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An Experimental “Meta-MOOC” Shaping the Future of Higher Education

An Experimental “Meta-MOOC” Shaping the Future of Higher Education | Learning & Mind & Brain | Scoop.it

When Professor Cathy Davidson of Duke University agreed to teach a Coursera course on the “History and Future of (Mostly) Higher Education,” which will launch on January 27, 2014, she was determined to see how the course itself could help others to think about the many forms and functions of higher education in the 21st century. Co-founder of the 12,000+ member network HASTAC (hastac.org), an open community dedicated to innovations in learning, Professor Davidson sent a notice around to other network members to see if others might be interested in exploring the same topic in a variety of ways. More than thirty different universities and institutions in North America and internationally responded, offering courses, webinars, hangouts, and conferences on the topic. Along with the participants in Professor Davidson’s Coursera MOOC, they will also be making their research publicly available through a number of collaborative, crowdsourced tools on the hastac.org site, including a wiki of learning resources, pedagogical innovations, and successful institutional changes worldwide.

 

 

Miloš Bajčetić's insight:
History and Future of (Mostly) Higher EducationAbout the CourseThis course is designed for anyone concerned with the best ways of learning and thriving in the world we live in now.  It's for students, teachers, professors, researchers, administrators, policy makers, business leaders, job counselors and recruiters, parents, and lifelong learners around the globe.  The full,  whimsical name of the class is: “The History and Future of (Mostly) Higher Education: Or, How We Can Unlearn Our Old Patterns and Relearn for a Happier, More Productive, Ethical, and Socially-Engaged Future.”  That subtitle is inspired by Nobel Prize-winning economist Amartya Sen who has said that "all education is vocational" in the sense that it is our job, as educators, to help train people for the vocation of leading better lives. 

Are we fulfilling that educational objective, from kindergarten to professional school?  Or are we training students with the methods, philosophy, and metrics designed for the Fordist era of the Model T?  Since 1993, when scientists made the Internet widely available, our lives, our work, our occupations, our culture, and our entertainments have changed tremendously.  Far too little has changed inside our educational institutions, in the US and internationally, to prepare us for the demands, problems, restrictions, obstacles,  responsibilities, and possibilities of living in the world we inhabit outside of school.  This course addresses one key question:  How can we all, together, work to redesign higher education for our future... not for someone else’s past?

Bonus: Students enrolled in this Coursera course will also be invited to many onsite and online events, workshops, and conferences offered by more than fifty learning institutions around the world, as part of an initiative on Shaping the Future of Higher Education.

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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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Twenty terrible reasons for lecturing

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


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Nik Peachey's curator insight, July 27, 3:23 AM

Every lecturer should read this.


Leona Ungerer's curator insight, July 27, 3:57 AM

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

Heidi Hutchison's curator insight, July 27, 7:42 AM

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

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Metacognition | Center for Teaching | Vanderbilt University

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

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


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Nancy Jones's curator insight, July 25, 10:41 AM

this is my new focus with technology. It is  NOT about the devices but about the pedagogy which is made more effective by acknowledging and learning how the brain works.

Ivon Prefontaine's curator insight, July 25, 7:13 PM

Learning about our learning is essential and helps us understand how to move the learning into new areas. It includes pedagogy which helps students find new pathways that are never the same one time to the next and is never the same for all students. Teaching and learning explore who we are and how not just what we learn and how we learn.

Jimena Acebes Sevilla's curator insight, July 26, 2:17 PM

Meta-conocimiento... 

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Where is machine intelligence going? What do super intelligences really want?

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

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


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

 

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

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

 

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

 

Changing your own code

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

 

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

 

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


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The Neuroscience Behind Stress and Learning

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

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


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Mirta Liliana Filgueira's curator insight, July 24, 6:55 PM

Neurociencia

Chris Brown's curator insight, July 25, 10:31 AM

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

 

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

 

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

 

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

 

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

Andrea Stewart's curator insight, July 27, 12:09 AM

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

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Designing eLearning to Maximize the Working Memory

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

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Beth Dichter's curator insight, July 22, 8:39 PM

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

Sections include:

* Working Memory as a Learning Tool

* Designing eLearning to Maximize the Working Memory

* Manage Capacity

* Effective eLearning Activities

Each of these sections includes at least one additional resource.

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

Nancy Jones's curator insight, July 23, 1:58 PM

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

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A round-up of interactive video options

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

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

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


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Rosemary Tyrrell's curator insight, July 22, 9:51 PM

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

Alfredo Corell's curator insight, July 23, 7:38 AM
  • Created for educators, EDpuzzle allows teachers to set up classes, to assign specific video lessons and to engage students in creating their own video lessons.  Analytics share which students watch, when they last watched, and whether they watched at home or at school.
  •  Mozilla PopcornMaker is a powerful multiple-layer video editor that invites users to remix videos to include pop-ups, text boxes, images, maps (even in streetview), as well as Wikipedia articles that continue to update.
  • ThingLink for video,  looks so promising.
  • eduCanon is an interactive learning platform into which teachers may embed questions and any html object.  
  • TED-Ed lessons offer educators the opportunity to customize a TED video to meet their specific instructional needs.
  • Write-on Video is an iPad app that allows users to annotate and animate videos and pictures, by arranging the elements into storyboards and slideshows enhanced by free-hand drawing, text boxes, stamps, and sound clips.
Becky Roehrs's curator insight, July 23, 10:31 AM

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

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Peggo - Record beautiful MP3s from YouTube

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

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


Via Nik Peachey, WebTeachers
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Bart van Maanen's curator insight, July 14, 5:54 AM

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

Julie Cumming-Debrot's curator insight, July 22, 5:25 AM

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

Joe Shimp's curator insight, July 25, 11:52 AM

A great way to get YouTube audio only.

