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The Unwritten Rules of Attention-Getting eLearning Design

The Unwritten Rules of Attention-Getting eLearning Design | Learning & Mind & Brain | Scoop.it

Getting a learner’s attention is a holy grail among instructional designers and learning professionals. Attention, after all, is key to controlling the amount of time necessary to maintain information in “working memory.” In short, attention directs the outcome of learning.

 

Attention, however, isn’t as simple as you think it is. There are many factors that influence it; motivation and anxiety to name a few. There is, more importantly, a complex scientific process behind it. A part of the brain, for instance, focuses attention, it acts as a filter that sorts out important from unimportant information. It’s called the Reticular Activating System (RAS).

 

Here are some attention-specific guidelines to help you get started:

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Rule #3: Understand that People Read Differently On Screen

 

Experts agree that we read differently on a computer screen. Many of them would even argue that we don’t read but scan. But let’s forget about verbs and talk about the how instead. How do people read on screen? The answer will guide you in planning the design. It will help you strategically place important elements on screen so that they get the most attention from learners.

 

In 2007, the Poynter Institute released the “Eyetracking the News” study. Its findings still apply today. It revealed, among others, that you can grab attention through navigational or directional tools, graphics or photos and headlines. But you can only do so in a fraction of a second to a few seconds. Why? Because people scan first before they decide to read. They look at the most important parts, check which is worth reading and then make a decision. Will they stay or switch off? Make it easier for learners to stay and focus. Here's how:

- Present an idea as simple as possible. It should be easily digestible or understandable.

- Start with the most important things first. Assume that your readers has less than five minutes.

- Break your content into small chunks. Don’t break just for the sake of “breaking.” Break for the sake of helping learners better understand your content.

 

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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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Is Social Media Transforming Behaviours And How We Work ?

Is Social Media Transforming Behaviours And How We Work ? | Learning & Mind & Brain | Scoop.it
How Social Media Transforms Behaviours And Will Transform Work As the astute already realise, we are currently going through a period of tremendous change.

...

Solis explains that while computers, laptops, mobile phones and even the internet have not fundamentally transformed how we behave, in fact social networks and social media have. Solis argues that all of our previous change was still managed in a “command and control” style and all of it was guided to drive productivity. However, changes in social media and mobile and particularly the two combined as well as cloud and real time data has changed all of this. It has led to a transformation in the working world. And Solis believes that the decisions that we make now will impact what is possible (or not) in the future.


