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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 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!

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

Worth watching..

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

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

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How Teens Are Really Using Social Media | Edudemic

How Teens Are Really Using Social Media | Edudemic | Learning & Mind & Brain | Scoop.it

A lot of kids are using social media these days, and even if that isn’t surprising to you, it may be surprising to you just how many of them are using it and just how much. Leveraging these popular social media tools in the classroom is a no-brainer: everything from Twitter and Facebook all the way to Instagram have found their way into lesson plans across the globe. Whether you’re using all of the social media sites, some of them, or none of them at all, chances are that your students are using them.

The handy infographic takes a look at the social media use of teens and tweens: What platforms are they using and how much? What is appropriate for them? How can you monitor their use and ensure their safety? Keep reading to learn more

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MOOCs are closed platforms… and probably doomed

MOOCs are closed platforms… and probably doomed | Learning & Mind & Brain | Scoop.it
There is nothing wrong with closed platforms per se. The ancient Greek philosophers made a living by selling their lectures to paying customers. But most modern college campuses are remarkably open in contrast. In all likelihood, I can just show up for class on campus in most colleges in North America and attend lectures, for free. I do not need to provide an email address or a password. If there is room in the class, I can generally sneak in. Nobody will care. Why is that? Because we have learned that selling lectures is a tough business. It was different for the Greeks because so little was written down… but we live in an era where Amazon can deliver a textbook on any topic directly to your door within 48 hours. In this era, it is much better to sell diplomas and degrees. Unlike lectures, they have tangible financial value for the students. Some colleges also serve as meeting places, others provide an experience.

What colleges do not do, at least on campus, is to make money off course content. As it is, you can easily order all the textbooks you could possibly read on Amazon. You can join discussion groups about them. You sneak into lectures, or find tons of them online. There is simply little value in the course content.

Do not believe me? Run the following experiment. Make all courses tuition free. Students can enrol for free and if they pass the exam, they get the credit. However, they must pay $20 for each hour of lecture they choose to attend. You know what is going to happen? Nobody but the instructor will show up. How do I know? Because, as it is, with free lectures once you have enrolled in a class, most students never show up for class unless they are compelled to do so. Why would anyone think that it is going to be somehow different with pre-recorded lectures online? You know, the lectures colleges like so much? The truth is that there is only value at the margin for course content.

It is probably harder to make a living selling lectures than it is as a journalist, and it has become nearly impossible to live off journalism. The volume of great free stuff is just too high.

Colleges that try to lock down course content, let alone the content of their MOOCs, are signalling that they have no clue about the business that they are in.
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Analytics and Student Success Innovations in Higher Education

Diverse higher education institutions—from community colleges to private four-year colleges to large universities—are beginning to use advanced analytics to inform and power their student-success innovations. Come join this interactive dialogue to learn more about how exemplar institutions are approaching gaining deeper insights about what's working, what's not, and for whom; and deploying analytically fueled apps to the front lines to help more striving students learn well and finish strong.

 

Jim Lerman's insight: Excellent conversation


Via Jim Lerman
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Anyone Still Listening? Educators Consider Killing the Lecture

Anyone Still Listening? Educators Consider Killing the Lecture | Learning & Mind & Brain | Scoop.it
Though some teachers are still adamantly holding onto traditional formal lectures, many others are considering whether this is an ineffective and outdated model that no longer works in the information age.

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Peer instruction was first introduced by Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics, to his classes in 1991. Mazur, who found that this method helped students understand better, said lectures are much like musical concerts — they can still be appreciated, especially as a motivational tool. But what’s changed is that the lecture is no longer the only way to transfer important information. “Ever since the Middle Ages, the primary vehicle for conveying information was the lecture,” he said. “But this is the 21st century, and there are so many ways to convey information, it’s not the necessity it once was.” Students don’t learn by listening, they learn by doing, and Mazur points out that the brain’s “hard work” of learning has to be performed by the learner, not the lecture.


Via Dr Peter Carey
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Learning - How it Works & How to Do it Better

Learning - How it Works & How to Do it Better | Learning & Mind & Brain | Scoop.it
Full Article: http://trainugly.com/portfolio/learning/ Our brains our designed to learn the best when we're operating at the edge of our abilities, stretched...

