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Teoría del Fluir (Mihaly Csikszentmihalyi)

MIHÁLY CSÍKSZENTMIHÁLY Nacido en 1934, es profesor de psicología en la Universidad de Claremont (California) y antiguo jefe del departamento de psicología en...
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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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Quick Look: 5 new technologies in classrooms today -

Quick Look: 5 new technologies in classrooms today - | |
We associate creativity with art, storytelling, and music. Yet virtually every science and discipline involves creativity in some way. To this end, ensuring students are exposed to avenues of creativity remains key even outside of art hour.

Considering most kids today can’t fathom a world without smartphones and other computer-driven technology, it’s a good idea for educators to seize on technology as much as possible. With limited school budgets it’s not always easy, but with every passing year, it becomes more and more feasible for school systems to be outfitted with tech.

Teachers are increasingly able to use the following technological resources to not only educate in general, but to help students ignite their own creativity.
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10 eLearning Tips from Michael Allen

10 eLearning Tips from Michael Allen | |
eLearning is no longer a new thing, although its virtues and capabilities are still widely misunderstood, unappreciated, and unrealized. Instead of the fear of dehumanizing instruction and learning that were actually helpful to push e-learning to be the best it can be, there’s now a drive to develop volumes of cheaply delivered training pretty much regardless of effectiveness. And there are many misconceptions or urban myths in the driver’s seat.
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Moving students from Consumers to Creators to Contributors

Moving students from Consumers to Creators to Contributors | |
The oft-shared John Dewey quote “Education is not preparation for life; education is life itself.” is one that resonates with progressive educators around the world. Our education system however, seems to have missed all of those tweets and Pinterest pins. In a recent podcast (listen below) with Getting Smart’s Emily Liebtag, I mentioned moving students from consumers to creators to contributors. Justin Tarte had said this in my TeachThought Podcast with him earlier this year and I appreciated that language. It certainly is a great step to shift our teaching and learning from having students just consuming information to the top of Bloom’s taxonomy where they are creating. That next step, however, where their creations are at least potentially adding value to their community and perhaps the world at large is powerful. While it’s true that our students are indeed the future, there are real reasons why we need to remember that they are also a big part of our today and our teaching and learning should reflect that.
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Introducción al Design Thinking: Una metodología práctica -

Introducción al Design Thinking: Una metodología práctica - | |
El Design Thinking o Pensamiento de Diseño es una metodología para la resolución de problemas abiertos y complejos aplicable a cualquier ámbito que requiera un enfoque creativo. Idris Mootee, en su libro Design Thinking para Innovación Estratégica, la define como “la búsqueda de un equilibrio mágico entre los negocios y el arte, la estructura y el …

Via Belén Rojas
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[PDF] Digital Literacy

[PDF] Digital Literacy | |

The New Media Consortium (NMC) has released Digital Literacy: An NMC Horizon Project Strategic Brief in conjunction with the 2016 EDUCAUSE Annual Conference. Commissioned by Adobe, the special report explores the advancement of digital literacy, which is sparking new thinking in higher education about how to best prepare students for the demands of the global technological economy.


This project was launched because there is a lack of consensus across the field about how to define digital literacy and implement effective programs. A survey was disseminated throughout the NMC community of higher education leaders and practitioners to understand how digital literacy initiatives are impacting their campuses. The NMC’s research examines the current landscape to illuminate multiple models of digital literacy — universal literacy, creative literacy, and literacy across disciplines — around which dedicated programs can proliferate a spectrum of skills and competencies. These initiatives have the potential to generate more excitement around learning for students, especially as their growing fluency enables deeper connections with others and equips them with a new lens to critically evaluate the world around them.


In analyzing the progress and gaps in this area, the NMC’s report has identified a need for higher education leaders and technology companies to prioritize students as makers, learning through the act of content creation rather than mere consumption. Additionally, the publication recommends that colleges and universities establish productive collaborations with industry, government, and libraries to provide students with access to the latest technologies and tools. All four recommendations are summarized below.

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8 steps for using Student Data to improve teaching & learning

8 steps for using Student Data to improve teaching & learning | |
There is evidence that effective use of data in schools can lead to dramatic improvements in instruction and learning. The challenges however are two fold; One – setting a consistent process; Two – developing targetted modifications in teaching

We’ve often heard the notion that schools have a lot of data on student learning but don’t effectively use it to improve teaching and learning. There is a clear factual basis for it, yet the statement implicitly assumes that it is ignorance and probably incompetence in schools that lead to this. The facts are otherwise and there are several barriers to effectively using data to improve student outcomes. Based on our experience of supporting schools in Dubai and Sharjah in becoming more data driven, we have listed key steps that school leaders can take to embed this practice across schools.
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Information vs Knowledge: 7 tips to transform Information into Knowledge in eLearning

Information vs Knowledge: 7 tips to transform Information into Knowledge in eLearning | |
As eLearning professionals, we're in a unique position to help people achieve their goals and broaden their horizons. Every eLearning course is a new opportunity to build essential skills and share innovative ideas. But how do we transition from merely delivering information to imparting knowledge? This article features a detailed explanation of information vs knowledge, as well as 7 tips to help you transform information into knowledge.
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'The Freelancer's Manifesto' is something every student should know

'The Freelancer's Manifesto' is something every student should know | |
Someone once told me–and I wish I could remember who–that to either build my dreams, or that someone would pay me to build theirs, and few things have driven me more as a professional than that idea.