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Mohmed Ali's curator insight, Today, 5:23 AM
SOLUTIONS FOR SOCIAL JUSTICE AND COMMON GOOD ALLOVER THE WORLD. Kind attention to all Jewish,Christians,Muslims and all other communities in the world Holy Quran is containing of 6666 verses which are dedicated  to angles by God. Out of it 87% of verses are related to Histories of Prophets and Wars , Earthquakes, Floods and Famine which affected the people who were residing at the time of Prophets . Muslims in the world are reciting whole Quran verses  frequently in all the Muslim countries and countries wherein muslims  are residing . they are affecting by  wars , Disasters , Tsunami , Earthquakes , Climate changes , loss of business , terrorism and also creating other problems with other communities  on the reasons that 6666 Quranic verses are handled  by angles in the world in accordance with Quranic Verses 42:51,52 According to Quranic verses 39:17, 18  and 55 , It is revealed  that  whole quran verses cannot be recited except very important verses can be recited towards social justice and common good for the purpose of peace , unity , health , wealth , faith , inter-faith , climate changes , improving business and stopping off disasters and terrorism and accordingly we have posted messages of God and also our research paper at www.goldenduas.com for the same purpose in accordance with all the international laws as follows: Now, the people of Jewish and Christians are saying that Quran is False, which itself established enimity between Muslims and these two communities not to attain peace in the world that Muslim is the second largest population in the world and they are following Quran Versus in the world.                                             The above communities shall find out the Quran Versus 5:8, 5:33, 5:49, 5:72 and also Isaiah verse 27:6. In the Quran Versus 7:138 as follows:[7:138] And We caused the people who were considered weak to inherit the eastern parts of the land and the western parts thereof, which we blessed. And the gracious word of thy Lord was fulfilled for the children of Israel because they were steadfast; and We destroyed all that Pharaoh and his people had built and all that they had erected. Quran Verse- 7:168 - as follows:[7:168] And remember the time when thy Lord proclaimed that He would truly raise against them, till the Day of Resurrection, those who would afflict them with grievous torment. Surely, thy Lord is quick in retribution, and surely He is also Most Forgiving, Merciful. Zechariah Versus - 14.2 & 14.3 - as follows14:2                 For I will get all the nations together to make war against Jerusalem; and the town will be overcome, and the goods taken from the houses, and the women taken by force: and half the town will go away as prisoners, and the rest of the people will not be cut off from the town.14:3                 Then the Lord will go out and make war against those nations, as he did in the day of the fight. In the Quran Versus - 17:4 to 17:8 - as follows: [17:4] ‘O ye the progeny of those whom We carried in the Ark with Noah.’ He was indeed a grateful servant. [17:5] And We revealed to the children of Israel in the Book, saying, ‘You will surely do mischief in the land twice, and you will surely become excessively overbearing.’ [17:6] So when the time for the first of the two warnings came, We sent against you some servants of Ours possessed of great might in war, and they penetrated the innermost parts of your houses, and it was a warning that was bound to be carried out. [17:7] Then We gave you back the power against them, and aided you with wealth and children, and made you larger in numbers. [17:8] Now, if you do well, you will do well for your own souls; and if you do evil, it will only go against them. So when the time for the latter warning came, We raised a people against you to cover your faces with grief, and to enter the Mosque as they entered it the first time, and to destroy all that they conquered with utter destruction. In the above, versus of Zechariah and also Quran Versus which are similar in nature to solve social justice and common good between these communities. Please visit and view the messages and research paper posted at http://www.goldenduas.com in the interest of social justice and common good in the world and spread the same to each and every corner of the world for discussion and to attain peace and unity in the world.  Nowdays, all the governments in the world or collecting huge taxes from tax payers and the same are utilizing for the purpose of peace in the world, but no result. The tax payers are suffering to improve their business and life. The following points may be taken in account to solve all the world challenges and disbute.Proposal to the United Nations relating to International Peace and Security to authorize Under Article 96(2) of the Charter of the United Nations. Hello,Our research report  is in conformity with Under Article 1(1) and 7 of the Charter of United Nations and the same maybe authorized by the General Assembly of the United Nations  in accordance with U/A 96(2) of the present Charter and U/A 2(2), 5(1),6(2),11(2),13(1), 15(1) (a) (c), 16(2) (a),(b),& 18 of the International Covenant on Economic, Social and Cultural Rights on the basis of U/A 33(1), 55(c), 70, 71,73(a) of the present Charter and accordingly  the research paper ought to have been debated with Vatican, World Churches Council, Commission of Churches on International Affairs, Jewish Foundation, Islamic Supreme Councils , researchers of UN and all the International bodies for the following reasons:“Reporting of world peace solutions between Christians,Jews and Muslims in the worldWe are here with attached our research report towards international peace and security for perusal and considerationsSince we are the independent and voluntary  researchers with out