Via Beth Dichter, Helen Teague
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Beth Dichter's curator insight, December 21, 8:49 PM

Learn why it is important to stretch your brain, to try new things (and to fail) and to continue to try and improve. Learn about our "Lizard Brain"  (also known as the amygdala),an important component of our brain that impacts how we learn, but the learning is related to the time when humans hunted in the wild. This part of the brain holds us back in many ways, and although it once protected us now it tends to hold us back.

What can we do about this? The video explores this and discusses some of the ways we can "dance" with this "Lizard Brain" and move from a fixed mindset to a growth mindset. For more information take the time to watch this video.

miracletrain 夢想驛站's curator insight, December 22, 6:00 AM
Learning sweet spots!!!
Helen Teague's curator insight, December 23, 9:28 AM

especially good at about 6 minutes in...  see also the trainugly.com website

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Over 800 E-learning Examples to Inspire Your Course Design

Over 800 E-learning Examples to Inspire Your Course Design | Learning & Mind & Brain | Scoop.it
One of the best ways to learn is by looking at the work others have done. We can see different ideas in action which causes us to think about how they were built and explore what we might do different with the same content.
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Strength in numbers ~ Stephen's Web

Strength in numbers ~ Stephen's Web | Learning & Mind & Brain | Scoop.it
So what's the link between Pearson and the PISA assessments? I don't know either, but after reading this odd post I begin to suspect there is one. Why is it odd? Well, first, it conflates the emergence of the World Wide Web with a political campaign, saying (erroneously) that they both "show the power of a shared ambition and a collective approach." The web is exactly the opposite of a "collective" approach; each site is developed independently, the only links between them being, well, links. So why this odd definition of "collective"? Because the author thinks it applies to PISA as well. "Every three years around 70 countries volunteer to take part in PISA, which looks at the skills and knowledge of 15 year olds." Well, yes, but they don't represent any sort of collective effort (otherwise we'd see Americans involved in the testing of Chinese students, and vice versa). And the respective countries don't share common goals. It's unlikely even that they share the definition of "skills and knowledge" imposed on them by PISA (because otherwise national curricula would reflect these same topics, which they do not). Since I presume that the author knows better than to make such facile comparisons, I conclude they are deliberate, which makes me suspect something is up.
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Learning’s first principle – the most important thing i learned this year

Learning’s first principle – the most important thing i learned this year | Learning & Mind & Brain | Scoop.it
I have spent most of my year straddled between different ideas of what it means to learn. I’ve worked with k-12 educators, with the province here in PEI, with science educators and crazy postmodern theorists. I want to talk about a thread that I’m seeing through all of my work at the moment. I see it in the (M)OOC work I’ve done for years, I’ve seen it in the ‘transition to university’ stuff I’ve been doing since 2007, and I hear it from educators chatting in bars, over christmas cakes, and at conferences. I’ve come to think of it as the ‘first principle’.
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MOOCs Lead to Massive Data Collection

MOOCs Lead to Massive Data Collection | Learning & Mind & Brain | Scoop.it

Students enrolled in Massive Open Online Courses (MOOCs) may be subject to mass data collection by private companies. MOOCs are made available through schools and universities, as well as private, for-profit businesses such as Coursera and nonprofit organizations like edX. These courses can offer additional stimulating material for high school students in advanced placement classes and even count towards college credit. However, when students enroll and participate in MOOCs, they can also unknowingly surrender a great deal of their private information.


Via Peter Mellow
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5 Facts About Montessori Schools | PrivateSchoolReview.com

5 Facts About Montessori Schools | PrivateSchoolReview.com | Learning & Mind & Brain | Scoop.it
Here are five facts about Montessori schools to bear in mind when exploring preschools and primary schools for your child.

Via Christine Macia Carter
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My 20 most popular posts in 2014

My 20 most popular posts in 2014 | Learning & Mind & Brain | Scoop.it
Here is a list of my 20 most popular posts in 2014 (as at 21 December) according to comments, and social shares (on Twitter, Facebook, LInkedIn etc). Thanks to everyone who commented or shared. Happy Christmas to all!
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That was the year that was for online learning: thank you and goodbye, 2014

That was the year that was for online learning: thank you and goodbye, 2014 | Learning & Mind & Brain | Scoop.it

Students need independent advice on online program quality The first two posts, plus, ‘Can you teach real engineering online?’, and ‘A student guide to studying online’, reflect the fact that many learners/students use the site. (The world’s largest supplier of online learning is Alison.com). From the many comments they post to these sites, these readers are looking for some kind of quality assurance about potential online programs. It’s sad that they come to my site, because I can’t and don’t want to act as some kind of rating agency for online programs. However, the comments on these posts do eventually form some kind of crowdsourced quality assessment. There’s obviously need for a good app for collecting together student reviews of online learning programs, so long as the site is independent of commercial pressure.