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What is Learning Analytics? – Infographic

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

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


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Jan MacWatters's curator insight, July 20, 1:51 PM

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

Kiruthika Ragupathi's curator insight, July 20, 7:47 PM

a simple but useful infographic!

John Lemos Forman's curator insight, July 20, 10:55 PM

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

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Looking Ahead: The Future of the Internet

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

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Rose Marie DeSousa's curator insight, July 25, 12:54 PM

add your insight...

Kim Lindskog's curator insight, July 25, 5:11 PM

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

Victor Juarez's curator insight, July 27, 11:12 AM

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

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

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

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


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DPG plc's curator insight, July 23, 6:02 AM

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

Clare Treloar's curator insight, July 24, 8:08 PM

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

Mark Treadwell's curator insight, July 27, 3:47 PM

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

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

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

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

 

 

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Howard Gardner Quotes at BrainyQuote

Howard Gardner Quotes at BrainyQuote | Learning & Mind & Brain | Scoop.it

Enjoy the best Howard Gardner Quotes at BrainyQuote. Quotations by Howard Gardner, American Psychologist, Born July 11, 1943. 


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Gust MEES's curator insight, July 15, 5:49 PM

Enjoy the best Howard Gardner Quotes at BrainyQuote. Quotations by Howard Gardner, American Psychologist, Born July 11, 1943. 


Ivon Prefontaine's curator insight, July 15, 9:51 PM

Gardner's work is underutilized. Many of the quotes point to how important teaching really is in learning.

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


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EMOOCs 2014 Proceedings of the European MOOC Stakeholder Summit 20…

Proceedings of the European MOOC Stakeholder Summit 2014

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Curation as Digital Literacy Practice

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

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


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Gilbert Faure au nom de l'ASSIM's curator insight, July 25, 3:40 AM

was not aware that curation.... definition was born in 1990

lynnegibb's curator insight, July 25, 7:53 PM

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

N Kaspar's curator insight, July 26, 10:39 AM

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

 

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Will SOOCs eat MOOCs for breakfast? | Pearson Labs

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

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

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

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

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Who uses MOOCs and how?

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

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

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


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EFQUEL MOOC on e-learning quality | EFQUEL

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

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


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The MOOC on Learning how to Learn | MOOC Report

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

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


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

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

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juandoming's curator insight, July 19, 10:29 AM

add your insight...

Ivon Prefontaine's curator insight, July 19, 7:14 PM

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

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The 6-step guide to flipping your classroom - Infographic

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

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

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

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

 

Learn more:

 

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

 

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

 


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Alfredo Corell's curator insight, July 18, 4:57 AM

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


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

Javier Antonio Bellina's curator insight, July 19, 9:14 AM

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

Philippe-Didier Gauthier's curator insight, July 20, 12:55 AM

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

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Prezi - Mastering the Prezi zoom

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

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


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Mirta Liliana Filgueira's curator insight, July 18, 2:28 PM

El zoom de Prezi.

John Rudkin's curator insight, Today, 4:01 AM

Great series of Prezi tutorials

Maru Peltonen's curator insight, Today, 8:36 AM

Prezit ilman huimausta, jess!

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New Research: Students Benefit from Learning That Intelligence Is Not Fixed

New Research: Students Benefit from Learning That Intelligence Is Not Fixed | Learning & Mind & Brain | Scoop.it

"Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential."


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Rosemary Tyrrell's curator insight, July 17, 4:34 PM

New research on mindset. Definitely worth a read! 

Kathy Lynch's curator insight, July 17, 5:05 PM

Thx Beth Dichter!

niftyjock's curator insight, July 17, 6:04 PM

You can learn to be smarter, 

Rescooped by Miloš Bajčetić from E-Learning and Online Teaching
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The Importance of Asking Questions to Promote Higher-Order Competencies

The Importance of Asking Questions to Promote Higher-Order Competencies | Learning & Mind & Brain | Scoop.it
How to use open-ended, close-ended, and a double question technique to inspire deeper thinking in your students.

Via Dennis T OConnor
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Dennis T OConnor's curator insight, July 11, 11:46 PM

Here's a bit of online facilitation wisdom: "The Two-Question Rule: This means to follow a question with another question that probes for deeper understanding."


Author/Blogger Professor Maurice Elias does a fine job of explaining how questioning helps deepen thinking. 

Darleana McHenry's curator insight, July 18, 1:45 PM

I like asking open ended questions to see how students think,