dependency of finance either from the government or any other agency, on the reasons that we are following Social Justice and Common Goods - Policy Paper of World Council of Churches and also By-laws of the Commission of the Churches on international affairs. Our researchers mainly follow the principles and rules laid down by the above important policy and rules.Under Articles 2.4, 3.6, 3.10&11, 8.1(b) of the By-laws of the Commission of the Churches on international affairs, we have posted our research report in United Nations Global Compact which containing of solving of problems between Christians, Jews, Muslims and Hindus in the world. In accordance with Articles 3.12 of the above By-Laws, it is a duty of commission of Churches to maintain and provide for the maintenance of contacts with International bodies such as the United Nations and its agencies include regional bodies and other non governmental Organisations, which will assist in the attainment of the aims of the Commission. The matter has being brought it to the notice of the World Churches Council and the Commission of the Churches asked its notice on the matter to the United Nations for your appropriate decisions. ?The World Churches Council Policy Paper on Social Justice and Common Goods is the best policy to the World peace and unity solutions, which has been published on 22 March 2011 and the same is in accordance with Psalm 85. The Church cannot succeed if it, isolates itself, Not only must Christians reach out to Muslims and other faiths in the spirit of ecumenism, but there is a need to embrace other people of different philosophical convictions. This requires ideological tolerance, maturity and self assurance in what one believes in. Such coalition building is made easier by choosing issues that unite organizations and movements and which have less potential causing divisions. At the same time we need an honest and inventive method of dealing with differences. The global movement for economic justice relies considerably on policy analysis and research conducted by hundreds if not thousands of academics researchers and scholars. ?Our consequences of the changing power relations in today's world is that there is more room in the public sphere for the affirmation of collective values and principles, experience proves that an informed public opinion can be powerful today, and can change governments public and international agendas. Again Churches are challenged to make use of this opportunity. They need to read the signs of time and to make their voices heard by responding to peoples cries for justice and dignity, and by speaking truth to the powers- whoever and wherever their may be. ?Christians do not have ready made answers and solutions to propose. The Bible offers guidelines (love, sharing, justice for the poor) but does not defined one "Christian" economy or "Christian" politics. ?Churches and Church related organizations can initiate public debates and largely use media means to reach a broader constituency, furthermore, regional thematic discussions can be facilitated with the ecumenical family. WCC should develop specific analysis depending on the context. ?What are theological implications for commodification common goods? ?How shall we ensure the participation all people in managing common goods in the world? ?How do we deal with power imbalances in the world? ?How can the ecumenical family engage itself effectively and in a coherent and convincing way in addressing global power imbalance? ?How can WCC lead a climate change campaign with social justice as a focus? ?What kind of collective values can be draw for the Churches to guide them in addressing the problem of commodification of common goods? ?The above questions have been answered in our research materials available at http://www.goldenduas.com and alsohttp://www.facebook.com/research of international development solutions and the same are to be discussed by the Churches, public and all its organizations in the interest of public safety, peace, unity, health, wealth, faith, interfaith ?                 Under this circumstances, it is just and necessary that UK, USA, Cambridge, Churches on the International Affairs are requested to accept our research paper and also our research organization as an organization under other faith category to assist the commission to achieve its goal of International Peace and climate changes solutions for the benefit of world community especially Christians, Jewish and Muslims, under the by-law 3.11 of CCIA. In view of the aforementioned submissions in the interest of maintenance of International Peace and Security, UN may be pleased to authorize our organization in the name and style of` Research on International Development Solutions `and also our research report in confirmatory with U/A 96 of the present Charter read with U/A 23 of the International Covenant on Economic, Social and Cultural Rights and thus render Justice.  Now, Palestine Muslims are fighting with Israel , both countries are affected and innocent people are killed frequently which is against the Quranic verses 7:137 & 5:33 that no one can claim Israel Government areas which is a place of Israel People but not Muslim or Christian and they can only Allow worship in the Holy Places of Israel . These facts has not been Discussed for amicable solutions of social justice and common good by United Nations to respect Gods word . It is pertinent to note that why the jewish people are affecting the Muslims is mention the Quran 7:167 ? And the same should be taken into consideration by jewish people in the world in the interest of social justice and common good on the light of the research paper posted  at our website www.goldenduas.com and render justice.  Your successU. Ibrahim Ali,Researcher International Development Solutions
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MOOC U: The Revolution Isn't Over

