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A Pedagogical Framework For Digital Tools

A Pedagogical Framework For Digital Tools | Learning & Mind & Brain | Scoop.it
We've needed a strong pedagogical framework for digital tools since the introduction of technology into education. Hopefully this helps.

Via Ana Cristina Pratas, Louise Robinson-Lay, Ken Morrison, Lynnette Van Dyke, Rui Guimarães Lima
Miloš Bajčetić's insight:

The monological form of teaching – Learning is the student's acquisition of this knowledge.Tools – distributing and intermediary tools.


The dialogical form of teaching – Learning is seen as the student's development of this inherent basis of knowledge. Tools that support students' problem oriented; simulations and more advanced learning games.


The polyphonic form of teaching – Learning is the student's participation in exchange of many different individuals' perception of the world.

Tools that support equal collaboration


Louise Robinson-Lay's comment, December 23, 2012 8:26 PM
Thank you, we all need to move between frameworks.
Dolly Bhasin 's curator insight, December 27, 2012 3:10 AM

The framework is based on a distinction between a monological, a dialogical, and a polyphonic form of teaching. The three forms of teaching can be distinguished by their different perceptions of how learning takes place, and by their different perceptions of the relations between subject matter, teacher and student. By considering which form of teaching one wants to practice, one may, on the basis of the pedagogical framework, assess whether it would be appropriate to use a specific tool in teaching.

Alfredo Corell's curator insight, December 27, 2012 6:44 PM

changing among 4 different frameworks - interesting and short reading

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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!

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

Worth watching..

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

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

Rescooped by Miloš Bajčetić from The Neuro Coach

Brain Pathway Rediscovered After 100 Years

Brain Pathway Rediscovered After 100 Years | Learning & Mind & Brain | Scoop.it

Modern magnetic resonance imaging (MRI) techniques are giving scientists unprecedented insight into the inner workings of the human brain. When neuroscientist Jason Yeatman of the University of Washington noticed a large fiber bundle that was unfamiliar to him and did not exist in modern scientific literature, he couldn’t believe he was actually the first person to discover the structure. 


It turns out that he was right; the structure had been described before. However, the book that contained the last known mention of the fiber bundle had not been read in over 100 years. Yeatman and Kevin Wiener of Stanford University are co-authors of the paper, which was published in the Proceedings of the National Academy of Sciences.


The structure is now officially named the vertical occipital fasciculus (VOF). It is a tract of white matter that defies convention and connects areas of the brain vertically, rather than horizontally like most other white matter pathways. The pair used advanced MRI techniques and found that the pathway originates in a region at the back of the brain where visual processing occurs called the occipital lobe. Signals then spread out to many other regions in the brain, depending on what is required by the visual input.


“We believe that signals carried by the VOF play a role in many perceptual processes, from recognizing a friend’s face to rapidly reading a page of text,” Yeatman said in a press release.


The researchers also developed a computer algorithm for other neuroscientists to use that will allow measurements of the VOF to be completed more quickly. Since this structure has been forgotten for so long, there is a lot of catching up to do in learning about VOF’s function and determining if it can be targeted clinically to treat reading or visual disorders. 


“To support reproducible research, our lab makes a strong effort to share software and data,” added senior author Brian Wandell of Stanford. “We believe this is a powerful way to ensure that our findings can be both checked and used in labs around the world.”


When Yeatman found the structure in the brain and was unable to identify it, he and Wiener started asking colleagues and searching through the literature. They were guided toward old anatomy books, dusting off progressively older tomes until they finally hit pay dirt. 

“Kevin found an atlas, written by Carl Wernicke near the turn of the (20th) century, that depicted the vertical occipital fasciculus,” Yeatman explained. “The last time that atlas had been checked out was 1912, meaning we were the first to view these images in the last century.”

