A Generation of Personalized Learners The data from the 2011 Speak Up survey demonstrates that by very young ages, students are using digital and, more increasingly, mobile technologies to collaborate with their peers.
What is Personalized Learning?
A personalized learning environment is one that puts a learner in control of her pathway. She becomes empowered to make choices about how she learns, what she learns, and how she demonstrates her proficiencies.
She is empowered to use the tools that are relevant to her and to express her findings through a variety of media. She is encouraged to share her work and to leverage the feedback of her community, of which she views herself a part, to improve her knowledge.
She views learning as a lifelong journey and sees the value in connecting what is produces today with where she will be five or twenty years from now.
Pezonalized Learning is working great, I did it with adults (25-75 years old) for 8 years long with 10 persons and 10 computers. It is possible and for me the best method of learning as the instructor works as a guide (a coach) who obeserves how the taught is getting made into practice and lets work the people in a group where anyone helps the other(s), learning by doing, dynamic in the class, knowledge transfer also by learners to learners (social learning), which gives also motivation to the learners to continue learning at home on their own pace, you don't even need to tell them to make homework as they have fun to learn and the success is guaranteed... I came out with 95-96% success of how the learners understood the taught, that is great!
After a certain time I checked back the taught by observing again how the learners did in practice by walking through the class and observing each alone on how they did on the computer, so I realized and saw the way they used to get to the final result... This showed me where I had to teach more, which I did by switching on the beamer and where I explained it again, on a different way as previous one, and so they learnt on the best possible way; they learned to have competencies, they were able to work alone! And even to teach the learnt to others ;)
Last spring, Dr. Corinne Weisgerber turned her undergrads into Guggenheim-like curators. After building personal learning networks that delivered subject-specific tweets and blog posts, her students chose the most salient content and arranged it online the way a museum curator might an art exhibit. Their goal was to design a learning experience that cut through the noise to bring the Internet’s best content to others.
The project arose from Weisgerber’s own experience curating content for students, which she and her St. Edward’s University colleague Dr. Shannan Butler shared at the second annual SXSWedu conference in March.
Today, they answer questions about why they think the museum curator is the perfect model for today’s educators (and students), and how you can become one too.
Robin Good: What does curation mean from an educational viewpoint? And what is the key difference between "collecting" and "curating".
Nancy White (@NancyW), a 21st Century Learning & Innovation Specialist and the author of Innovations in Education blog, has written an excellent article, dissecting the key characterizing traits of curation, as a valuable resource to create and share knowledge.
She truly distills some key traits of curation in a way that is clear and comprehensible to anyone.
She writes: "The first thing I realized is that in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through a) synthesis and b) evaluation of the collected items.
How are they connected?"
And then she also frames perfectly the relevance of "context" for any meaningful curation project by writing: "I believe when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate.
Themes have a common unifying element – but don’t necessarily explain the “why.”
Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important.
So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard."
But there's a lot more insight distilled in this article as Nancy captures with elegance the difference between collecting for a personal interest and curating for a specific audience.
She finally steals my full endorsement for this article by discretely inquirying how great a value it would be to allow students to "curate" the domains of interest they need to master.
Positive Education activities focus on building relationships, identifying one’s strengths, goal setting, mentoring, teamwork, overcoming challenges, perseverance and how to deal with success and disappointment with the aim of increasing mental resilience and wellbeing.
And it’s not only for the students. According to Weekes, teachers at Knox are also benefitting from the program being run by Dr Suzy Green and Paula Robinson from the Positive Psychology Institute and the program’s efficacy is being studied by the University of Wollongong.
Ruth Reynard, associate professor of education and director of the Center for Instructional Technology at Trevecca Nazarene University, explains how instructors can move beyond using Twitter to keep students up to date on announcements and...
Via Gust MEES
"Can ICT redefine the way we learn in the Networked Society? Technology has enabled us to interact, innovate and share in whole new ways. This dynamic shift in mindset is creating profound change throughout our society. The Future of Learning looks at one part of that change, the potential to redefine how we learn and educate. Watch as we talk with world renowned experts and educators about its potential to shift away from traditional methods of learning based on memorization and repetition to more holistic approaches that focus on individual students' needs and self expression."
Here at Educon yesterday, I had the chance to learn a bit more about design thinking from David Jakes. David's central point was that schools and teachers often get stuck in a "Yeah, but..." mindset when thinking about change.
Of course, we'd have to work to take active steps to redefine almost everything about our schools if a culture of "Do" is really going to be possible.
===> Grading will need to change -- from a focus on content mastery to a focus on demonstration of an ability to apply content in novel situations <===
Here is the outline of the main ideas we developed below :
1- Advantages of Facebook in Education 2- Facebook Tips for Teachers 3- Ways Teachers Can Use Facebook 4- Educational Facebook applications for Students and Teachers 5- Facebook Groups for Teachers and Educators to join 5- Facebook Privacy Issues and how to Work on Them
Curtis Bonk, professor emeritus at Indiana University, shares in this interview I did with him two years ago, what he thinks are the new skills required to teachers of the 21st century to leverage the power of the Internet for learning. And curation is among them.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.