MOOC U: The Revolution Isn't Over | Learning & Mind & Brain | Scoop.it

Whether MOOCs follow through on their pledge to alter higher education and, in the process, reduce costs and improve outcomes for everyone depends on whether colleges and the MOOC providers tackle the difficult questions facing them in the next few years while they are out of the media spotlight.



Via Alberto Acereda, Ph.D.
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Maslow and Student Motivation

Maslow and Student Motivation | Learning & Mind & Brain | Scoop.it
There is no such thing as an unmotivated student. All students are motivated by something in school. The problem is that they might not be motivated by the things you'd like them to be motivated by...

Via Beth Dichter
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Beth Dichter's curator insight, September 29, 6:37 PM

Another question that has one looking at Maslow's Hierarchy of Needs, this time with the primary question geared to students: Why do students try in school?

Below are the five areas and what may be motivating the student.

* Survival - "I am in danger here or at home. I'm motivated by fear (intrinsic)."

* Self-care - "I'm motivated to stay afloat and avoid more work (extrinsic).

* Belonging - "I'm motivated by friends, family, and parents (extrinsic).

* Esteem - "I'm motivated because it makes me feel good about myself (both).

* Self-actualization - "I'm motivated in school because its important work (intrinsic)."

In each of the five areas you will find four to six statements that provide more depth to the statement.

Tony Meehan's curator insight, Today, 2:40 AM

Very interesting table linking Maslow to levels of student motivation

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How to use open source tool Xerte | Opensource.com

How to use open source tool Xerte | Opensource.com | Learning & Mind & Brain | Scoop.it
An excellent, easy to use, open source alternative is Xerte, a learning object creation tool developed by the University of Nottingham.

Via Kathleen Cercone
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Diversifying the Role Course Content Plays

Diversifying the Role Course Content Plays | Learning & Mind & Brain | Scoop.it

By: Maryellen Weimer, PhD in Teaching Professor Blog -

 

We all pretty much agree that we try to cover too much material in our courses, programs, and majors, but the thought of leaving things out often causes personal and profession anguish. We argue with ourselves that a certain piece of content is too important to cut, and our students need to know the information to pass certifying exams and to get jobs. Then there are departmental expectations. Most courses establish knowledge bases for subsequent courses. Our colleagues are depending on us. We further complicate matters by making course and instructor reputations a function of content quantity. A decrease in the amount covered means lower standards and a dilution of the intellectual currency of the course. Bottom line: We know we’ve got a problem, but these realities and our thinking have us backed into a corner.


Burkholder asks a question that creates some space in which to move. “What should the role of content be?” I vote for multiple roles.

-


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Dennis T OConnor's curator insight, September 27, 11:35 PM

Useful insights that might shake up your assumptions just a bit. 

Donna Farren's curator insight, Today, 10:57 AM

Great insight coming at a great time!  I just said to a colleague I have about 5 days worth of content ready for a two and a half hour training!  How to scale back is always my dilemma.  Especially in introductory classes - how much is enough to get people going?  I appreciate this post and will refer to it often. 

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Lifelong Learners: How Teachers Develop New Skills and Improve Their Practice | Tech Learning

Lifelong Learners: How Teachers Develop New Skills and Improve Their Practice | Tech Learning | Learning & Mind & Brain | Scoop.it
The Resource for Education Technology Leaders focusing on K-12 educators. Site contains a Software Reviews Database, articles from Technology & Learning Magazine, articles from Educators in Educators' eZine, Event and Contest listings, Reader suggested Web sites, and weekly news updates on education technology leaders.

Via Helen Teague
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Helen Teague's curator insight, September 28, 12:23 PM

Just as teachers and parents want students to keep learning, administrators want teachers to keep improving. Here’s a look at how schools and districts make it easy for teachers to continue their learning. - See more at: http://www.techlearning.com/features/0039/lifelong-learners-how-teachers-develop-new-skills-and-improve-their-practice/55247#sthash.0EbWszar.dpuf

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Integrated Studies Research Review | What Is Integrated Studies?

Integrated Studies Research Review | What Is Integrated Studies? | Learning & Mind & Brain | Scoop.it
Learn why and how integrated studies can be effective and get recommendations for evidence-based practices and programs.

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Gust MEES's curator insight, September 28, 2:52 PM

Pure THEORY, BUT anyway worth to read...


