Learning & Mind &...
Follow
Find
10.2K views | +4 today
 
Rescooped by Miloš Bajčetić from Didactics and Technology in Education
onto Learning & Mind & Brain
Scoop.it!

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

 

more...
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

From around the web

Learning & Mind & Brain
About Online Learning
Your new post is loading...
Your new post is loading...
Scooped by Miloš Bajčetić
Scoop.it!

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!

more...
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...

Scooped by Miloš Bajčetić
Scoop.it!

Why the fuss about MOOCs? Political, social and economic drivers

Why the fuss about MOOCs? Political, social and economic drivers | Learning & Mind & Brain | Scoop.it
These are all very powerful drivers of MOOC mania, which makes it all the more important to try to be clear and cool headed about the strengths and weaknesses of MOOCs. The real test is whether MOOCs can help develop the knowledge and skills that learners need in a knowledge-based society. The answer of course is yes and no.

As a low-cost supplement to formal education, they can be quite valuable, but not as a complete replacement. They can at present teach conceptual learning, comprehension and in a narrow range of activities, application of knowledge. They can be useful for building communities of practice, where already well educated people or people with a deep, shared passion for a topic can learn from one another, another form of continuing education.

However, certainly to date, MOOCs have not been able to demonstrate that they can lead to transformative learning, deep intellectual understanding, evaluation of complex alternatives, and evidence-based decision-making, and without greater emphasis on expert-based learner support and more qualitative forms of assessment, they probably never will, at least without substantial increases in their costs.

At the end of the day, there is a choice between throwing more resources into MOOCs and hoping that some of their fundamental flaws can be overcome without too dramatic an increase in costs, or whether we would be better investing in other forms of online learning and educational technology that could lead to more cost-effective learning outcomes. I know where I would put my money, and it’s not into MOOCs.
Miloš Bajčetić's insight:

Great analysis by Tony Bates. Must read!

more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

The Internet of Things Is Far Bigger Than Anyone Realizes

The Internet of Things Is Far Bigger Than Anyone Realizes | Learning & Mind & Brain | Scoop.it
When people talk about “the next big thing,” they’re never thinking big enough. It’s not a lack of imagination; it’s a lack of observation. I’ve maintained that the future is always within sight, and you don’t need to imagine what’s already there.

Case in point: The buzz surrounding the Internet of Things.

What’s the buzz? The Internet of Things revolves around increased machine-to-machine communication; it’s built on cloud computing and networks of data-gathering sensors; it’s mobile, virtual, and instantaneous connection; and they say it’s going to make everything in our lives from streetlights to seaports “smart.”

But here’s what I mean when I say people don’t think big enough. So much of the chatter has been focused on machine-to-machine communication (M2M): devices talking to like devices. But a machine is an instrument, it’s a tool, it’s something that’s physically doing something. When we talk about making machines “smart,” we’re not referring strictly to M2M. We’re talking about sensors.

A sensor is not a machine. It doesn’t do anything in the same sense that a machine does. It measures, it evaluates; in short, it gathers data. The Internet of Things really comes together with the connection of sensors and machines. That is to say, the real value that the Internet of Things creates is at the intersection of gathering data and leveraging it. All the information gathered by all the sensors in the world isn’t worth very much if there isn’t an infrastructure in place to analyze it in real time.

Cloud-based applications are the key to using leveraged data. The Internet of Things doesn’t function without cloud-based applications to interpret and transmit the data coming from all these sensors. The cloud is what enables the apps to go to work for you anytime, anywhere.
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

Top 10 eLearning Trends For 2015 Infographic

Top 10 eLearning Trends For 2015 Infographic | Learning & Mind & Brain | Scoop.it

10 eLearning Trends to Follow in 2015 Infographic shows elearning professionals what to follow in the coming year.
1. Big Data
2. Gamification
3. Personalized Learning
4. Mobile Learning
5. Focus on Return-on-Investment
6. APIs
7. Automation
8. Augmented Learning
9. Corporate MOOCS
10. Rise of cloud LMS

 

 

more...
No comment yet.
Rescooped by Miloš Bajčetić from E-Learning and Online Teaching
Scoop.it!

