Educational Leadership and Technology
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Rescooped by Ivon Prefontaine from Ιδέες εκπαίδευσης - Educational ideas
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Personalized Learning Through the Eyes of a Child

Personalized Learning Through the Eyes of a Child | Educational Leadership and Technology | Scoop.it
Pam Lowe, Personalized Learning Coach, wrote an insightful post about her young niece questioning why can't learning be personalized.

Via Kathleen McClaskey, Nicholas Fragkias
Ivon Prefontaine's insight:
The comment and question in the image are misleading. Systems are not people. They are made up of people. Teachers understand students are people who have faces, names, and stories. That is how we experience personalizing and realating with students.
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Lars-Göran Hedström's curator insight, March 15, 2:29 AM
Pam Lowe shares her story about her 4 year-old niece and her insight into personalized learning:
 
"Basically at the wise old age of four, the question my niece was asking me that currently many educators and schools are struggling to comprehend was,

“Why can’t learning be personalized?”

When a child can recognize the need for personalized learning, why can’t our education system? My niece is not viewing personalized learning as a buzzword or a fad. She is viewing personalized learning as a right that is due her as a learner." - See more at: http://www.personalizelearning.com/#sthash.yHJTVyEu.dpuf
michel verstrepen's curator insight, March 15, 3:20 AM
Pam Lowe shares her story about her 4 year-old niece and her insight into personalized learning:
 
"Basically at the wise old age of four, the question my niece was asking me that currently many educators and schools are struggling to comprehend was,

“Why can’t learning be personalized?”

When a child can recognize the need for personalized learning, why can’t our education system? My niece is not viewing personalized learning as a buzzword or a fad. She is viewing personalized learning as a right that is due her as a learner." - See more at: http://www.personalizelearning.com/#sthash.yHJTVyEu.dpuf
Stewart-Marshall's curator insight, May 17, 2:12 PM
Why can't learning be personalized?
Rescooped by Ivon Prefontaine from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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Is Learning Increasingly Self-Directed in the Digital Era?

Is Learning Increasingly Self-Directed in the Digital Era? | Educational Leadership and Technology | Scoop.it

and

y

It is vital that educators be trained to recognize and nurture self-directed learning using technology and be capable of creating learning environments that support it....

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine's insight:

Androgogy and pedagogy are different. Adults are able to know why they want to learn something or why they are expected to learn something. Can we say the same thing for 6 year olds?

 

@ivon_ehd1

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Abigail Yates Soto's curator insight, May 27, 2015 3:27 PM

"as early as the first century AD, Plutarch proposed that 'a learner is not a vessel to be filled, but a fire to be lighted.'" Indeed, many educational philosophers including Malcolm Shepard Knowles and Paulo Freire have echoed this sentiment of student as creator, not merely a receiver, of knowledge. My question is, building on the idea of "scaffolding" as described in this article, how can a teacher provide activities that present questions for critical thinking. So much benefit comes from face-to-face interactions and so much of self-directed learning does take place in the digital realm. How can the modern instructor merge these two roles? 

 

 
Emily K. Reuter's curator insight, July 24, 2015 1:01 AM

When it comes to online higher education, personalized learning is a concept for structuring classes that is in need of more research. In order to better define and classify personalized learning for proper application in the online classroom, how does self-direction fit into the equation? Is self-directed learning a necessary component of personalized learning? Take a peek at this article and identify both the similarities and differences between self-directed and personalized learning. Consider that  in light of their differences, perhaps personalized learning is only successful if students are self--directed by nature.

Rescooped by Ivon Prefontaine from Effective Education
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Reshaping Learning from the Ground Up

Reshaping Learning from the Ground Up | Educational Leadership and Technology | Scoop.it
Alvin Toffler tells us what's wrong -- and right -- with public education.

Via diane gusa, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

Although I think public School requires substantial change, I am more cautious than others about simply discarding what we have completely. What we have is antiquated and stuck in a time long gone, but it is part of the cultural apparatus. What Toffler suggests might work for some, but will it work for all?

 

 

@ivon_ehd1

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Rescooped by Ivon Prefontaine from Teacher's corner
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Education vs Learning - What Exactly is the Difference? - EdTechReview™ (ETR)

Education vs Learning - What Exactly is the Difference? - EdTechReview™ (ETR) | Educational Leadership and Technology | Scoop.it
Surely learning and formal education are not entirely the same thing? But what exactly is the difference?

Via Tom D'Amico (@TDOttawa) , Aki Puustinen, Suvi Salo
Ivon Prefontaine's insight:

There are two intertwined definitions of education and only one is included here. Educare is leading students out of child. Educere is allowing students to gain control over their learning and realizing they have support when needed. We have eliminated the latter replacing it with the instrumental version called learning which is what School is about.

 

@ivon_ehd1

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Terry Doherty's curator insight, August 9, 2014 10:51 AM

Nice comparisons and contrasts to make understanding easier.

Ness Crouch's curator insight, April 15, 2015 7:51 PM

Excellent read. I recommend taking a look at this article. Sometimes the lines between education and learning can be blurry. Time to clear that up.