In addition to rediscovering the VOF, the researchers did more work and were able to find out why this structure essentially fizzled out from history. When neuroanatomist Carl Wernicke first identified the structure in 1881, its vertical orientation did not go over well with everyone else. Theodor Meynert, who led the field in his era, vehemently denied that pathways could go any other way but horizontally. Other scientists in the late 1800s had also made sketches of the structure, but inconsistent naming habits and criticism from the top brass in the field ultimately muddled the VOF into obscurity.


“When we started, it was just for our own knowledge and curiosity,” added Weiner. “But, after a while, we realized that there was an important story to tell that contained a series of missing links that have been buried for so long within this puzzle of historical conversation among many who are considered the founders of the entire neuroscience field.”

Via Ian Banyard
Ian Banyard's curator insight, November 20, 2014 9:39 AM
Missing "vertical pathway" link found after 100 years!!
Rescooped by Miloš Bajčetić from Australian Curriculum Implementation

Sneak Peek At The Future: 2015 NMC Horizon Report - K12 Education Edition

Sneak Peek At The Future: 2015 NMC Horizon Report - K12 Education Edition | Learning & Mind & Brain | Scoop.it
A preview of the NMC Horizon Report's interim results for its 2015 K-12 education edition - emerging technologies & trends & challenges in education worldwide

Via Dr Peter Carey
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Scooped by Miloš Bajčetić

A guide to ergonomic learning - Visual hierarchy - Learning Seat

Do you want to hold your learning audience’s attention long enough to get your message across?

Well, you might be surprised to know that, according the National Centre for Biotechnology Information at U.S. Natural Library of Medicine, our attention span has dropped from 12 seconds to eight seconds in 2013.

Blame technology, social media or simply the pace of modern living but the fact is, now, more than ever, it’s important to understand your learners, the time pressures they face, and how to command – and hold – their attention.

When it comes to user experience (UX) in e-learning, one the most important things to consider is visual hierarchy. We’ve all experienced our share of frustration and lack of engagement when an interface doesn’t provide us with a clear indication of where to look first because it’s either too busy or too cluttered.

When applied correctly, visual hierarchy naturally directs the learner to view content in the order it was intended to be read. By thoughtfully considering scale, alignment, space, colour and weighting, skilled e-learning designers can arrange course elements in such a way that removes barriers to orientation, and cognition.

The best visual hierarchies help the learner to quickly and confidently navigate content, and promote optimal understanding. On the other hand, weak or poor can leave learners frustrated, and more confused about a given topic than before they even opened the course.

Good visual hierarchy can not only help you to grab and hold your learners attention, it also:

* Influences the order in which the human eye perceived what it sees
* Helps readers to absorb information more quickly
* Makes content easier to understand
* Ensures a more engaging user experience
* Makes your learning investment more effective.

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Rescooped by Miloš Bajčetić from Professional Learning for Busy Educators

Authentic Learning: It's Elementary! - Brilliant or Insane

Authentic Learning: It's Elementary! - Brilliant or Insane | Learning & Mind & Brain | Scoop.it
At first glance, authentic learning may seem like an unrealistic approach for elementary learners, but nothing could be further from the truth. Throughout this year, I’ve had the opportunity to design curricula with numerous teachers who will tell you that in fact, authentic learning is elementary! It all begins by embracing the fact that even our youngest learners have a great deal to teach others.

Via John Evans
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Rescooped by Miloš Bajčetić from Professional Learning for Busy Educators

Why Kids Need to Move, Touch and Experience to Learn - Mind/Shift

Why Kids Need to Move, Touch and Experience to Learn - Mind/Shift | Learning & Mind & Brain | Scoop.it
When students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. Researchers have found that when students use their bodies while doing mathematical storytelling (like with word problems, for example), it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said Sian Beilock, professor of psychology at the University of Chicago.

Via John Evans
Caron Goode's curator insight, March 27, 11:40 AM

Our bodies are designed to move. Even not in motion, the heart is beating, blood and lymph circulating, and we are breathing, seeing and processing. Movement fuels energy and insight. 