It is in that same light that James Shelley’s short and sweet and wonderful ‘Freelance Manifesto’ seems created. Many of the ideas will fly in the face of traditional ‘work ethic’, where Bill Gates will tell you that no one is too good to flip burgers, or your dad (or my mom) may tell you to ‘just be lucky you have a job.’

And while there is truth to both of these ideas, these are increasingly dated ideas, residue from corporate-based imperialism where greed is shrugged off as ‘smart business’ and the destruction of the health of communities and essential human expression is considered the ‘price to pay’ to ‘have a good job.’
DigitalDimension's curator insight, October 26, 6:25 AM
El Manifiesto del Freelance es algo que todo estudiante debería conocer.

Son 7 los principios inspiradores que el canadiense James Shelley establece como los garantes de la libertad del freelance. No querer ser pagado simplemente por contar el mensaje de otro, explotar la creatividad propia y algo que, como jóvenes aventureros que somos, compartimos en buena medida: "La vida ofrece demasiadas oportunidades como para conformarse con lo predecible; es demasiado corta como para gastarla en lo que nos es cómodo y conocido".

Feliz día!!

Chatbots for Learning

Chatbots for Learning | |
Chatbots can operate according to a set of predefined rules or, using machine learning, work based on various degrees of artificial intelligence. They can be accessed through chat tools — such as Facebook Messenger — or other types of messaging apps. Basically, a chatbot interacts with the user in the same way a live person would — through conversation. Theoretically, the bot gets smarter as it interacts with more people and learns new things, which opens up some fascinating instructional avenues to explore.

The learning applications for chatbot technology on desktop or mobile learning may be in the early stages, but the possibilities could be transformative. Having an available, accessible subject-matter expert dramatically changes several aspects of what experts in learning and performance do, such as:
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Design Thinking: New innovative thinking for new problems

The problems designers, business owners, and engineers face today are in a whole new level of scale compared to the challenges we’ve faced in the past few decades. In a largely globalised world, where the changes in economic and natural resources can be felt halfway around the globe, our challenges are becoming more intertwined with the systems that connect us all. To solve the new wave of problems we face today and in the future, we need a new kind of thinking, a new approach towards innovation. Design Thinking is a large part of that new approach towards innovation, as it allows people, teams, and organisations to have a human-centred perspective, and yet a scientific approach, towards solving a problem. Tim Brown, CEO of the international design consultancy firm IDEO, makes this point in the introduction of his book, Change by Design:
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The 5 types of eLearning Interface Standards

The 5 types of eLearning Interface Standards | |

What makes eLearning interface standards so important? Well, when it comes to developing an eLearning course, each company has its own process and courseware designers and developers around the world design courses in their own style and use their own standards. This may affect the quality of the eLearning course. However, there are certain industry standards that can be used to maintain the consistency and quality of eLearning courses. These standards include:

  • Interface Standards.
  • Compatibility Standards.
  • Production Quality Standards.
  • Instructional Design Standards.

These courseware standards are drawn from the basics of learning elements, adult learning principles, and the learning styles. In today’s article, we will see the first cluster of standards, i.e. interface standards. eLearning interface standards address the relationship of the learner with the courseware. Let us see what these standards address.

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7 important ways that the web has changed Writing Skill requirements

7 important ways that the web has changed Writing Skill requirements | |
Do a bit of research on the impact that the Web has had on writing, and you will find plenty of articles moaning about millennials and their use of ‘text speak’. It’s a shame that the conversation on this topic has been so rather narrow, because the truth is that the web has changed our expectations in some very profound ways. These changing expectations mean that the definition of literacy itself is changing. Educators who focus on simple literacy instead of digital literacy may be leaving their students at a disadvantage.

Following are seven ways in which the web has altered expectations when it comes to writing skills.
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Not working, out loud

Not working, out loud | |
I am a proponent of working out loud and see it as an essential connector between personal knowledge mastery and organizational knowledge management, as it helps make organizational knowledge explicit. John Stepper has recently advanced the idea of working out loud with his book on the subject. Many others are now practicing it: #workoutloud.
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[Encuentro] Seminario Internacional 2016: Formación docente inicial y continua

[Encuentro] Seminario Internacional 2016: Formación docente inicial y continua | |
El encuentro tendrá lugar los días 8 y 9 de noviembre de 2016 en el Centro Cultural de la Ciencia, Tecnología e Innovación Productiva, Godoy Cruz 2270, Ciudad Autónoma de Buenos Aires.  