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Solving the Innovation Alignment Challenge With an Ecosystem Approach | Office of Innovation and Improvement

Solving the Innovation Alignment Challenge With an Ecosystem Approach | Office of Innovation and Improvement | Educational Leadership and Technology | Scoop.it

“The lack of innovation in education is not due to a lack of creativity, but the misalignment of student and educator need to the market supply of innovations.” That’s the guiding premise of Innovate NYC Schools, a 2011 i3 Development grantee that is using technology to increase the degree of alignment and making students and teachers integral to the change process. The project is furthering the development and evaluation of the “Education Innovation Ecosystem,” a network of NYC schools, partner districts, solution developers, and investors that is helping to meet the STEM-related learning challenges of middle and high school students.

 


Via Sharrock
Ivon Prefontaine's insight:

This is written from an economic perspective. Ecosystems are not economies. They are natural and organic, which is kind of what the author is trying to get at. This requires a local grasp of what is to be done.

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Curation for Education: The Curator as a Facilitator

Curation for Education: The Curator as a Facilitator | Educational Leadership and Technology | Scoop.it

Via Robin Good, Alfredo Corell
Ivon Prefontaine's insight:

We know we have lots of self-appointed experts. They masquerade as facilitators as well.

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Patricia Montaño's curator insight, June 6, 2013 3:25 PM

¿Quién es quién?

Alfredo Corell's curator insight, June 7, 2013 6:44 PM

An expert always provides feedback on the next steps....

 

A facilitator... facilitates the student to learn from peer feedback and self reflection

Begoña Iturgaitz's curator insight, June 13, 2013 11:44 AM

focus on chart. The other ideas are the ones we've been dealing with for...ten years?

Nire iritziz taula da  interesgarriena. Gainerako ideiek +10 urte? dauzkate.

Rescooped by Ivon Prefontaine from Innovative styles in educatio
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Resources for the Classroom

Resources for the Classroom | Educational Leadership and Technology | Scoop.it

A Pinterest board with ideas, tips, news, innovations, professional development courses and other resources for teachers in the classroom.


Via Stewart-Marshall, Ivo Nový, Anna Hu , Maree Whiteley, Swati Lahiri
Ivon Prefontaine's insight:

It is good to see that Multiple Intelligences might make a come back

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Rescooped by Ivon Prefontaine from Pedagogy and technology of online learning
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A Strong Case for Uncommon Learning

A Strong Case for Uncommon Learning | Educational Leadership and Technology | Scoop.it
Eric Sheninger’s newest book, Uncommon Learning, explores the necessary changes our schools must make to be more relevant for students’ needs today.

Via Adrian Bertolini, diane gusa
Ivon Prefontaine's insight:
An interesting concept is that good teachers teach the wrong things very well.

The teachers I am interviewing tell me that teaching and learning are only separated by a thin membrane which is very permeable. What does that mean in schools, for teaching, and for learning?
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Adrian Bertolini's curator insight, April 7, 8:13 PM
Technology is a tool to enhance learning outcomes, and when used appropriately, it is not the tool that matters, but the learning and experiences we can provide for our students that matter most.
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Education in the Digital Era: opening a discussion on quality

Education in the Digital Era: opening a discussion on quality | Educational Leadership and Technology | Scoop.it

New technologies have made massive changes in our way of life, including in education. Within the education field, the effects of technology touch almost every area of practice, including curricula, pedagogy, and assessment. What's more, it is changing the needs and expectations of learners. The traditional modes of teaching are not adequate to meet the needs of today's students in terms of the competencies and skills that they will need for the future. 

 

The new normal of education is based on lifelong learning, open learning, and the use of open educational resources. Courses are expected to be participatory, collaborative, and supportive of distributed intelligences. In this new state of normal, new education providers are emerging that can provide new solutions for the needs of learners in the digital era. 

 

Questions of Quality

 In the framework of new modes of teaching and learning from new providers, one of the big questions is that of quality. Some of the questions that we wish to address at the conference and in the pre-conference dialogue include:

 

· How can we identify and assess high-quality new content when it is developing and changing so rapidly?

· Which tools and which online learning environments best support quality of learning? 

· How can we be sure about the quality of the teaching approach or about the teacher's qualification and assessment?

· How can we develop a quality assurance mechanism that could ensure quality at all levels in formal, informal and non        formal education?

· Does EU need to provide some specific quality standards/guidelines in order to have a common understanding of what is good quality in Education?

· What is the current state of Quality in Education in Europe?

· Is there a European policy regarding Quality in Education?

 

Quality Assurance in Europe

 

In the current European quality assurance landscape, the European Parliament and Council has adopted a resolution promoting the uses of the European Standards and Guidelines for Quality Assurance  (ESG). The ESG is implemented in member states through independent quality assurance agencies that are registered with the European Quality Assurance Register (EQAR) for higher education.