Teaching Practices Inventory Provides Tool to Help You Examine Your Teaching

Teaching Practices Inventory Provides Tool to Help You Examine Your Teaching | Learning & Mind & Brain | Scoop.it

Here’s a great resource: the Teaching Practices Inventory. It’s an inventory that lists and scores the extent to which research-based teaching practices are being used. It’s been developed for use in math and science courses, but researchers Carl Wieman and Sarah Gilbert suggest it can be used in engineering and social sciences courses, although they have not tested it there. I suspect it has an even wider application. Most of the items on the inventory are or could be practiced in most disciplines and programs.

The article (in an open access journal and available on the website above) provides a detailed account of how the inventory was developed and has been tested so far. Carl Wieman is a Nobel Prize winner in physics who in recent years has been working on a variety of STEM projects. This article illustrates the high caliber of his work, completed with a variety of colleagues.

The inventory takes 10 to 15 minutes to complete (53% of the research cohort took it in 10 minutes or less) and is designed for use by individual faculty. It is a self-report inventory, with the power to promote a comprehensive review of and reflection on teaching practices. Inventory items are organized into eight categories: 1) course information provided to students; 2) supporting materials provided to students; 3) in-class features and activities; 4) assignments; 5) feedback and testing; 6) other (such as pre-post testing); 7) training and guidance of TAs; and 8) collaboration or sharing in teaching.


Via Dennis T OConnor
more...
Dennis T OConnor's curator insight, November 19, 2:51 PM

This inventory, published by the University of British Columbia was developed by an impressive team from Canada, headed by Nobel Prize winning physicist Carl Wieman.  Fine research. Deep and worth the dive.

Scooped by Miloš Bajčetić
Scoop.it!

EduGeek Journal » Ed Tech Retro-Futurism

EduGeek Journal » Ed Tech Retro-Futurism | Learning & Mind & Brain | Scoop.it
Every time I read someone’s tag line or bio that self-describes themselves as an “ed tech futurist”, I chuckle a little inside. Since time only seems to move forward (as far as we can tell), aren’t we all a little bit of a futurist inside? I mean, besides thinking about what we will eat next or if we will be at the same job next year, don’t we all pay some attention to the future of technology? Whether its the next phone we want or what we want to our apps do in the future, I think we all have a futurist in us. Might as well say “I’m an oxygen-breathing human.”

Maybe its a way to say that you are trying to shape the future, or predict the future, or something along those lines. But wouldn’t that make you more of an ed tech fortune teller?

Maybe it’s just me, but every time I read about the future of ed tech, I seem to just see a newer, fancier way of getting dogs to drool when a bell rings. And I admit, I’ll be the first dog in line to drool over the Occulus Rift or anything else, but has anyone else noticed that all of the coolest tech toys are really just finding more and more realistic ways to recreate this thing we already have called “reality”? Can we just be honest about Occulus Rift and call it “Your Own Eyes 2.0″, or call 3-D printing “Stuff 2.0″?

In many ways, we haven’t as much come up with new ways to teach as much as new toys to make Pavolov’s dog happy. Its like we want to completely ignore the Clark/Kozma debate and say “Google Education will revolutionize education more than MOOCs ever did!” or something along those lines.

That’s why I tend to focus on ideas and philosophy more than gadgets and websites these days. We still haven’t gotten to a point that we are implementing some of the last truly new ideas we had from Skinner to Vygotsky to even people like Foucault and Habermas in education in transformative ways…. even though we know that they often work better than behaviorism does in many instances. No wonder we are still resistant to ideas like connectivism and heutagogy – we never got past cognitivism and pedagogy.
more...
No comment yet.
Rescooped by Miloš Bajčetić from Amazing Science
Scoop.it!

Imagination and reality flow in opposite directions in the brain

Imagination and reality flow in opposite directions in the brain | Learning & Mind & Brain | Scoop.it

As real as that daydream may seem, its path through your brain runs opposite reality. Aiming to discern discrete neural circuits, researchers at the University of Wisconsin-Madison have tracked electrical activity in the brains of people who alternately imagined scenes or watched videos.