Anita Vance's curator insight, March 28, 11:08 AM
Why movement is so important!
Terry Doherty's curator insight, March 28, 9:13 PM

Had not thought about movement in the context of word problems + math ... but it makes perfect sense after you read this.

Rescooped by Miloš Bajčetić from Learning and Teaching in an Online Environment

New Vision for Education - Unlocking the Potential of Technology

New Vision for Education - Unlocking the Potential of Technology | Learning & Mind & Brain | Scoop.it
To thrive in a rapidly evolving, technology-mediated world, students must not only possess strong skills in areas such as language arts, mathematics and science, but they must also be adept at skills such as critical thinking, problem-solving, persistence, collaboration and curiosity. All too often, however, students in many countries are not attaining these skills. In this context, the World Economic Forum has taken on a multi-year initiative, New Vision for Education, to examine the pressing i

Via Peter Mellow
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Rescooped by Miloš Bajčetić from Eclectic Technology

Emotional IQ and You

Emotional IQ and You | Learning & Mind & Brain | Scoop.it
You may be surprised by how much your emotional intelligence affects your career. If you’re getting your online MBA degree to develop your managerial and

Via Beth Dichter
Beth Dichter's curator insight, March 25, 10:40 PM

Emotional IQ is a skill that is often mentioned as a key skill for the 21st century. This infographic shares information on emotional intelligence and is divided into a number of sections.

* What is emotional intelligence (EI)?

* Does higher EI mean improved job performance?

* Why do employers value EI over IQ?

* How EI affects your image?

* Take stock of your EI.

* Improve your emotional intelligence to improve your life

Although this infographic is geared to students in college there is information that you may find to share with students across many grade levels. Emotional intelligence plays a role in our classrooms and providing learners with more skills in this area may improve their ability to more actively participate and be engaged.

Rescooped by Miloš Bajčetić from Into the Driver's Seat

27 effective ways to get students to pay attention - Daily Genius

27 effective ways to get students to pay attention - Daily Genius | Learning & Mind & Brain | Scoop.it
Despite all your planning, hard work, grading at home, housekeeping in the classroom and (physical and virtual) paperwork world, and killer teaching skills, learning isn’t going to happen if your students aren’t really paying attention.

They have to listen and participate in order to learn – at least a little bit. So what do you do with students who just aren’t paying attention? Each student and each situation may require a little bit of a different approach – you wouldn’t address kindergarteners the same way you’d address and deal with high schoolers.

Via John Evans, Jim Lerman
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Scooped by Miloš Bajčetić

E-learning Visually Explained for Teachers

E-learning Visually Explained for Teachers | Learning & Mind & Brain | Scoop.it
Electronic Learning, conventionally known as e-learning, is a digitally mediated type of learning. The standard way of lesson delivery in e-learning was and mostly still is computer and hence the traditional definition of e-Learning as computer mediated learning. However, now with the huge advancement in web technologies and the emergence of several other devices that have more or less the same computational functionalities as computers (e.g tablets, Chromebooks, hand-held devices…etc), e-learning now can be facilitated through different devices.

e-Learning has several advantages. Some of which , according to Virtual College, include: it is cost effective and saves time, it is available anytime/anywhere with Internet connection, and it makes it easy to track course progress.As a form of digital learning, e-learning is divided into two main categories: synchronous e-learning (involves real-time interaction between participants) and asynchronous e-learning (participants can take the course at their own time and pace). Check out the visual below to learn more about what e-learning is all about and how it can be implemented in different learning settings.
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Rescooped by Miloš Bajčetić from Curation & The Future of Publishing

The 7 attributes of highly effective curated posts

The 7 attributes of highly effective curated posts | Learning & Mind & Brain | Scoop.it

If you’re limiting your content curation to sharing third-party content on social media, you’re missing out. Content curation is also a great way to enrich your blog or website: don’t just list great resources on your home page, turn them into curated posts.