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The art of choosing

The art of choosing | Learning & Mind & Brain | Scoop.it
Sheena Iyengar studies how we make choices -- and how we feel about the choices we make. At TEDGlobal, she talks about both trivial choices (Coke v. Pepsi) and profound ones, and shares her groundbreaking research that has uncovered some surprising attitudes about our decisions.
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If only I could stop grading, teaching would really be fun - 4 Reasons Every Teacher Wants to Stop Grading

If only I could stop grading, teaching would really be fun - 4 Reasons Every Teacher Wants to Stop Grading | Learning & Mind & Brain | Scoop.it
1-Grading is long on time and short on reward

Unless you’re running a bubble test through a scanner, grading papers, labs, and projects can take an immense amount of time. For teachers who have 120 or more students, grading one assignment can take up to 10 hours. Then, the activity is returned, and many students say “Why did you give me a D?” Students with low grades blame the teacher, students with high grades take all the credit, and those in the middle–C grades–are happy to receive neither praise nor punishment. There’s very little return on investment here.

2-Grading is an inexact science

Some teachers love to argue that grades are fair, because they are based on a purportedly-objective formula. The problem is that all rubrics, numbers and letters are subjective. The teacher makes all of the decisions about the assignment and the assessment tool, leaving the student’s voice out of a non-existent conversation. In the end, opinion always plays a role. In many cases the teacher’s final judgment is subconscious. She doesn’t even realize that the only reason Emily got that A is because she’s perceived as an A student–just like Johnny has always been a D student, no matter what the numbers say.

3-Grading is nothing more than basic math, or is it?

My daughter recently got a D- on a 10-point quiz. She answered seven items correctly, and she forgot to answer one question. According to the teacher’s answer sheet, Lauren answered 70 percent of the items correctly, only to see a bright D- on her work. She actually cried, because she’s been conditioned by a traditional education system that anything less than a B means she’s stupid. In another school, her 70% would have been a C. Some teachers would have reminded her to answer the blank item, and her score could have gone to 80% and a B. This basic math can be manipulated many ways. Ultimately, the numbers say nothing about what Lauren learned that day–other than perhaps her teacher believes that she is a poor student.

4-Grading has absolutely nothing to do with learning

“She’s an A student,” was the guidance counselor’s description of a young lady I asked about one year. When I mentioned another student, she said, “Oh, he’s a D.” Just what do these letters mean? In 20 years as a classroom teacher, I’ve known A students who couldn’t put three coherent sentences together and often shrugged when asked to answer a complex question. They were very good at finishing assignments and giving back information on multiple choice tests. One year, I had a student who failed a grade and was steadily making D’s and F’s in his return to the seventh grade. I noticed this kid devoured books; he always preferred reading to other class work. He and I had some of the most thought-provoking conversations I’d ever had with a 12-year-old. To the average onlooker, he was a failure. To me, he was a brilliant young man, who hated traditional education. His grades said nothing about his learning, just as those A’s say little about the so-called “good” students.
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101 Things I've Learned So Far In Teaching - TeachThought

101 Things I've Learned So Far In Teaching - TeachThought | Learning & Mind & Brain | Scoop.it

 "The title is self-explanatory and the context is fairly clear. Well, actually it probably should’ve been title “101 things I think I think about teaching,” because what I think I think changes almost daily. Here we are nonetheless."


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5 Fresh PowerPoint Alternatives

5 Fresh PowerPoint Alternatives | Learning & Mind & Brain | Scoop.it

PowerPoint. Everyone’s used it, everyone’s heard of it, and a lot of people are pretty tired of it. Have you found yourself seeking an exciting new angle to approach your presentations from? If so, try these five fresh PowerPoint alternatives on for size.

 


Via Baiba Svenca
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Baiba Svenca's curator insight, September 27, 2:21 PM

Here are some surprising suggestions how you can present without using PowerPoint unless you need it to back you up.


