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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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Comparing Asynchronous and Synchronous Learning by Andrew Hughes

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

Choosing between synchronous and asynchronous learning

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

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

For example:

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

 

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

 

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

 

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

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

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

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

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

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

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

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15 Tips For Facilitating Online Discussion

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

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

15 Tips For Facilitating Online Discussion

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

10 Prompts to Stimulate Conversation

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

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The case for agile pedagogy

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

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

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

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

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

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

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

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

Why competency-based education matters.

 

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


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

 

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

 

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

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

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Preparing for Higher Education 2030 featuring George Siemens

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

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


Via Dr. Susan Bainbridge
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Prompts to Help Students Reflect on How They Approach Learning

Prompts to Help Students Reflect on How They Approach Learning | Learning & Mind & Brain | Scoop.it

By: Maryellen Weimer, PhD in Teaching Professor Blog

 

"One of the best gifts teachers can give students are the experiences that open their eyes to themselves as learners. Most students don’t think much about how they learn. Mine used to struggle to write a paragraph describing the study approaches they planned to use in my communication courses. However, to be fair, I’m not sure I had a lot of insights about my learning when I was a student. Did you?
As fall courses start to wind down, it’s an apt time for reflection. Here are some pithy (I hope) prompts that might motivate students to consider their beliefs about learning."


Via Dennis T OConnor
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Dennis T OConnor's curator insight, November 12, 11:38 AM

Maryellen Weimer provides us with a list of well crafted and thought provoking prompts for reflection.  This kind of thinking (and responding) is essential for both students and teachers.

sian etherington's curator insight, November 24, 9:40 AM

Reflecting on your own learning as a teacher is very helpful for thinking about your own students' learning and your own approaches to teaching.

Claire Brooks's curator insight, November 24, 5:01 PM

good prompts for developing reflective practice about self as learner. Might work in with some aspects of Learning Analytics too.

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Ten Hottest Disruptive Technologies in Higher Education

Ten Hottest Disruptive Technologies in Higher Education

Via ғelιх c ѕeyғarтн, Vladimir Kukharenko, Peter Mellow
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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
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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.

Dr. Laura Sheneman's curator insight, November 23, 10:40 AM

Indispensable tool for anyone who trains.

Becky Roehrs's curator insight, November 23, 4:14 PM

The free version doesn't record audio, so use Jing which is free but only records 5 minute videos. Otherwise, pay for Screencast-O-Matic or pay for Snagit (Educator license)..Snagit has lots of features for screenshots and no limits on your video length.

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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.
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Cesar Oswaldo Cesaroswaldo's curator insight, November 22, 8:27 PM

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

Carlos Rodrigues Cadre's curator insight, November 23, 10:07 AM

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Updated E-Learning Definitions

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

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

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

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

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

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

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

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

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

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


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

AÑADA su visión ...

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Learning To Learning: 7 Critical Shifts

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

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

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

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Open Educational Resources (OER): Resource Roundup

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

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

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

 

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

 

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

 

 


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

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BE VOCAL: Characteristics of Successful Online Instructors


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Digital Citizenship & Internet Maturity (Middle & Highschool Level) - Framework


Via Ana Cristina Pratas
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Take screenshots and screencasts for free, with Jing

Take screenshots and screencasts for free, with Jing | Learning & Mind & Brain | Scoop.it
Jing captures anything you see on your computer screen and lets you share it instantly. Sign up for your free account!

Via Dr Peter Carey
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Dr. Laura Sheneman's curator insight, November 24, 9:25 AM

I love this tool!  Free, quick, and easy to use.

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5 Heutagogical Tips to Empower Lifelong Learners Online

5 Heutagogical Tips to Empower Lifelong Learners Online | Learning & Mind & Brain | Scoop.it
This post is for educators and instructional designers who want to learn more about heutagogy and implement strategies that empower lifelong learners online. We’ll cover it all and leave you with five actionable tips to guide your instructional design process.

----------------------------------------------------------------------------------

With it’s roots in andragogy, heutagogy puts mature learners in the driver’s seat, as the final stop in the learning continuum. In Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self Determined Learning, Lisa Marie Blaschke writes, “in a heutagogical approach to teaching and learning… Emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workforce.”

-------------------------------------------------------------------------------------

Tip 1: Don’t Just Teach Content, Explain the Learning Process
Tip 2: Conduct a Needs Assessment
Tip 3: Offer Courses Asynchronously
Tip 4: Offer Bite-sized Learning
Tip 5: Enable Collaboration, Encourage Discussion

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Raquel Oliveira's curator insight, November 24, 1:33 PM

Adoroooo discussão sobre eveoluçào da Andragogia 

Para um projeto educacional heutagógico, algumas premissas são essenciais:

1- Não preocupe-se em ensinar somente o conteudo. Inclua o processo de aprendizagem do tema.

2- Contemple um auto assessment

3- Ofereca cursos offline

4- Ofereca um pedacinho de aprendizagem como degustaçao

5- Permita colaboracao e encoraje discussão.

#avancee

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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!

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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.
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Carlos Rodrigues Cadre's curator insight, November 23, 10:07 AM

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Simon Ladurée's curator insight, November 24, 11:06 AM

Suite de Wired sur les objets connectés !