"A really important problem in brain research is understanding how different parts of the brain are functionally connected. What areas are interacting? What is the direction of communication?" says Barry Van Veen, a UW-Madison professor of electrical and computer engineering. "We know that the brain does not function as a set of independent areas, but as a network of specialized areas that collaborate."


Van Veen, along with Giulio Tononi, a UW-Madison psychiatry professor and neuroscientist, Daniela Dentico, a scientist at UW-Madison's Waisman Center, and collaborators from the University of Liege in Belgium, published results recently in the journal NeuroImage. Their work could lead to the development of new tools to help Tononi untangle what happens in the brain during sleep and dreaming, while Van Veen hopes to apply the study's new methods to understand how the brain uses networks to encode short-term memory.


During imagination, the researchers found an increase in the flow of information from the parietal lobe of the brain to the occipital lobe -- from a higher-order region that combines inputs from several of the senses out to a lower-order region. In contrast, visual information taken in by the eyes tends to flow from the occipital lobe -- which makes up much of the brain's visual cortex -- "up" to the parietal lobe.


"There seems to be a lot in our brains and animal brains that is directional, that neural signals move in a particular direction, then stop, and start somewhere else," says. "I think this is really a new theme that had not been explored."


The researchers approached the study as an opportunity to test the power of electroencephalography (EEG) -- which uses sensors on the scalp to measure underlying electrical activity -- to discriminate between different parts of the brain's network.

Brains are rarely quiet, though, and EEG tends to record plenty of activity not necessarily related to a particular process researchers want to study.


To zero in on a set of target circuits, the researchers asked their subjects to watch short video clips before trying to replay the action from memory in their heads. Others were asked to imagine traveling on a magic bicycle -- focusing on the details of shapes, colors and textures -- before watching a short video of silent nature scenes.

Using an algorithm Van Veen developed to parse the detailed EEG data, the researchers were able to compile strong evidence of the directional flow of information.


"We were very interested in seeing if our signal-processing methods were sensitive enough to discriminate between these conditions," says Van Veen, whose work is supported by the National Institute of Biomedical Imaging and Bioengineering. "These types of demonstrations are important for gaining confidence in new tools."


Via Dr. Stefan Gruenwald
more...
Vloasis's curator insight, November 22, 11:10 AM

So imagination input flows from the parietal to the occipital lobe, while visual input flows vice versa.

Diane Johnson's curator insight, Today, 8:46 AM

Interesting findings from electrical and computer engineering studies. Useful connections to the information processing DCI's.

Rescooped by Miloš Bajčetić from Eclectic Technology
Scoop.it!

7 Ways to Deal With Digital Distractions in the Classroom

7 Ways to Deal With Digital Distractions in the Classroom | Learning & Mind & Brain | Scoop.it

"Some call today’s students “digital natives.” Others call them the “distracted generation.” Whichever term you prefer, it’s clear they’re both far more than labels: they capture the core conflict many of us involved in education — educators, parents, and even students — feel about the use of technology in the classroom."


Via Beth Dichter
more...
jose antonio gabelas's curator insight, November 21, 3:36 AM

agregar su visión ...

Betty Skeet's curator insight, November 22, 8:47 AM

Education and 'Digital distraction'

Dr. Laura Sheneman's curator insight, November 22, 11:18 AM

Librarians, think about the teachers you train.

Rescooped by Miloš Bajčetić from Digital Pedagogy, Critical Pedagogy, Hybrid Pedagogy, #digped
Scoop.it!

If Freire Made a MOOC: Open Education and Critical Digital Pedagogy

Ceding authority is an active endeavor. Paulo Freire writes in Pedagogy of the Oppressed, "A revolutionary leadership must accordingly practice co-intentional education." The pedagogical value in openness is that it can create dialogue by increasing access and bringing together at once disparate learning spaces.
Via Hybrid Pedagogy
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

Horizon Report Europe - 2014 Schools Edition

The six trends described in the following pages were selected by the project’s expert panel in a series of Delphi-based voting cycles, each accompanied by rounds of desktop research,discussions, and further refinements of the topics.These trends, which the members of the expert panel agreed are very likely to drive technology planning and decision-making over the next five years, are sorted into three time-related categories — fast-moving trends that will realise their impact in the next one to two years, and two categories of slower trends that will realize their impact within three to five or more years. All of the trends listed here were explored for their implications for European schools in a series of online discussions that can be viewed at europe.wiki.nmc.org/Trends

more...
No comment yet.
Rescooped by Miloš Bajčetić from The 21st Century
Scoop.it!

