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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

 

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Louise Robinson-Lay's comment, December 23, 2012 5:26 PM
Thank you, we all need to move between frameworks.
Dolly Bhasin 's curator insight, December 27, 2012 12:10 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 3:44 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!

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Tatiana Kuzmina's curator insight, September 7, 2013 11:58 AM

Worth watching..

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

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

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Future Learn + 4 Universities + BBC= 4 Amazing WW1 MOOCs

Future Learn + 4 Universities + BBC= 4 Amazing WW1 MOOCs | Learning & Mind & Brain | Scoop.it
FutureLearn has announced an amazing collaboration between 4 University Partners and the BBC which gives learners a chance to learn about World War 1 in a whole new way!  The BBC has opened its arc...

Via Kim Flintoff, Peter Mellow
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Connecting the Dots: Communicating with fellow teachers about how to stay connected with other teachers and stundents in this crazy, but amazing, world we live in. The possibilities are endless!!!


Via Susan Bainbridge
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EMOOCs 2014 Proceedings of the European MOOC Stakeholder Summit 20…

Proceedings of the European MOOC Stakeholder Summit 2014

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Curation as Digital Literacy Practice

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

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


Via Mary Clark, Kim Flintoff, catspyjamasnz
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lynnegibb's curator insight, July 25, 4:53 PM

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

N Kaspar's curator insight, July 26, 7:39 AM

This would create an interesting twist or option to the practice of assigning an essay as completion of a unit or topic of study.

 

Lourense Das's curator insight, July 30, 6:59 AM

Curation of information for educational content and context: article worth reading

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Will SOOCs eat MOOCs for breakfast? | Pearson Labs

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

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

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

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

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Who uses MOOCs and how?

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

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

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


Via Peter Mellow
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EFQUEL MOOC on e-learning quality | EFQUEL

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

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


Via Harvey Mellar
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The MOOC on Learning how to Learn | MOOC Report

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

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


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

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

Via Susan Bainbridge
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juandoming's curator insight, July 19, 7:29 AM

add your insight...

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

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

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The 6-step guide to flipping your classroom - Infographic

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

Via Ana Cristina Pratas
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A Comprehensive Checklist of The 21st Century Learning and Work Skills

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

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

 

Learn more:

 

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

 

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

 


Via Gust MEES, Alfredo Corell, Peter Bryant
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Alfredo Corell's curator insight, July 18, 1:57 AM

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


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

Javier Antonio Bellina's curator insight, July 19, 6:14 AM

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

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

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

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Prezi - Mastering the Prezi zoom

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

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


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

El zoom de Prezi.

John Rudkin's curator insight, July 28, 1:01 AM

Great series of Prezi tutorials

Maru Peltonen's curator insight, July 28, 5:36 AM

Prezit ilman huimausta, jess!

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edshelf - Socially curated directory of education technology

edshelf - Socially curated directory of education technology | Learning & Mind & Brain | Scoop.it
A socially curated directory of websites, mobile apps, desktop programs, and electronic products for teaching and learning.

Via Beth Dichter
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Beth Dichter's curator insight, July 28, 6:19 PM

Edshelf is a great tool for teachers and learners, and it needs help from those who use it, or those who might want to use it in the future. Joyce Valenza, who write NeverEndingSearch, wrote an excellent post that describes the issues that edshelf is confronting, #saveedshelf: a new model. Helping the developers on our team.

It is rare that I advocate for people to support a tool that requires payment, but in this case it is a great tool, and there are some who will choose to support it. This link goes to a Kickstarter campaign that has been started. It includes a video where the founder describes how edshelf started, and unsolicited feedback about the value of this product. If you have used edshelf, or think you would like to in the future, consider making a donation.

Benita Soto Carlton's curator insight, July 28, 9:25 PM

great info for class

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Why The Future Of Education Involves Badges

Why The Future Of Education Involves Badges | Learning & Mind & Brain | Scoop.it

Higher education institutions are abuzz with the concept of Open Badges. Defined as a symbol or indicator of an accomplishment, skill, quality or interest, Open Badges are not only a hot topic as of late, but are also debated by some critics as the latest threat to higher education. A closer look at this emerging trend reveals benefits for traditional institutions and alternative learning programs alike. Some advocates have suggested that badges representing learning and skills acquired outside the classroom, or even in Massive Open Online Courses (MOOCs), will soon supplant diplomas and course credits.