La UNESCO y el IIPE vienen subrayando la prioridad de la temática docente en cuestiones vinculadas con la formación de calidad, el desarrollo profesional, las condiciones que definen la carrera y otros aspectos a ser tenidos en cuenta para el diseño de políticas en la materia.   
La problemática de la formación docente, debe ser comprendida en marcos amplios, que contemplen los desafíos de escenarios complejos para la educación. En el caso de la formación continua o permanente, es menester identificar políticas que promuevan la actualización de los docentes a lo largo de su trayectoria, atendiendo a la vez, a las demandas de los sistemas educativos.  
A través del sitio web del seminario Ud. podrá registrarse y seguir los paneles de expositores en simultáneo durante el evento. 
Participarán del encuentro: Gloria Calvo (Colombia), Cristian Cox Donoso (Chile), Monserrat Creamer (Ecuador), Ricardo Cuenca (Perú), Mariano Fernández Enguita (España), María Figueroa (Colombia), Laura Fumagalli (Argentina), Ana Laura Martínez (Uruguay), Sylvia Schmelkes del Valle (México), Emilio Tenti Fanfani (Argentina), Cecilia Veleda (Argentina).
El seminario se desarrollará bajo la forma presencial abierto al público, con transmisión simultánea por Internet. La participación es libre y gratuita y se otorgará certificado de asistencia para ambas modalidades.  
El seminario abordará los siguientes ejes:
  • Políticas de formación docente inicial y continua en América Latina.
  • Ser docente hoy en América Latina: desarrollo profesional y carrera docente.
  • El conocimiento requerido para la toma de decisiones: los aportes de la investigación. 
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Understanding the difference between eLearning and mLearning

Understanding the difference between eLearning and mLearning | |

The need to disseminate education efficiently imposed that classrooms should no longer be confined within four walls. So distance learning came into being. Then as technology evolved, lessons were not only delivered to mailboxes (the ones on the curb) but also reached learners on their computers. Thus eLearning developed. And now, because learners are no longer tethered to their desks (the rise of the remote and mobile workforce), learning is being delivered to their hand-held devices where they can consume it on the go.


Although e-Learning and m-Learning are used synonymously in many quarters, the two modes of learning differ in many aspects. As a learning designer, you must know all about the two formats so that you can create effective instructional content for each.

We've gone over tons of articles that talk about the differences between eLearning and mLearning, so we've created this blog post to save you time doing your research. Here, we list down four of the main differences between both terms. 


Via Paige Brooks-Jeffiers, Ebba Ossiannilsson, Kent Wallén, steve batchelder, LLZ Uni Halle, Ines Bieler
Anbalagan Govindan's curator insight, June 23, 6:42 AM
Share your insight
Armando's curator insight, June 24, 5:52 AM
Understanding The Difference Between eLearning and mLearning
Serge G Laurens's curator insight, Today, 3:15 PM
Understanding The Difference Between eLearning and mLearning!

25 Story Ideas for eLearning

25 Story Ideas for eLearning | |
Many of the stories you write will come from the real-world situations relevant to the topic you are teaching. But what if you want to get a little more far out? What if you truly want to get learners engrossed in a fictional tale?

Some fiction authors say they keep a list of inspiring story ideas that they can access when needed. I think that we need to start doing that too. Your inspiration list can be culled from television and online shows, movie plots, history, documentaries, timely news events, personal experience and experiences of friends and associates.

To get things started, I culled ideas from film and fiction writing books and websites. Then modified some of them a bit. Here’s the list of story ideas for eLearning.
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Restructuring the classroom to create an integrated Learning Environment

Restructuring the classroom to create an integrated Learning Environment | |
Today’s classroom should no longer be limited to a box with four walls. Students now know that school isn’t the only place to learn. They come to class every day, bringing their own independent learning experiences and expectations.

We have all seen the video where a toddler is sitting with a picture book, repeatedly pressing her finger down on the page and not understanding why the image doesn’t change. How do we actively engage her in our schools?

Rather than just incorporate technology, we need to think about the new ways our students learn and build the best environments to support creativity, critical thinking and future learning. Advances in technology have allowed children to see that there are no boundaries to limit their natural, human tendencies for learning and curiosity. Our classrooms should reflect that.
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Integrating Technology into the Classroom (part I)

Integrating Technology into the Classroom (part I) | |
Even 20 years ago, some of the technological perks we have available in the classroom couldn’t have been anything more than a figment of the imagination. How can educators and students make the most out of all these novel technologies? Here are just a few technology-powered trends in education, and a brief note on how these trends affect K-12 education today.