Seamlessly Access, Organize and Share OERs

Seamlessly Access, Organize and Share OERs | Learning & Mind & Brain | Scoop.it
By Jennifer Aalgaard - Curriculum Foundry, an OER platform that puts the right digital curriculum into the hands of teachers and students.

Via Dr. Susan Bainbridge
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

A New Era for Student Assessment

A New Era for Student Assessment | Learning & Mind & Brain | Scoop.it
Standardized assessments, even when they include open-ended questions and are performance-based, only give us part of the picture of a student's readiness for college and career success. Project-centered tasks ask students to practice and demonstrate command over the very skills they will need for the next step in their learning journey.

We think we need to move from having students drive toward their future while looking in the rear view mirror (tell what you know) to an "Eyes Forward" assessment (preparing them for the world to come).
more...
Carlos Rodrigues Cadre's curator insight, November 20, 1:31 PM

adicionar a sua visão ...

Rescooped by Miloš Bajčetić from Digital Delights
Scoop.it!

OER Reports - 2013-2014

OER Reports - 2013-2014 | Learning & Mind & Brain | Scoop.it

All project reports and deliverables are published here as they become available. Here is our evidence report for 2014:


Via Ana Cristina Pratas
more...
No comment yet.
Rescooped by Miloš Bajčetić from Eclectic Technology
Scoop.it!

Screencast-O-Matic: An Essential (Free) Tool for the Digital Classroom

Screencast-O-Matic: An Essential (Free) Tool for the Digital Classroom | Learning & Mind & Brain | Scoop.it
Whether you are flipping the classroom or just recording an instructional video, Screencast-O-Matic makes screencasting for educators as simple as possible.

Via Beth Dichter
more...
Beth Dichter's curator insight, November 22, 9:56 PM

This post is another example of the "Bitesize" PD that Fractus Learning offers. Screencast-O-Matic allows you to create videos a presentation that is on your computer. It is easy to use, and their is both a free version and a premium version. The sections covered in this post are:

1. Instructional walkthroughs

2. Record presentations and slides

3. Flipped lessons

4. Student guides

5. The power of post-processing

In addition there is a short video that provides and overview and links and next steps which provides tutorials about Screencast-O-Matic, flipped learning, assessment and more.

Scooped by Miloš Bajčetić
Scoop.it!

A New Zealand analysis of MOOCs

A New Zealand analysis of MOOCs | Learning & Mind & Brain | Scoop.it
Am I alone in wondering what has happened to for-credit online education in government thinking about the future? It is as if 20 years of development of undergraduate and graduate online courses and programs never existed. Surely a critical question for institutions and government planners is:

what are the relative advantages and disadvantages of MOOCs over other forms of online learning? What can MOOCs learn from our prior experience with credit-based online learning?

There are several reasons for considering this, but one of the most important is the huge investment many institutions, and, indirectly, governments. have already made in credit-based online learning.

By and large, online learning in publicly funded universities, both in New Zealand and in Canada, has been very successful in terms of both increasing access and in student learning. It is also important to be clear about the differences and some of the similarities between credit-based online learning and MOOCs.

Some of the implications laid out in this paper, such as possibilities of consortia and institutional collaboration, apply just as much to credit-based online learning as to MOOCs, and many of the negative criticisms of MOOCs, such as difficulties of assessment and lack of learner support, disappear when applied to credit-based online learning.

Please, policy-makers, realise that MOOCs are not your only option for innovation through online learning. There are more established and well tested solutions already available.
more...
Cesar Oswaldo Cesaroswaldo's curator insight, November 22, 8:27 PM

Hi, enjoy this reading, tell me about it¡¡ thanks bye

Scooped by Miloš Bajčetić
Scoop.it!

