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Communities of Practice about New Learning Environments
Building new learning strategies with coaching and collaborative planning
Curated by Barbara Bray
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Rescooped by Barbara Bray from Transformative Technology Coaching
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Technology Integration Matrix

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below."


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Rescooped by Barbara Bray from Gamification of Learning
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How Games Can Influence Learning | MindShift

How Games Can Influence Learning | MindShift | Communities of Practice about New Learning Environments | Scoop.it

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Rescooped by Barbara Bray from Gamification of Learning
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Augmented Reality and M-Learning

Augmented Reality and M-Learning | Communities of Practice about New Learning Environments | Scoop.it

Every day, you walk down the same street. You walk past the buildings, see the crowds and yawn.  But on this day, you decide to use your smartphone and look down on t...


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Rescooped by Barbara Bray from Communities & Collaboration
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RSC e-Assessment: Using e-Portfolios to create a learning community and to support assessment and reflective practice - at the Royal Conservatoire of Scotland (formerly the RSAMD)

RSC e-Assessment: Using e-Portfolios to create a learning community and to support assessment and reflective practice - at the Royal Conservatoire of Scotland (formerly the RSAMD) | Communities of Practice about New Learning Environments | Scoop.it

Using e-Portfolios to create a learning community and to support assessment and reflective practice - at the Royal Conservatoire of Scotland (formerly the RSAMD)


Via Kristina Schneider
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Rescooped by Barbara Bray from Inquiry and Digital Literacy
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School Library Monthly - Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry

School Library Monthly - Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry | Communities of Practice about New Learning Environments | Scoop.it
The digital world, much like any new or changing environment, demands an assessment of the situation and development of new ways of thinking or working.

Via Shawn Hinger
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Rescooped by Barbara Bray from Gamification of Learning
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Rules of Engagement: How Gamification is Changing the World

A keynote on the amazing potential of gamification that was delivered at the MindTrek 2011 Conference in Tampere, Finland in October 2011.


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Felipi Medeiros Macedo's curator insight, July 2, 2013 3:48 PM

A basic view of common concepts in gamification, many of which should be avoided in certain circumstances.

Rescooped by Barbara Bray from Communities & Collaboration
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Knoco stories: Push and Pull in Communities of Practice

Knoco stories: Push and Pull in Communities of Practice | Communities of Practice about New Learning Environments | Scoop.it

This is a comparison of two communities of practice.

 

In one of them, the content is 80% or more "knowledge push". Most of this content either comes from the administrator or from the manager, and it consists of thought pieces or of snippets of news or links to articles. Usage is low and only 3% of the target staff have contributed. This community is pretty dead, really.

 

In the second (a community of practice I subscribe to for research purposes, even though it's on a topic I don't work on) usage is high, contribution is high, and a check of the messages from the past month or two shows that 93% of the content is "knowledge pull." The content is from people in the business with a problem to solve or a question to answer or a need to fill. This is a very live and active community.

 

Why the difference?


Via Kristina Schneider
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Rescooped by Barbara Bray from Communities & Collaboration
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Using innovative social networking tools to foster communities of practice | eLearning

Using innovative social networking tools to foster communities of practice | eLearning | Communities of Practice about New Learning Environments | Scoop.it

The NDLR actively uses social networking tools as mediums of communication and collaboration, which have successfully helped to foster and maintain over thirty active communities of practice enabling members to communicate with each other, collaborate on the development of reusable learning objects and share best practice teaching and learning initiatives, which have resulted in the development of over 20,000 open and reusable learning objects. The use of social networking features within the NDLR communities supports best practice in the development of quality education resources and facilitates national collaboration, irrespective of the institutions that academics are representing. The community areas are self-moderated by community members, allowing academics to collaborate and work on their own initiatives in their own free time with other community members. Due to the support and success to the social networking aspects of the NDLR community areas, the NDLR will continue to develop and enhance existing social networking features and technologies based on the needs of the NDLR community.


Via Kristina Schneider
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Rescooped by Barbara Bray from Inquiry and Digital Literacy
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Digital Inquiry

Digital Inquiry | Communities of Practice about New Learning Environments | Scoop.it
Students have to progress beyond being literate about information, and even beyond being able to use information fluently, to being capable of inquiry that generates new understandings. The digital environment presents ...

Via Shawn Hinger
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