Via Alberto Acereda, PhD
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Twenty terrible reasons for lecturing

One reason for lecturers not responding to their everyday experience is, I believe, their ignorance of alternatives. If you can't imagine what else you might do than lecture, then it hardly matters what your everyday experience is telling you. Lecturing is taken for granted. Courses are designed around lecture topics. Knowledge is packaged in our heads in one-hour-lecture-sized chunks. Why is this?


Via Nik Peachey
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Nik Peachey's curator insight, July 27, 12:23 AM

Every lecturer should read this.


Leona Ungerer's curator insight, July 27, 12:57 AM

Wonder what more recent literature would suggest (on lecturing as a teaching tool).

Heidi Hutchison's curator insight, July 27, 4:42 AM

All educators should read this! Great in thinking about presenting any info.Makes me think of all school faculty meetings and how we could do it differently!

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Metacognition | Center for Teaching | Vanderbilt University

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

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


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Jimena Acebes Sevilla's curator insight, July 26, 11:17 AM

Meta-conocimiento... 

niftyjock's curator insight, July 28, 3:26 PM

Being a man, I'm very poor at reflection, but by breaking it into metacognitive practices helped me think about my thinking. 

David Baker's curator insight, July 29, 3:13 PM
The recommendations for developing a “classroom culture grounded in metacognition” are great teaching insights and this serves as a powerful link to the research. The following excerpt is one nugget."Giving Students License to Identify Confusions within the Classroom Culture:  ask students what they find confusing, acknowledge the difficultiesIntegrating Reflection into Credited Course Work: integrate short reflection (oral or written) that ask students what they found challenging or what questions arose during an assignment/exam/projectMetacognitive Modeling by the Instructor for Students: model the thinking processes involved in your field and sought in your course by being explicit about “how you start, how you decide what to do first and then next, how you check your work, how you know when you are done” (p. 118)

To facilitate these activities, she also offers three useful tables:

Questions for students to ask themselves as they plan, monitor, and evaluate their thinking within four learning contexts—in class, assignments, quizzes/exams, and the course as a whole (p. 115)Prompts for integrating metacognition into discussions of pairs during clicker activities, assignments, and quiz or exam preparation (p. 117)Question"
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Where is machine intelligence going? What do super intelligences really want?

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

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


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

 

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

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

 

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

 

Changing your own code

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

 

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

 

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


Via Dr. Stefan Gruenwald
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The Neuroscience Behind Stress and Learning

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

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


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

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

 

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

 

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

 

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

 

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

Andrea Stewart's curator insight, July 26, 9:09 PM

Not surprising. don't we all remember mor when we are excited about the situation? Involvement.

Terri Rice's curator insight, July 30, 8:39 AM

"Where students of all ages retain the kindergarten enthusiasm....[for] the joy of learning".... Now that is what I hope for in my students everyday. That joy and enthusiasm. Now we know this type of joyful, playful atmosphere enables better imprinting of information into accessible memories. Let's get back to kindergarten thinking!

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Designing eLearning to Maximize the Working Memory

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

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

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

Sections include:

* Working Memory as a Learning Tool

* Designing eLearning to Maximize the Working Memory

* Manage Capacity

* Effective eLearning Activities

Each of these sections includes at least one additional resource.

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

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

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

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A round-up of interactive video options

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

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

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


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

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

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

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

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Peggo - Record beautiful MP3s from YouTube

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

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


Via Nik Peachey, WebTeachers
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Bart van Maanen's curator insight, July 14, 2:54 AM

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

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

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

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

A great way to get YouTube audio only.

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What is Learning Analytics? – Infographic

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

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


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

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

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

a simple but useful infographic!

John Lemos Forman's curator insight, July 20, 7:55 PM

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

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Looking Ahead: The Future of the Internet

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

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

add your insight...

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

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

Victor Juarez's curator insight, July 27, 8:12 AM

Un futuro de ciencia ficción, mas cerca gracias a Internet.

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

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

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


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

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

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

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

Mark Treadwell's curator insight, July 27, 12:47 PM

A great list of elements that contribute to a good prompt. Prompts initiate curiosity via the stimulation of the release of hormones that trigger astrocytic cells (75% of all brain cells) in the brain to trigger neurons to map and automate complex neural patterns we call ideas and concepts. MT

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

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

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

 

 

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