Via Guillaume Decugis
Alessio Carciofi's curator insight, March 25, 2:27 AM

via @massimo facchinetti

Marco Favero's curator insight, March 25, 4:32 AM

aggiungi la tua intuizione ...

Neil Ferree's curator insight, March 25, 11:59 AM

7 Content Curation Tips from those in the Know. What they call annotating the piece, Scoop.it calls adding your "Insight" to the shared piece of content. I like to address the WiiFM factor, so the reader knows what's in it for them by opting to open and read the piece.

Scooped by Miloš Bajčetić

Virtually unlimited classrooms - Pedagogical practices in massive open online courses

Virtually unlimited classrooms - Pedagogical practices in massive open online courses | Learning & Mind & Brain | Scoop.it

Massive open online courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these online courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open online learning.

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Rescooped by Miloš Bajčetić from Digital Delights for Learners

15 Digital Storytelling Tools for Educators

15 Digital Storytelling Tools for Educators | Learning & Mind & Brain | Scoop.it
Engaging, multimedia-rich digital stories can capture the attention of students and increase their interest in exploring new ideas. Combining storytelling with powerful digital creates a truly authentic learning experience that helps students develop a wide range of intellectual skills. Digital Storytelling Tools Share your comments or join us in our Facebook Group. We’d love to …

Via Ana Cristina Pratas
Ness Crouch's curator insight, March 28, 10:04 PM

Great set of tools I'll be back to this article for further investigations :)

Rescooped by Miloš Bajčetić from Moodle and Web 2.0

3 Minute Teaching With Tech Tutorial - Create a Flipped Video Lesson with TedEd - YouTube

This entry in the "3 Minute Teaching With Tech Tip" video series shows how easy it is to 'flip' any YouTube video with the structured tool set provided at ed.ted.com. These lessons can be public or private, and the easy to use tools let teachers add associated content, a brief quiz, and online discussions associate with the video that is the focus point of the lesson. TedEd is totally free, and teachers get summary feedback on lesson views, quiz results, discussions, etc.

Via Dennis T OConnor, Lynnette Van Dyke, Juergen Wagner
Character Minutes's curator insight, March 20, 3:33 PM

check out Ted.ed

Bridget Powell's curator insight, March 23, 12:34 PM

Great explanation - and looks easy!  I'll definitely be trying this...


Dennis T OConnor's curator insight, March 24, 11:59 AM

Learn how to build a video lesson in just three minutes. Good ideas don't have to be complex. Take advantage of TedEd features to keep your flipping classroom rolling! 8-)

Rescooped by Miloš Bajčetić from 21st Century Concepts-Technology in the Classroom

Top Tech Tools for Formative Assessment

Top Tech Tools for Formative Assessment | Learning & Mind & Brain | Scoop.it

“ Formative assessment is an important tool teachers can use to target students' learning needs. When teachers know what students know (or don't know), they can better adjust their teaching to meet the kids right at their level. These digital formative assessment tools can help you do the job.”

Via John Evans, Jamie Forshey, Cristin Kennedy, Tom Perran
Tom Perran's curator insight, March 28, 8:05 AM
Lots of good choices here! Most are free!
Rescooped by Miloš Bajčetić from Learning with MOOCs

What makes an effective MOOC learner?

What makes an effective MOOC learner? | Learning & Mind & Brain | Scoop.it

Is effectiveness in the eyes of the provider identical to effectiveness in the eyes of the learner?

What do employers see as effective learning?


Are some learners more "qualification effective" and others more "growth effective"?

Via Peter Mellow
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Rescooped by Miloš Bajčetić from Professional Learning for Busy Educators

5 great Formative Assessment Strategies for teachers

5 great Formative Assessment Strategies for teachers | Learning & Mind & Brain | Scoop.it

Formative assessment strategies in the classroom provide both teachers and students with invaluable information about what students understand, and what they don’t. These ungraded assessments are valuable guides for students to help them enhance their performance, and they also help teachers determine if further instruction is necessary.