Judih Weinstein Haggai's curator insight, September 28, 12:11 AM

Reminder that not every presentation needs a socko power presentation.  but if so, that's okay too

Alfredo Corell's curator insight, September 28, 8:38 AM
PowerPoint Alternative #1: Printed HandoutsPowerPoint Alternative #2: Flip-Boards / WhiteboardsPowerPoint Alternative #3: No SlidesPowerPoint Alternative #4: Mind MapsPowerPoint Alternative #5: Haiku Deck
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The Role of Servant Leardership in Faculty Development Programs: A Review of the Literature


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Dennis T OConnor's curator insight, September 19, 10:52 PM

Great ideas for faculty and program development for online schools at both the K-12 and College levels. 

Allan Shaw's curator insight, September 27, 8:00 PM

Servant leadership is useful and a necessary part of the repertoire of a good leader. As online learning grows, the use of this mode of leadership in this context of online learning is important. It fits well with the hoped for and planned development of a self directed and autonomous learner.

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Special edition on research on MOOCs in the journal ‘Distance Education’

Special edition on research on MOOCs in the journal ‘Distance Education’ | Learning & Mind & Brain | Scoop.it

Tony Bates:

 

"The August 2014 edition of the Australian-based journal, Distance Education (Vol.35, No. 2.), is devoted to new research on MOOCs. There is a guest editor, Kemi Jona, from Northwestern University, Illinois, as well as the regular editor, Som Naidu.
The six articles in this edition are fascinating, both in terms of their content, but even more so in their diversity. There are also three commentaries, by Jon Baggaley, Gerhard Fischer and myself."


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Dennis T OConnor's curator insight, Today, 12:56 PM

Tony Bates is a wise practitioner and one of the true pioneers in online teaching and learning.  This article includes his commentary on the articles published by the Australian journal Distance Education.  


For a research based look at Moocs, with a helping of commentary by highly experiences online teachers and thinkers... this is the place to start. 

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Making Friends With Failure

Making Friends With Failure | Learning & Mind & Brain | Scoop.it
There is a major disconnect between schools and the real world on the notion of failure. School teaches us there is only one answer for every problem. And if we don't get it, we are a failure. This dissuades students from trying -- they fear failure. We need to teach students how to make friends with failure.
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The Top 5 Blended And Flipped Classroom Tools

The Top 5 Blended And Flipped Classroom Tools | Learning & Mind & Brain | Scoop.it

Blended learning is an environment in which students study in a “blended” model of face-to-face instruction with a teacher and technology-based instruction to meet their educational needs.

 


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Nik Peachey's curator insight, Today, 2:37 AM

Well these wouldn't be my top 5 but this does give an interesting perspective.

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Silk – Publish your data online

Silk – Publish your data online | Learning & Mind & Brain | Scoop.it

Tired of sending out the same old static PDFs, spreadsheets or links from Google Docs?
Use Silk to make a fully interactive site that engages users and encourages them to play with your data.

 


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Baiba Svenca's curator insight, September 29, 1:51 PM

Silk is a cool tool for publishing your data online and make them interactive. Upload images, tables, videos, maps, spreadsheets, and create visualizations that can be embedded on other sites. Silk lets you collaborate with others.

At present Silk account, either individual or team account, is free.


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The Human Brain (HD full documentary) - History.com

Using simple analogies, real-life case studies, and state-of-the-art CGI, this special shows how the brain works, explains the frequent battle between instinct and reason, and unravels the mysteries of memory and decision-making. It takes us inside the mind of a soldier under fire to see how decisions are made in extreme situations, examines how an autistic person like Rain Man develops remarkable skills, and takes on the age-old question of what makes one person good and another evil. Research is rushing forward. We've learned more about the workings of the brain in the last five years than in the previous one hundred.

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PracTICE: Put Students In The Drivers Seat | How To!?

PracTICE: Put Students In The Drivers Seat | How To!? | Learning & Mind & Brain | Scoop.it

.PracTICE: Put Students In The Drivers Seat | How To!? Let us first have a look on WHAT is needed in the 21st Century from OUR Students, check the screenshot below, please. . . 

