instaGrok is an innovative educational search engine that combines sophisticated semantic technology with an interactive user interface to make learning more engaging, personalized and fun for everyone. instaGrok is used by hundreds of thousands of students, teachers and everyday people every month.
Mobile learning is used extensively by the corporate training world. According to Ambient Insight, the global market for mobile learning solutions stood at $8.4 billion in 2014. The market is likely to register a five-year compound annual growth rate (CAGR) of 11.3% and reach $14.5 billion by 2019. But, how can companies make the best use of this immensely popular learning format? What does it take to develop a good mobile learning course?
We grew up playing with toys that activated the most colorful realms of our imaginations. Our blocks were skyscrapers and galaxies — whatever we wanted them to be. We’re creating elegant, educational iOS apps to spark the curiosity of kids around the world today. In our apps, kids play and learn by diving into big ideas, seeing how things work, and making connections about the world they live in.
Augmented reality has become a way to engage studious people and to address learning disabilities. Because it can overlay digital content and information onto the real world, it opens up a new range of learning opportunities
Crucially, the outcome of being digitally fluent relates to issues of responsibility, equity and access. We all have the right to fully participate in a digitally-enabled education system and in an increasingly digitised society. If we work with fluency in the way we use technologies, we are able to keep ourselves safe online and take full advantage of life chance opportunities such as being able to apply for work, manage our finances, or be part of our local community
Writing is a pretty low tech activity. All you really need is a pen. So you don't need any of the following apps. But if you're a busy writer who enjoys things like eating and electricity, you'll find this list helpful.
El aprendizaje basado en la resolución de problemas o Problem-Based Learning (PBL) es una metodología que sitúa al alumno en el centro del aprendizaje para que sea capaz de resolver de forma autónoma ciertos retos o problemas. Esto le permitirá desarrollar las destrezas, habilidades y actitudes necesarias para afrontar situaciones de la vida real, y a construir y aplicar de forma eficaz el conocimiento, dotándole de significatividad. Te explicamos qué ventajas tiene esta modalidad de aprendizaje para que te animes a ponerla en práctica el próximo curso.
An increasing number of organizations across the globe are relying more on online learning as an effective means to train their globally dispersed workforce. Of course, it is not possible to have a great visual designer on board every time in order to create eLearning that is impactful; but you certainly don’t need one if you spend a little bit of time to understand what makes an eLearning course sell instantly.
Here are 7 Instructional Design tips that will help you create effective eLearning without having any formal training in Visual Design, or technical applications, and still manage to impress your target audience right away:
How can design make learning feel like less of a chore?
It’s not as easy as it sounds. Flat out, people usually won’t go out of their way to learn something new. Research shows that only 3% of adults in the U.S. spend time learning during their day.⊃1;
Think about that for a second: Despite all the information available at our fingertips, and all the new technologies that emerge seemingly overnight, 97% of people won’t spend any time actively seeking out new knowledge for their own development.
The only rational answer to the conundrum of curiosity is to disengage our educational system from standardized testing and common curricula. Curiosity does not hold up well under intense expectation. Give agency to teachers, with the explicit message to slow down and provide students time to wonder and be curious.
Young people and children may know how to operate devices but are not necessarily prepared to think digitally. The idea that the new generations are all “digital natives” is a fallacy. Interestingly, the school is now considered as THE place that should undertake the mission to prepare them for the challenges of the digital-by-default society in which they will live. But schools are not ready yet. For example, when one of my daughters recently started secondary school she was immersed in a new pedagogic model that is based on the use of a handheld device instead of books. The model came from a partnership with the industry and counted with the support of the school principal. Although I welcomed the initiative, I soon noticed a mix of new and old ways of teaching that weakened its effectiveness. The intention was great but it was not accompanied by an adequate preparation of teachers to act as learning facilitators. This is one of the major challenges for schools, in my view.
When we think of young people today we also deal with another contradiction. Many of them are unemployed; with some regions in Europe where as far as one out of two youths are unemployed. But at the same time, digital skills are increasingly demanded by the labour market (there will be about 825,000 ICT vacancies in EU by 2020). We tend to think that young people automatically have these skills. But they don’t. Therefore, digital literacy is becoming as important as traditional literacy and numeracy. Digital literacy is not only about the ability to use office or social media tools. It also implies understanding the logic behind it- what some call “computational thinking”- and this can be acquired, for example, by coding.
Another problem, as pointed out by many experts, is the lack of students in STEM (Science, Technology, Engineering and Mathematics) and this will only make the skills gap deeper. STEM studies are apparently not fashionable. So we need to make them more appealing, for example, by adding topics such as Arts or Creativity to stimulate interest and innovation in these fields. We can also work on better aligning university career plans to the labour market demands and expectations.
The book focuses on practical ways teachers can explore and exploit the potential of the vast web-based video resources that now exist on the internet. In addition to this the book offers guidance on how to encourage students to use video as a creative tool that can support their language learning. The book has 10 chapters beyond the introduction. These chapters focus on a range practical , theoretical and technical issues which should help the reader to fully utilise digital video in a range of contexts from the classroom, blended learning and all the way through to fully online delivery. The book contains: -: 315 full colour illustrations -: 26 embedded video tutorials -: 42 detailed activities with materials and links -: 17 Cool tools with step by step illustrated guides, video tutorials, suggested activities and getting started suggestions -: 70 pages of reviewed links to tools and resources -: Detailed tips and advice on pedagogically related aspects from choosing a clip and task design to paradigms for building video into your syllabus through a range of up to date approaches. -: An interactive glossary
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