When formative assessments are used consistently, and effectively, neither teachers nor students are surprised by their final grades.

Some formative assessments can take just a few minutes, while others require longer periods of time. The following are 5 great formative assessment strategies for teachers.

Via Edumorfosis, John Evans
Sonia Santoveña's curator insight, March 28, 8:23 AM

añada su visión ...

Xanthy Karamanos's curator insight, Today, 8:29 AM

"Effective and engaging" is the key to formative assessments. Here is a good summary of five formative assessment strategies. One more I would add would be Kahoot! 

Rescooped by Miloš Bajčetić from Thinking, Learning, and Laughing

Are You An Analog or Digital Leader?

Are You An Analog or Digital Leader? | Learning & Mind & Brain | Scoop.it
By Abhijit Bhaduri and Bill Fischer Changing mindsets begins with you! The only mind you can be sure of changing is your own, and the only way that you can demonstrate this mindset change is through your behaviors. If you aspire for your organization to be faster, more innovative, less afraid [...]

Via Tom D'Amico (@TDOttawa) , Helen Teague
John Rudkin's curator insight, March 23, 4:49 AM

Digital Leader!  Yes.

Sonia Santoveña's curator insight, March 23, 5:09 AM

añada su visión ...

Rescooped by Miloš Bajčetić from Eclectic Technology

How to Make Infographics Work for eLearning Courses (Tips & Tricks)

How to Make Infographics Work for eLearning Courses (Tips & Tricks) | Learning & Mind & Brain | Scoop.it

"But before you blindly jump on the infographics bandwagon and splatter your course with these visuals, make sure that you stock up on information about how they work and when to use them. Badly-designed infographics or placing them out of context can increase the cognitive load of a course. So here's the lowdown on infographics."

Via Beth Dichter
Beth Dichter's curator insight, March 26, 11:11 PM

Infographics seem to be everywhere today, and educators are taking note and using them with students. This post provides information on the use of infographics for elearning, but the same concepts apply to face2face learning. The post is divided three sections that include:

* When to use infographics

* When NOT to use infographics

* 6 tips to create effective and stunning infographics

Additional resources are included in the post. If you are designing or revising a course and have not made use of infographics that post may provide you with ideas on how to best incorporate this form of visual learning into your curriculum. And if you currently use infographics check it out to learn more.

jane fullerton's curator insight, Today, 10:26 AM

Awesome resource for a quick how to tutorial on infographics!

Scooped by Miloš Bajčetić

Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects | Distance-Educator.com

Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects | Distance-Educator.com | Learning & Mind & Brain | Scoop.it
Peer grading offers a scalable and sustainable way of providing assessment and feedback to a massive student population. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1,825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading, as well as its perceived effects on students’ MOOC learning experience. The empirical findings provide evidence that the aggregate of student graders can provide peer grading scores fairly consistent and highly similar to instructor grading scores. Student survey responses also indicate peer grading activities to be well received by a majority of MOOC students, who believe it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.
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Donald Clark Plan B: 7 reasons: Why we need to kill boring ‘learning objectives’!

Donald Clark Plan B: 7 reasons: Why we need to kill boring ‘learning objectives’! | Learning & Mind & Brain | Scoop.it
At the end of this course you will….” zzzzzzzzz……. How to kill learning before it has even started. Imagine if every movie started with a list of objectives; “in this film you will watch the process of a ship sail from Southampton, witness the catastrophic effect of icebergs on shipping, witness death at sea but understand that romance will be provided to keep you engaged”. Imagine Abraham Lincoln listing his objectives before delivering the Gettysburg Address. Imagine each episode of Breaking Bad starting with its objectives. It makes NO sense.
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Scooped by Miloš Bajčetić

5 Ways to Kill an eLearning Course - eLearning Brothers

5 Ways to Kill an eLearning Course - eLearning Brothers | Learning & Mind & Brain | Scoop.it
We at eLearning Brothers do our best to teach you the best way of doing things. But today we’re going to switch things up and tell you the worst ways to develop eLearning courses. Here are five ways you can kill an eLearning course.