Via Harvey Mellar
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The lesson you never got taught in school: How to learn! | Big Think

The lesson you never got taught in school: How to learn! | Big Think | Learning & Mind & Brain | Scoop.it
A paper published in Psychological Science in the Public Interest has evaluated ten techniques for improving learning, ranging from mnemonics to highlighting and came to some surprising conclusions.
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6 Design Principles Of Connected Learning

6 Design Principles Of Connected Learning | Learning & Mind & Brain | Scoop.it
TEST The Learning And Design Principles Of Connected Learning
by Terry Heick
In 2015, no one should be hurting for compelling ed content.
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Why Talking About the Brain Can Empower Learners

Why Talking About the Brain Can Empower Learners | Learning & Mind & Brain | Scoop.it

Knowledge about how the brain works can make a big difference when confronting difficult learning situations. If you have a growth mindset and are aware of the ability to improve oneself, a challenge can be welcome (versus those with a fixed mindset who are averse to the failures a challenge may bring). Stanford University professor of psychology Carol Dweck, who has been leading the research in this field, discusses “The power of believing that you can improve” in this TED talk. In one example, she talks about students who made vast improvements on test scores once they learned about the growth mindset:

 

“This happened because the meaning of effort and difficulty were transformed. Before, effort and difficulty made them feel dumb, made them feel like giving up, but now, effort and difficulty, that’s when their neurons are making new connections, stronger connections. That’s when they’re getting smarter.”


Via John Evans
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The Skills That Will Get You Hired In 2015

The Skills That Will Get You Hired In 2015 | Learning & Mind & Brain | Scoop.it
It should come as no surprise that a college degree alone is no longer the golden ticket to a good career that it once was. It certainly helps, but the letters on your diploma are no longer a guarantee of a good job. In fact, employers are looking more at valuable soft skills, like teamwork and communication skills, when making hiring decisions.What employers want.The National Association of Colleges and Employers (NACE) recently released the results of a survey, in which they asked hiring manag

Via Dr Peter Carey
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What Students Do (And Don't Do) In Khan Academy ~ Dan Meyer

What Students Do (And Don't Do) In Khan Academy ~ Dan Meyer | Learning & Mind & Brain | Scoop.it

by Dan Meyer

 

"Khan Academy claims alignment with the Common Core State Standards (CCSS) but an analysis of their eighth-grade year indicates that alignment is loose. 40% of Khan Academy exercises assessed the acts of calculating and solving whereas the Smarter Balanced Assessment Consortium’s assessment of the CCSS emphasized those acts in only 25% of their released items. 74% of Khan Academy’s exercises resulted in the production of either a number or a multiple-choice response, whereas those outputs accounted for only 25% of the SBAC assessment.

Introduction

"My dissertation will examine the opportunities students have to learn math online. In order to say something about the current state of the art, I decided to complete Khan Academy’s eighth grade year and ask myself two specific questions about every exercise:"


Via Jim Lerman
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How To Build One Brain-Boosting Habit In 2015

How To Build One Brain-Boosting Habit In 2015 | Learning & Mind & Brain | Scoop.it

We never stop learning. But unlike our school days, when our brain is constantly challenged and exercised to become better, our adult lives don't make time for this. In 2015, give your brain a boost. It's easier than you think and takes only a few minutes of your life each day


Via Nik Peachey
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Nik Peachey's curator insight, December 23, 10:49 AM

Some great technology tips for helping to focus and boost your mind.

tom cockburn's curator insight, December 24, 6:08 AM
Worth a try
Johan van der Merwe's curator insight, December 25, 12:41 PM

Might be useful for reading

 

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Photos For Class - The World's Easiest Way to Download Properly Attributed, Creative Common Images

Photos For Class - The World's Easiest Way to Download Properly Attributed, Creative Common Images | Learning & Mind & Brain | Scoop.it
Are you looking for a safe and easy way to find images for school reports? Just search and download properly attributed, copyright free images.