 

The European Association for Quality Assurance in Higher Education (ENQA)  is an umbrella organisation which represents quality assurance organisations from the European Higher Education Area (EHEA) member states. ENQA promotes European co-operation in the field of quality assurance in higher education and disseminates information and expertise among its members and towards stakeholders in order to develop and share good practice and to foster the European dimension of quality assurance.

 

EQAVET is a community of practice bringing together Member States, Social Partners and the European Commission to promote quality assurance in vocational education and training. Two more important initiatives connected to quality in e-Learning and to Open Education are The European Foundation for Quality in e-Learning (EFQUEL) and Open Educational Quality (OPAL). 

 

Join the discussion

 

There are numerous ways to join the debate. Your thoughts, opinions, and questions are welcome:

· On this website, visit the conference page

· On Facebook, join the group

· On Twitter, use the hashtags #EdDigEra_quality, #EdDigEra or #OpenEdu


Via QLET, Harvey Mellar, Julie Tardy, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

The pace of change is such that eloquent questions which have no presupposed answers are essential to getting to the heart of learning and how to use the tools, old and new.

 

@ivon_ehd1

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QLET's curator insight, November 21, 2014 6:12 AM

"The EC and the Italian Presidency of the EU are hosting a high level conference on Education in the Digital Era on December 11th. The pre-conference dialog has already begun on various online platforms and you are all welcome to participate. The main topic of discussion is quality and relevance in learning."

Deborah Banker's curator insight, December 7, 2014 7:24 PM

Very interesting

Rescooped by Ivon Prefontaine from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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How Educational Technologies Improve Learning

How Educational Technologies Improve Learning | Educational Leadership and Technology | Scoop.it
Learn how technology can be used in schools to improve instruction, simplify a teacher’s work, or smooth operational challenges.

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine's insight:

Digital technologies do improve learning. That should not be at question. The question should be when does it improve learning? Is this the right context and situation for this technology?

 

@ivon_ehd1

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21st Century Learning

21st Century Learning | Educational Leadership and Technology | Scoop.it
This is the new buzz world this year in our schools. But, is it really new or is it just integrating the computer lab into the classroom? Or is it doing what some of the best teachers already do? T...

Via Elizabeth E Charles, Reucover
Ivon Prefontaine's insight:

Being as tech savvy as students means knowing when we do not know something and being open about it. Student voice needs to be taken into consideration along with the teacher voice in healthy dialogue. It is not all about technology. It is using it well and knowing when to use it well. 

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Lena Leirdal's curator insight, August 30, 2014 6:45 AM

27 ways to become a better 21st century teacher. Many interesting aspects, and I believe many teachers already follow many of these. However, some reminders are always useful and inspirational! I particularly like the suggestion to participate in conference calls around the world with your class. Or perhaps follow a MOOC, either with you students or to develop your own teaching further? 

 

(Check out this MOOC (in Norwegian) about smart learning http://www.mooc.no/course/smart-laering-2/

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The 21st-Century Digital Learner

The 21st-Century Digital Learner | Educational Leadership and Technology | Scoop.it

After hosting dozens of these conversations, I realize one thing: We just don't listen enough to our students. The tradition in education has been not to ask the students what they think or want, but rather for adult educators to design the system and curriculum by themselves, using their "superior" knowledge and experience.


Via Nik Peachey, Patty Ball, Bonnie Bracey Sutton
Ivon Prefontaine's insight:

Choice is important. The more I read Marc Prensky the more I think he makes sense in many respects and some of his ideas are workable in our schools and broader learning contexts.

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Aunty Alice's curator insight, October 24, 2013 5:27 PM

Just as speaking is the outcome of listening, so writing is the outcome of reading, not the other way round. Listening to the student should also include "listening" to their writing. ie., analyse what they are saying and how they are doing it.  When students evaluate their own work, the teacher should listen and guide them to ways of improving it, whether it be punctuation, paragraphing, spelling, or word or subject knowledge.  This is how we bring students on board and empower them to learn. 

Aunty Alice's curator insight, October 31, 2013 4:49 PM

Listening to students has two aspects; listening to what they say orally, and 'listening' to their writing which is only another way of talking, only through a code. Just as learning to speak is tied closely to listening to what is said and being exposed to words that help one to think better, so writing is the same  and relies on reading "or listening" to what others say and how they say it to express clear meaning. The two subjects, reading and writing, are closlely intertwined yet we compartmentalize them in the literacy curriculum. An example of adults thinking they know what is best for children.  

Nuno Ricardo Oliveira's curator insight, December 28, 2013 11:53 AM

The 21st-Century Digital Learner

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10 Predictions for Personalized Learning

10 Predictions for Personalized Learning | Educational Leadership and Technology | Scoop.it

Check out what Personalized Learning


Via Kathleen McClaskey, robinwb
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Serge Renard's curator insight, April 30, 2013 7:18 AM

http://proser.renard.free.fr/

Serge Renard's curator insight, April 30, 2013 7:20 AM

http://proser.renard.free.fr/

Thomas Salmon's curator insight, May 6, 2013 1:34 PM

Interesting, in other ways this could also be seen as framing learning as a constant performance of assessment. Where do you draw the line ?