 

Learn more:

 

http://gustmees.wordpress.com/2014/09/06/digital-citizenship-internet-safety-and-cyber-security-advisory-board-run-by-students/

 


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Gust MEES's curator insight, September 28, 10:00 AM

.PracTICE: Put Students In The Drivers Seat | How To!? Let us first have a look on WHAT is needed in the 21st Century from OUR Students, check the screenshot below, please. . . 


Learn more:


http://gustmees.wordpress.com/2014/09/06/digital-citizenship-internet-safety-and-cyber-security-advisory-board-run-by-students/


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User Generated Education - How Educators Can Assist Learners in Developing a Growth Mindset

User Generated Education - How Educators Can Assist Learners in Developing a Growth Mindset | Learning & Mind & Brain | Scoop.it
The educator, as a growth mindset facilitator and coach, has a different, often unique, set of beliefs about students learning and growth. The following infographic shows (1) the common beliefs of an educator who promotes a growth mindset, and (2) some reflection questions about instructional practices that reinforce the growth mindset:

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How Big The Internet Of Things Could Become

How Big The Internet Of Things Could Become | Learning & Mind & Brain | Scoop.it

75 billion. That's the potential size of the Internet Things sector, which could become a multi-trillion dollar market by the end of the decade.

 

That's a very big number of devices that Morgan Stanley has extrapolated from a Cisco report that details how many devices will be connected to the Internet of Things by 2020. That's 9.4 devices for every one of the 8 billion people that's expected to be around in seven years.


To help put that into more perspective, back in Cisco also came out with the number of devices it thinks were connected to the Internet in 2012, a number Cisco's Rob Soderbery placed at 8.7 billion. Most of the devices at the time, he acknowledged were the PCs, laptops, tablets and phones in the world. But other types of devices will soon dominate the collection of the Internet of Things, such as sensors and actuators.


By the end of the decade, a nearly nine-fold increase in the volume of devices on the Internet of Things will mean a lot of infrastructure investment and market opportunities will available in this sector. And by "a lot," I mean ginourmous. In an interview with Barron's, Cisco CEO John Chambers figures that will translate to a $14-trillion industry.


Granted, Cisco has a lot of reasons to be bullish about the prospect of the Internet of Things: with product offerings in the router and switch space and a recent keen interest on building intelligent routing and application platforms right inside those devices, Cisco stands to gain a lot of business if it can get itself out in front of this newfangled Internet of Things.


It's not just Cisco talking up the Internet of Things: late last week, Morgan Stanley published a big 29-page research note on the topic that sought to at once define the Internet of Things and also quantify its size, growth and potential to make money.

 See also: Cisco Hearts Internet Of Things
Via Dr. Stefan Gruenwald
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Lexical Distance Among the Languages of Europe

Lexical Distance Among the Languages of Europe | Learning & Mind & Brain | Scoop.it
This chart shows the lexical distance — that is, the degree of overall vocabulary divergence — among the major languages of Europe.

The size of each circle represents the number of speakers for that language. Circles of the same color belong to the same language group. All the groups except for Finno-Ugric (in yellow) are in turn members of the Indo-European language family.

English is a member of the Germanic group (blue) within the Indo-European family. But thanks to 1066, William of Normandy, and all that, about 75% of the modern English vocabulary comes from French and Latin (ie the Romance languages, in orange) rather than Germanic sources. As a result, English (a Germanic language) and French (a Romance language) are actually closer to each other in lexical terms than Romanian (a Romance language) and French.

So why is English still considered a Germanic language? Two reasons. First, the most frequently used 80% of English words come from Germanic sources, not Latinate sources. Those famous Anglo-Saxon monosyllables live on! Second, the syntax of English, although much simplified from its Old English origins, remains recognizably Germanic. The Norman conquest added French vocabulary to the language, and through pidginization it arguably stripped out some Germanic grammar, but it did not ADD French grammar.