1. Little to No Interaction

This is a deadly sin to be avoided at all costs. A good course needs to keep the learner engaged, not just mindlessly clicking “Next” over and over while passively staring at a screen. If a learner has actual tasks and objectives to meet in the course, they are more likely to retain their new knowledge because they have actually put it to use.

2. Overpowering Visuals

Visuals should work with the material, not distract from it. Choose images, graphics, and color schemes that cooperate with the text and overall themes of the course, making sure they don’t compete with each other.

3. Overloading Learners with Too Much Info

Nobody likes drinking from a firehose. Don’t bombard your learners with a barrage of facts or figures. If every page is stuffed full of text and images, they can’t possibly hope to retain everything. Keep things concise and feed the information to the learner in manageable bite-sized chunks.

4. Word-for-Word Narration

This one isn’t quite as intuitive as the others, but it’s just as important. In most cases, text should not be treated as closed captioning. Think of the text as a short summary of the narration. Perhaps the narrator gives a certain bullet point about a paragraph’s worth of explanation. It’s the job of the text to give the same information in an abbreviated form, a small sentence at most. Too much more, and you risk becoming needlessly redundant.

5. Over Use of Clipart and Freebies

If you don’t already have them, it is imperative that you get a graphic designer and an eLearning Template Library subscription. Clipart and other one-size-fits-all freebies are handy to have but can only take you so far. Since computer clipart became a thing in the early 80′s and 90′s, it has been used millions of times over as cheap illustrations for both personal and professional projects. New clipart is getting created all the time, but most people can sense when an illustration is an original design or a free stock image if they look at it long enough. You don’t want to showcase the same groan-inducing pictures we’ve seen since our middle school PowerPoints. Stop looking for images that portray a message kind of similar to what you want to get across. Hire a real professional and get premium eLearning Templates that are spot on.

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Scooped by Miloš Bajčetić

Visitors and Residents: A new typology for online engagement

Visitors and Residents: A new typology for online engagement | Learning & Mind & Brain | Scoop.it
This article proposes a continuum of ‘Visitors’ and ‘Residents’ as a replacement for Prensky’s much‐criticised Digital Natives and Digital Immigrants. Challenging the basic premises upon which Prensky constructed his typology, Visitors and Residents fulfil a similar purpose in mapping individuals’ engagement with the Web. We argue that the metaphors of ‘place’ and ‘tool’ most appropriately represent the use of technology in contemporary society, especially given the advent of social media. The Visitors and Residents continuum accounts for people behaving in different ways when using technology, depending on their motivation and context, without categorising them according to age or background. A wider and more accurate representation of online behaviour is therefore established.
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Scooped by Miloš Bajčetić

Moodle 2.9Dev now available for testing and development

Moodle 2.9Dev now available for testing and development | Learning & Mind & Brain | Scoop.it
If you’ve developed a plugin or theme and want to get a jump start on testing that theme against the changes that will be released in Moodle 2.9, the 2.9Dev branch is for you and is available now. This non-production-ready version of Moodle’s future major release is available almost two months in advance of the mid-May launch date.

Download it for testing here: https://download.moodle.org/releases/development/

If you’re interested in the fixed issues that will be released with Moodle 2.9 (enhancements, bug fixes, etc.) the full list of 200+ is right here.