Don't get hacked! Research shows how much we ignore online warnings

Don't get hacked! Research shows how much we ignore online warnings | Learning & Mind & Brain | Scoop.it
New research finds that people say they care about online security but behave like they don't -- such as ignoring security warnings. To better understand how people deal with security messages, researchers simulated hacking into study subjects laptops. The responses were telling.
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

Why Have Our Brains Started to Shrink?

Why Have Our Brains Started to Shrink? | Learning & Mind & Brain | Scoop.it
Christopher Stringer, a paleoanthropologist and research leader on human origins at the Natural History Museum in London, replies:

Indeed, skeletal evidence from every inhabited continent suggests that our brains have become smaller in the past 10,000 to 20,000 years. How can we account for this seemingly scary statistic?

Some of the shrinkage is very likely related to the decline in humans' average body size during the past 10,000 years. Brain size is scaled to body size because a larger body requires a larger nervous system to service it. As bodies became smaller, so did brains. A smaller body also suggests a smaller pelvic size in females, so selection would have favored the delivery of smaller-headed babies.

What explains our shrinking body size, though? This decline is possibly related to warmer conditions on the earth in the 10,000 years after the last ice age ended. Colder conditions favor bulkier bodies because they conserve heat better. As we have acclimated to warmer temperatures, the way we live has also generally become less physically demanding, which overall serves to drive down body weights.

Another likely reason for this decline is that brains are energetically expensive and will not be maintained at larger sizes unless it is necessary. The fact that we increasingly store and process information externally—in books, computers and online—means that many of us can probably get by with smaller brains. Some anthropologists have also proposed that larger brains may be less efficient at certain tasks, such as rapid computation, because of longer connection pathways.

The way we live may have affected brain size. For instance, domesticated animals have smaller brains than their wild counterparts probably because they do not require the extra brainpower that could help them evade predators or hunt for food. Similarly, humans have become more domesticated. But as long as we keep our brains fit for our particular lifestyles, there should be no reason to fear for the collective intelligence of our species.
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

elearn Magazine: Gamification: Using Game Mechanics to Enhance eLearning

elearn Magazine: Gamification: Using Game Mechanics to Enhance eLearning | Learning & Mind & Brain | Scoop.it
Maybe you've heard of the term "gamification," and perhaps you're wondering what it is and how it can be applied to eLearning. In short, gamification is the use of gameplay mechanics for non-game applications. Almost as important, as a definition of what it is, is a definition of what it's not. Gamification is not the inclusion of stand-alone games in eLearning (or, whatever gamification is being applied to). It also has very little to do with art-styles, themes, or the application of narrative. Rather, game mechanics are the construct of rules that encourage users to explore and learn the properties of their possibility space through the use of feedback mechanisms. With gamification, these "possibility spaces" have been expanded beyond just games into other areas like marketing, education, the workplace, social media, philanthropy, and the Web, just to name a few. As a game designer now making eLearning software, I've found that much of what is used to build engagement in games can also be applied to other interactive material such as eLearning.

In the 15 years I've been making video games, a frequently discussed topic in the game industry has been on ways to engage users; a theme that I've found is enthusiastically discussed in the eLearning space. Since the primary reason to apply gamification to eLearning is to engage learners, the focus of this article is on describing gameplay mechanics that have been proven to be engaging.
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

A ‘starter’ bibliography on MOOCs

A ‘starter’ bibliography on MOOCs | Learning & Mind & Brain | Scoop.it

For the increasing number of students doing Masters’ dissertations or Ph.D’s on MOOCs I have collected together for convenience all the references made in my chapter on MOOCs for my open textbook, ‘Teaching in a Digital World.’ However, there are many other publications – this cannot be considered a comprehensive list. Also note the date of this blog post: anything published after this will not be here, unless you let me know about it.

In return, I would really appreciate other suggestions for references that you have found to be valuable or influential. I’m now less interested in ‘opinion pieces’ but I am looking for more papers that reflect actual experience or research on MOOCs.

Miloš Bajčetić's insight:

Very useful list of refernces on MOOCs by Tony Bates

more...
No comment yet.
Rescooped by Miloš Bajčetić from SMART HIGHER ED BLOG
Scoop.it!