G Rated Images - Photos for Class uses Flickr safe search, and we do a little filtering of our own to help it out - Read More
Easy Attribution - When you click download, Photos For Class automatically cites the author and the image license terms - Read More
Creative Common Images - All images shown are to the best of our (and Flickr's) knowledge Creative Commons licensed for school use

Via Dennis T OConnor, Sharon Murdoch, Juergen Wagner
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Luciana Viter's comment, November 26, 5:29 AM
Extremely useful! Thanks for sharing!
Luciana Viter's comment, November 26, 5:29 AM
Extremely useful! Thanks for sharing!
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Questions Before Answers: What Drives a Great Lesson?

Questions Before Answers: What Drives a Great Lesson? | Learning & Mind & Brain | Scoop.it
Lessons, units, and topics are more motivating when they begin with a question whose answer students want to know. Not only do great questions generate interest, they also answer the question that so many students wonder about: "Why do I have to learn this?" Finally, great questions increase cognitive organization of the content by framing it into a meaningful answer to the opening question.
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8 Gamification of Learning Mistakes You Need to Avoid

8 Gamification of Learning Mistakes You Need to Avoid | Learning & Mind & Brain | Scoop.it
Here are eight mistakes that have been made in gamification implementations. Learn what to do—and what not to do—when you implement your own gamified learning solution. 
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Article at the Open Badges in Education workshop

Article at the Open Badges in Education workshop | Learning & Mind & Brain | Scoop.it

When designing our badge system, we did a literature review to understand current approaches for using open bagdes in higher education courses. The following four approaches were identified:

* composite badges can be achieved by completing multiple assignments;
* activity-based badges can be awarded automatically based on measurable learning activities;
* grade-based badges are based on the grades that the learners have received;
* hierarchical badges are divided to several levels, some of which may be composite badges based on lower level badges.

Considering these approaches, we recognized that none of these were focused on learning outcomes. The Estonian higher education system has a strong focus on outcome-based assessment, therefore in our context the open badges should be also directly linked to learning outcomes.

We designed a badge system where the learning outcomes of the course and the assignments were connected to badges. The course had 7 learning outcomes, 8 assignments and 15 different badges. There was a basic knowledge badge for each of the six main topics of the course that was awarded for the blogging assignments. For group assignment on creating a digital learning resource the students were able to earn one of the three skills badges. Finally, there were six advanced knowledge badges for the literature review on a chosen topic.

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Let's talk about Ello, the New Social Network

Let's talk about Ello, the New Social Network | Learning & Mind & Brain | Scoop.it
Hello, Ello! Get to know the Un-Facebook, a new minimal and ad-free social network.

Via Official AndreasCY, Jim Lerman
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Official AndreasCY's curator insight, December 8, 5:17 AM

Ello offers an ad-free alternative that promises never to sell your information.

Jane Shamcey's curator insight, December 8, 5:51 AM

We care. We share. 

Wilfried Andral's curator insight, December 8, 5:53 AM

Worth the read: http://swyy.co/tCYGHg6

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The 20 Most Popular TED Talks in 2014 ~ Educational Technology and Mobile Learning

The 20 Most Popular TED Talks in 2014 ~ Educational Technology and Mobile Learning | Learning & Mind & Brain | Scoop.it
After releasing TED in Ideas a few days ago, TED shared today its selection of the most popular talks of 2014. Some of the talks featured here were also part of an earlier list I created yesterday entitled "Best 5 TED Talks for Educators". TED's list of this year contains 20 talks  covering a variety of topics from overcoming adversity to the latest in technology. Some of the talks I really enjoyed in this list are :

Via John Evans
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I believe in the 70:20:10 framework

I believe in the 70:20:10 framework | Learning & Mind & Brain | Scoop.it

Charles Jennings promotes a 70:20:10 framework for organizational learning, where on-the-job experiential/informal learning and social learning represent the preponderance of each employee’s overall learning. Only 10% is from formal learning activities.

 

The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.

 


Via juandoming, Edumorfosis, Jim Lerman
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María Dolores Díaz Noguera's curator insight, December 20, 3:40 PM

Agente de Cambio Que ayuda a Fortalecer el foco cultural de ... Alto Rendimiento y desarrollo continuo ...I believe in the 70:20:10 framework | @scoopit via @edumorfosis http://sco.lt/...

Ivon Prefontaine's curator insight, December 20, 7:15 PM

School is a challenging place to learn to be a teacher. We are often isolated and it is difficult to learn informally.

 

The concept is great and it takes effort to put it in place.

 

@ivon_ehd1

june holley's curator insight, December 21, 8:28 AM

True for networks too?