One enhancement that I think is pretty cool: New page that shows all browser sessions of a current user (a bit of a security and user authenticity enhancement).
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Rescooped by Miloš Bajčetić from Digital Delights - Digital Tribes

Sir Ken Robinson – Learning {Re}imagined (video)

Sir Ken Robinson – Learning {Re}imagined (video) | Learning & Mind & Brain | Scoop.it
As a treat for the readers of this blog here is a longer and more complete interview with Sir Ken Robinson that was recorded as part of the Learning {Re}imagined book where he discusses educational technology, creativity, assessment and the future of learning (15 minutes).   There are more exclusive videos contained within the book…

Via Ana Cristina Pratas
Phil Buckley's curator insight, March 26, 10:07 AM

Interesting reflections on the nature of learning and the direction of education in the future.

Lisa Gorman's curator insight, March 26, 7:02 PM

I have a great admiration for the thinking of Sir Ken Robinson... He speaks so eloquently and argues for creative learning...and so much more...


A stand out quote for me from this interview;


"What tends to dull the appetite [for learning] is being force fed things that people can't see an immediately relevance in or don't have an immediate interest in it...or where they are forced to learn in situations where they are inimitable... you know, 8 hours a day, sit still, do as you're told."


Bring on different ways of engaging with people around learning so that they not only 'get it' but they really enjoy it and become life long learners.


I recommend this 15 minute video to you!

María Dolores Díaz Noguera's curator insight, March 27, 2:03 PM
Creatividad ...Sir Ken Robinson – Learning {Re}imagined (video) | @scoopit via @AnaCristinaPrts http://sco.lt/...
Scooped by Miloš Bajčetić

The dark side of gamification

The dark side of gamification | Learning & Mind & Brain | Scoop.it

It’s a ridiculous question, I know, but in the short film Sight the protagonist plays an augmented reality game that awards him points for the consistency in the thickness of his slices.


The scene irked me. The last thing I would want while preparing dinner is a computer judging me. Really, who cares how wide I cut the slices, and who judged that distance to be the perfect width anyway? It’s certainly not my idea of fun. And besides, it all tastes the same.


It’s a clear case of gamification gone too far – and of course that was the film’s message. The plot continues to delve into much darker uses of the technology, raising the spectre of what appears to be utopia on the surface hiding dystopia underneath.


In my previous post Game-based learning on a shoestring, I advocated the use of games to support learning in the workplace. I believe they have much to offer in terms of motivation, engagement and the development of capability.


However, I also recognise another side of games that can in fact impede learning. They may be downright inappropriate for several reasons…


1. Life is not a game.

Points, badges and leaderboards may be critical elements of game mechanics, but they have little bearing on real life. Firefighters don’t save people from burning buildings for 200 digital hats; soldiers can’t heal their shrapnel wounds with a beverage; and utility workers who die of asphyxiation in confined spaces don’t scrape into the Top 10. So if you want your game to be authentic, dispense with the inauthentic.


2. Games can trivialise serious issues.

While serious games such as Darfur is Dying shine a light on worthy causes, sometimes even the best of intentions can backfire.

Take Mission US for instance. In one of the missions you play a slave girl in 19th Century Kentucky who tries to escape to the north. Prima facie it sounds like a way of encouraging young folk to appreciate the horrors of slavery. In practice, however, it’s gone over like a lead balloon.


3. Games may reinforce the wrong mindset.

The concerns that many people have over Grand Theft Auto are well documented.

What is less documented, however, is the undesirable influence that work-based games can have on your employees. Do you really want them to compete against one another?


4. Games can contaminate motivation.

Forcing those who don’t want to play a game is a sure-fire way to demotivate them. If you’re going to gamify my chopping of cucumbers, I’ll chop as few cucumbers as possible as infrequently as possible. Even encouraging those who want to play the game might promote their extrinsic motivation over their intrinsic. This begs the question… How will they perform on the job without the prospect of external rewards?


5. Games will be gamed.

Regardless of the purpose of your game, or its sound pedagogical foundation, someone will always seek to game it. That means they’re focused on “winning” rather than on learning.



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