Next Generation Online Learning

Next Generation Online Learning | Learning & Mind & Brain | Scoop.it

Currently, much of the concern about MOOCs and online learning has emphasized what potential disruptions might mean for faculty and for traditional campuses.  But one of the potential blessings of disruptive innovation is that it holds out the prospect of placing students front and center, and thereby making attending college and earning a degree far more valuable.


Via Alberto Acereda, Ph.D.
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

Lifelong Learning and the Plastic Brain

Lifelong Learning and the Plastic Brain | Learning & Mind & Brain | Scoop.it
Our brains are plastic. They continually remould neural connections as we learn, experience and adapt. Now researchers are asking if new understanding of these processes can help us train our brains.

When a group of experimental psychologists moved into their new lab space in Cambridge earlier this year, they took a somewhat unconventional approach to refurbishing their tea room: they had the walls tiled with the Café Wall Illusion.

The illusion, so-named after it was spotted on the wall of a Bristol café in the 1970s, is a much-debated geometrical trick of the eye and brain in which perfectly parallel lines of black and white tiles appear wedge-shaped and sloped.

It’s also an excellent demonstration of how the brain interprets the world in a way that moves beyond what the input is from the eye, as one of the experimental psychologists, Professor Zoe Kourtzi, explained. “In interpreting the world around us, our brains are challenged by a plethora of information. The brain is thought to integrate information from multiple sources and solve the puzzle of perception by taking into account not only the signals registered by the sensory organs but also their context in space and time.

“In the Café Wall Illusion, the brain takes into account the surrounding tiles, but it also relies on our previous knowledge acquired through training and experience when interpreting a new situation.”

From the day we are born, neurons in the brain start to make connections that combine what we can see, hear, taste, touch and smell with our experiences and memories. Neuroscientists refer to the brain’s ‘plasticity’ in explaining this ability to restructure and learn new things, continually building on previous patterns of neuronal interactions.

To unravel the mechanisms that underlie how brains learn, Kourtzi’s team is looking at how brains recognise objects in a cluttered scene. “This aspect is vital for successful interactions in our complex environments,” she explained. “It’s how we recognise a face in a crowd or a landmark during navigation.”

Visual perception is also highly trainable. The brain can use previous experience of similar cues to be quicker at identifying the image from the ‘noise’ – the proverbial needle from the haystack.

But although neuroscientists recognise that this type of brain plasticity is fundamental to our ability to cope with continually changing settings at home, school, work and play, little is known about how we can stimulate our brain to enhance this learning process, right across the life span.
more...
No comment yet.
Rescooped by Miloš Bajčetić from Moodle and Web 2.0
Scoop.it!

Create a Free Online Survey Using Google Docs (Free Online Survey Tool)

http://www.erica.biz/ The era of paying for survey tools is over! Google Docs is a free online survey tool that lets you do everything the others do. Follow ...

Via Elke Lackner, Juergen Wagner
more...
No comment yet.
Rescooped by Miloš Bajčetić from Digital Delights
Scoop.it!

Learning Analytics Report

Driven primarily by the need to improve student success, retention and the learning experience, learning analytics is a rapidly growing area of interest in educational institutions worldwide.


Via Ana Cristina Pratas
more...
No comment yet.
Scooped by Miloš Bajčetić
Scoop.it!

If Freire Made a MOOC: Open Education as Resistance - Hybrid Pedagogy

If Freire Made a MOOC: Open Education as Resistance - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it
MOOCs and Critical Pedagogy are not obvious bedfellows. The hype around MOOCs has centered mostly on a brand of sage on the stage courseware at direct odds with Critical Pedagogy’s emphasis on learner agency. Despite this — or, more to the point, because of this — we remain, like Paulo Freire, hopeful Critical Pedagogues. In Pedagogy of Hope, he writes, “I am hopeful, not out of mere stubbornness, but out of an existential, concrete imperative.” The simple truth is that we must be hopeful, for in hope lies possibility. But, also like Freire, we recognize that hope must be balanced with action and struggle. There is no use in mere hopefulness. Ceding authority is an active endeavor. Critical Pedagogy requires an engagement with reality that is persistent and demanding, and that engagement must result in real action, even if that action is exemplary and minute. To effect any change is to effect change.