The Information Era began some decades ago. Since its inception, though, it has dramatically changed the way we educate our children. We live in a world of rapid change and the resemblance to yesterday is fleeting.

There are so many ways that academics are enhanced by technology that simply did not exist ten years ago. Today, students can benefit from online learning modules if a major illness or suspension keeps them at home. For students who are struggling under the academic and social pressures of traditional schooling, online learning provides an alternative to stay on track from the comforts of home.
Edumorfosis's insight:

To integrate technology into the teaching traditional setting is not the solution. It's much better to transform the classroom first to integrate the different techno-social applications of students.

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Schools as Ecosystems

Schools as Ecosystems | |
Buchanan’s insight has significant implications for the way schools integrate teaching around fixed and growth mindset. He further asserts, “Today, a growing community of educators are using this ecosystems perspective to rethink the purpose of school fundamentally. At the core of this community is a simple question; what does it mean to be successful in life? As Albert Einstein argues, “Try not to become a man of success, but rather try to become a man of value.” Rather than being driven by individual gain, this community is finding there is the real value, in being of value - to themselves, to others, to nature and the future. It is a purpose-driven mindset that is redefining success; from being the best in the world, to being the best for the world. It is the Benefit Mindset.”
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[PDF] Teacher vs Technology

[PDF] Teacher vs Technology | |
One of the great deceptions of the 'digital age' is the idea that digital t chnologies lessen the need for hard work and generally improve people's working lives. Technology marketing will often promote the idea that new and exciting things simply get 'done' through digital technologies without the need for work at all. At best most people tend not to think about the work and labour involved in their use of digital technology. Yet the continued expansion of digital technology is intrinsically ent win ed with work.
The ongoing digitisation of society clearly involves substantial amounts of mental and manual labour, alongside significant shifts in the coordination and distribution of work. So what implications might these trends have in the world of education? While usually judged solely in terms of learning and pedagogy, education technology is a site where much education work is now carried out. In particular, the working lives of teachers are increasingly predicated around the use of technology. For example. school management systems such as Compass are used to organise and manage the day-to-day business of teaching, from distributing resources to monitoring performance. Alongside these institutional systems is the everyday use of office software such as email, Word, PowerPoint, Excel and electronic calendars. Lesson planning and delivery are bolstered by the use of Google, YouTube and the thousands of school-related apps available through iTunes and Google Play. Facebook and Twitter are valuable sources of professional support and development; sites such as Linkedln are important forums for career development.
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Teaching and Learning Analytics to support Teacher Inquiry

Teaching and Learning Analytics to support Teacher Inquiry | |
Teacher inquiry is recognized as a prominent method for data-driven reflection on-action. As Stremmel states, it refers to “a process that is conducted by teachers, individually or collaboratively, with the primary aim of understanding teaching and learning in context”. The ultimate goal of teacher inquiry is to improve the learning conditions for students.

As presented by Hansen & Wasson, teacher inquiry has been commonly outlined as a cycle of steps:
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A new business ideology

A new business ideology | |
As our organizations become inter-networked, and relationships create more of our value, we have to pay attention to intangible value, much of it requiring implicit knowledge. Neither of these are easy to measure.

Today, intangible assets, like knowledge, are over 80% of current market value. Because intangible assets do not have to be shipped and stored like real assets do, they increase the volatility of the marketplace, with larger and more frequent fluctuations over perceived value. Unlike tangible assets, intangible assets can be lost and gained quite quickly. At the same time, we are witnessing that company lifespans are decreasing, which also increases market volatility.
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What is innovative teaching?

What is innovative teaching? | |

This is not too a difficult question to address, because innovative teaching is good whether or not technology is used. A bad teacher does not suddenly become a good teacher just because technology is included into the mix. Nor does a good teacher need to always use technology to maintain their effectiveness. But before we discuss this question any further, we should define 'innovative teaching.' What is it, and how do we know a good, innovative teacher when we see one?

Via juandoming
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Should you read from paper or a screen?

Should you read from paper or a screen? | |
As e-books become increasingly popular, the debate over whether reading is best done on paper or screens rages (quietly) on. One 2013 study found that 10th graders scored significantly better on reading comprehension tests if they read a passage on paper rather than on a screen. Surveys also consistently show that people prefer paper, despite the rise of Kindles, Nooks, and other e-readers. Our fondness for books seems to stem from a variety of subtle factors that have become familiar to our brains. One is the physical experience of reading a book: turning its pages, touching the words, and literally feeling how much of a story remains by holding it. Both the entire book and the page prompt a mental mapping of words in our minds that is largely absent when we're scrolling or tapping to reach the next segment. However, other research indicates that lowered reading comprehension with screens is more cultural than innate: people who do prefer screens to paper books don't appear to suffer any detriment to their reading performance.
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