The original research data for the chart comes from K. Tyshchenko (1999), Metatheory of Linguistics. (Published in Russian.)
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9 Strategies To Maximize Your E-Learning Outcome

9 Strategies To Maximize Your E-Learning Outcome | Learning & Mind & Brain | Scoop.it
The very nature of Learning Management Systems allows for a host of customizations and unique strategies to be implemented, based on the needs of the institution using it. When implementing a LMS for training purposes, developing a strategy for its use can often be a daunting task. Indeed, the possible LMS strategies can be limited only by the imagination of those using it. However, usage trends can be utilized for the purposes of developing a list of the best, and most common, strategic directives.
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Honesty: The Plain and Simple Truth

Honesty: The Plain and Simple Truth | Learning & Mind & Brain | Scoop.it
The value of honesty cannot be overstated. It’s critical to always tell the truth or the truth will tell on you.

 

What would happen if lying were the norm? Spouses wouldn’t be able to trust one another; leaders wouldn’t be credible; and the news would be meaningless. Everything, and I mean everything, depends on honesty. That’s why it’s so critical to tell the whole truth and nothing but the truth.

 


Via Gust MEES
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Gust MEES's curator insight, September 27, 11:31 AM
The value of honesty cannot be overstated. It’s critical to always tell the truth or the truth will tell on you.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Character


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The Power of "I Don't Know"

The Power of "I Don't Know" | Learning & Mind & Brain | Scoop.it

At the start of each year, I have to train students that I will not be feeding them answers. I will not be having them copy notes from the board. I will not hand out copies of words and definitions for them to study. I will not hand them fill-in-the-blank paragraphs that we will all fill in together.

Rather, I will teach them how to develop questions. And when they ask me for answers, I will happily and without embarrassment, reply with, "I don't know."

I will also teach them that when I ask them a question it's OK if they say, "I don't know." I won't make them feel bad for not knowing the answer. Instead, I will spend vital time teaching them that when "I don't know" pops into one's head, it is the trigger to find out. For me, the guide in the room, that means making sure that my own attitude does not reflect our society's assumption that "I don't know" is a weakness.

"I don't know" has been so negatively ingrained that it can make a student feel powerless enough that just the mere inkling of it tickling their brain can shut down learning. But to make "I don't know" a more positive phrase takes targeted lessons in empowering students to conquer their own confusion. It's important to permit them confusion, to permit them to admit that the pathway before them is blocked with overgrown foliage and weeds. Then you hand them a mental machete to clear the way themselves.

One way to give power to an "I don't know" attitude is to teach internet literacy early and often, giving students the power to seek out answers themselves.

Today, I'm going to share the first three lessons I do to teach online literacy, and those that focus the most on harnessing the power of the search bar so that "I don't know" can really mean, "Wait! Let me find out!"

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Type Superfast With Real Time Voice Dictation in iOS 8 ~ makeuseof

Type Superfast With Real Time Voice Dictation in iOS 8 ~ makeuseof | Learning & Mind & Brain | Scoop.it

by Bakari Chavanu

 

"It’s time to do less typing and more talking with the new real time voice-to-text feature in iOS 8.


"Relatively little has been said about the new real-time dictation function in iOS, and in previous versions it may not have been worthy of the highlight. But with the recent iOS 8 update, Apple has restored bragging rights when it comes voice dictation and mobile devices.

"Past iOS dictation implementation wouldn’t show the text you dictated until you tapped the Done button, which meant activating the feature several times for long form dictation. Well, not anymore. For me, the new voice-to-text feature works more efficiently than Dragon Dictate on the Mac."

 

Jim Lerman's insight:

I have been a user of Dragon Naturally Speaking for about 8 years and have found it very, very useful -- both for myself and in teaching. Having an effective, "free" voice-to-text capability opens up fabulous opportunities for students to express themselves. The advent of easy voice to text moves writing in a whole new direction. I know because I dictated most of the last book I wrote and several recent  funding proposals. It takes awhile to learn how to dictate efficiently and effectively, which has little to do with the software learning your voice patterns and much to do with developing a different though process.


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Sandra Carswell's curator insight, September 28, 10:49 PM

I can see it now, students all over the library talking into to their phones, assuring me they are writing their papers. ;-)