We offer here 6 theses that work to reimagine MOOCs — and open education more broadly — as potential sites of resistance and liberation. These theses are tentative, meant to invite conversation, in the nature of Freire’s notion of dialogue.
more...
Carlos Rodrigues Cadre's curator insight, November 20, 1:30 PM

adicionar a sua visão ...

Rescooped by Miloš Bajčetić from Amazing Science
Scoop.it!

Launching in 2015: A Certificate Authority to Encrypt the Entire Web

Launching in 2015: A Certificate Authority to Encrypt the Entire Web | Learning & Mind & Brain | Scoop.it

Today EFF is pleased to announce Let’s Encrypt, a new certificate authority (CA) initiative that we have put together with Mozilla, Cisco, Akamai, IdenTrust, and researchers at the University of Michigan that aims to clear the remaining roadblocks to transition the Web from HTTP to HTTPS.

 

Although the HTTP protocol has been hugely successful, it is inherently insecure. Whenever you use an HTTP website, you are always vulnerable to problems, including account hijacking and identity theft; surveillance and tracking by governments, companies, and both in concert; injection of malicious scripts into pages; and censorship that targets specific keywords orspecific pages on sites. The HTTPS protocol, though it is not yet flawless, is a vast improvement on all of these fronts, and we need to move to a future where every website is HTTPS by default.With a launch scheduled for summer 2015, the Let’s Encrypt CA will automatically issue and manage free certificates for any website that needs them. Switching a webserver from HTTP to HTTPS with this CA will be as easy as issuing one command, or clicking one button.

 

The biggest obstacle to HTTPS deployment has been the complexity, bureaucracy, and cost of the certificates that HTTPS requires. We’re all familiar with the warnings and error messages produced by misconfigured certificates. These warnings are a hint that HTTPS (and other uses of TLS/SSL) is dependent on a horrifyingly complex and often structurally dysfunctional bureaucracy for authentication.

 

The need to obtain, install, and manage certificates from that bureaucracy is the largest reason that sites keep using HTTP instead of HTTPS. In our tests, it typically takes a web developer 1-3 hours to enable encryption for the first time. The Let’s Encrypt project is aiming to fix that by reducing setup time to 20-30 seconds. You can help test and hack on the developer preview of our Let's Encrypt agent software.

 

Let’s Encrypt will employ a number of new technologies to manage secure automated verification of domains and issuance of certificates. We will use a protocol we’re developing called ACME between web servers and the CA, which includes support for new and stronger forms of domain validation. We will also employ Internet-wide datasets of certificates, such as EFF’s own Decentralized SSL Observatory, the University of Michigan’s scans.io, and Google'sCertificate Transparency logs, to make higher-security decisions about when a certificate is safe to issue.

 

The Let’s Encrypt CA will be operated by a new non-profit organization called the Internet Security Research Group (ISRG). EFF helped to put together this initiative with Mozilla and the University of Michigan, and it has been joined for launch by partners including Cisco, Akamai, and Identrust.


Via Dr. Stefan Gruenwald
more...
No comment yet.
Rescooped by Miloš Bajčetić from Professional Learning for Busy Educators
Scoop.it!

Playing video games is good for your brain and here's why - Canada.com

Playing video games is good for your brain and here's why - Canada.com | Learning & Mind & Brain | Scoop.it

#Whether playing video games has negative effects is something that has been debated for 30 years, in much the same way that rock and roll, television, and even the novel faced much the same criticisms in their time.

Purported negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. I know from my own research examining both sides that my papers on video game addiction receive far more publicity than my research into the social benefits of, for example, playing online role-playing games.

However there is now a wealth of research which shows that video games can be put to educational and therapeutic uses, as well as many studies which reveal how playing video games can improve reaction times and hand-eye co-ordination. For example, research has shown that spatial visualisation ability, such as mentally rotating and manipulating two- and three-dimensional objects, improves with video game playing.


Via John Evans
more...
No comment yet.