent change pressures building for higher education and presents a vision of the role that universities will play in society in the next 20 years.


Via Dr. Susan Bainbridge
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