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[VideoReportaje] MOOC: el futuro de la universidad

[VideoReportaje] MOOC: el futuro de la universidad | |
learning world - Los cursos masivos y abiertos, también llamados MOOC, son cursos universitarios en línea donde todo el mundo puede inscribirse y obtener un certificado y al mismo tiempo…
Edumorfosis's insight:

Interesante reportaje que explica lo que son los MOOC, sus diferentes tipos y sus implicaciones en el contexto educativo superior...

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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What Schools of the Future could be like

Top 10 futuristic changes schools could make in the future of education.
Edumorfosis's insight:

La Escuela del Futuro nunca se verá en las Escuelas Tradicionales. Se verá más en las escuelas de las compañías privadas, firmas independientes y organismos educativos emergentes. Muy pocas escuelas modelo del sistema educativo público tendrán el privilegio de adquirir herramientas y recursos tecnológicos innovadores.

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4 simple ideas to use technology to engage students

4 simple ideas to use technology to engage students | |
Even with the best plans thought out in advance, things can come up that limit our time to try something new. There is nothing wrong with sticking to some of the same instructional strategies and using some of the same tools that were used last year. We all have methods and tools we use that are beneficial to our students. But summer does offer an opportunity to think about some new things to bring to our classroom and our students at the start of the new school year.

Because time is a factor, it can seem overwhelming to try too many new things at once. It is helpful to think about maybe just slightly altering how we used a certain tool or presented a topic in the prior year. Start by focusing on one thing at a time and see how it goes. The most important part is to remember that we want to implement something that will positively benefit our students. It should be something that has a true purpose and will amplify the learning experiences and potential for our students.
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8 Learning Design Principles from the Learnnovators and Quinnovation Project

8 Learning Design Principles from the Learnnovators and Quinnovation Project | |
Learnnovators joined hands with Quinnovation to develop a course on “Workplace of the Future”, which was recently shared with the learning community free of charge. The idea of the project was to develop a course under practical constraints and show that it is possible to adhere to good learning design principles
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Ed Tech as discipline

Ed Tech as discipline | |

There was an article that did the rounds a few days ago about Ed Tech should become a discipline. And last week Audrey Watters gave a tremendous keynote which touched upon why she felt it was a bad idea (it’s worth reading Audrey’s keynote in full not just for the content but as an example of someone really crafting a keynote, developing an idea and articulating it with clarity cf. my approach of chucking together a bunch of slides at the last minute and mumbling my way through them). Audrey’s keynote is a plea for situating educational technology in a broader society and being critical:

I want to suggest that what we need instead of a discipline called “education technology” is an undisciplining. We need criticism at the center of our work.”

Via Ana Cristina Pratas
Edumorfosis's insight:

Ed Tech must be an everyday social practice, not only a discipline to study in a lecture hall...

Dell Support Phone Number's curator insight, September 28, 7:26 AM
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Marry Wislon 's curator insight, September 28, 10:15 AM
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4 tips to create Immersive eLearning Courses

4 tips to create Immersive eLearning Courses | |
Immersive eLearning experiences utilize modern technology and basic human psychology to mimic real world situations. They offer online learners the rare opportunity to test their skills and expand their knowledge without any risk.
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The Future of Learning: Designing the Future

The Future of Learning: Designing the Future | |

“We have to focus on a deeper understanding of the relational nature of learning” says Brigid Barron, associate professor at the school of education at California’s Stanford University. A faculty colead of the Learning in Informal and Formal Environments (LIFE) center, Barron and her colleagues explore the importance of social learning environments through the National Science Foundation–funded project.

Educators, including librarians, have a large role to play in supporting a new paradigm of youth learning. Adults who move beyond simple explanation into “brokering, consulting, and collaboration” and “socialize positive attitudes toward innovation” are more able to “position young people in authentic roles as contributors,” Barron tells LJ.

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La Universidad permite a los aprendices ser cocreadores de sus aprendizajes?

La Universidad permite a los aprendices ser cocreadores de sus aprendizajes? | |

¿Permite la Universidad a los estudiantes ser los creadores de su aprendizaje? En la educación superior, los estudiantes pueden tener un papel importante en el suministro de información acerca de cómo el aprendizaje debe tener lugar y qué tecnologías y entornos de aprendizaje se pueden adaptar mejor a sus necesidades (personalized learning) Sin embargo, las oportunidades para contribuir como socios en el diseño de escenarios de aprendizaje son muy escasos (Bovill, Cook-Sather, y Felten, 2011).

El problema siempre viene con el diseño crítico, ya que este está ausente totalmente de las aportaciones de los aprendices en sus estudios superiores y es en realidad, el verdadero instrumento necesario para aprender, no existe otro que sea tan necesario, hay pocos estudios al respecto que la mera observación y por supuesto, poder contrastarlo en la realidad , pero podemos leer a Tsinakos, 2011) Sin embargo, “el aprendizaje comienza a manifestarse cuando los estudiantes asumen la responsabilidad y la propiedad de su aprendizaje cuando se convierten en co-creadores de su experiencia de aprendizaje, pero su fortalecimiento empieza cuando adquieren responsabilidad y compromiso sobre ello y llegan a la cocreación (juandon) ((Wright, 2012)., siempre bajo el índice de la inclusión como podemos leer en el mismo documento adjuntado: Electronic Journal for Inclusive Education.

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Research shows students learn better when they figure things out on their own

Research shows students learn better when they figure things out on their own | |

In some instances, research illuminates a topic and changes our existing beliefs. For example, here’s a post that challenges the myth of preferred learning styles. Other times, you might hear about a study and say, “Well, of course that’s true!” This might be one of those moments.


Last year, Dr. Karlsson Wirebring and fellow researchers published a study that supports what many educators and parents have already suspected: students learn better when they figure things out on their own, as compared to being told what to do.  


Via Chris Carter, Cindy Riley Klages, Lynnette Van Dyke
Nevermore Sithole's curator insight, September 24, 2:31 AM
Research Shows Students Learn Better When They Figure Things Out On Their Own
Dr. Theresa Kauffman's curator insight, September 24, 6:29 PM
We are learning so much about how the brain learns! This is amazing but most effective teachers already knew this one.
Dell Support Phone Number's curator insight, Today, 8:11 AM!

La innovación no se prescribe

La innovación no se prescribe | |

“La educación no es neutra. Debemos decidir si queremos una educación para la igualdad o una educación para la exclusión. Devenir en una cosa, la otra, o algo diferente, es cuestión de los agentes implicados”,plantean Ramón Flecha y Yolanda Tortajada.

Dicho con otras palabras, la gran pregunta que deberíamos responder es si queremos ser agentes de transformación o de transmisión o, en palabras de Rafael Feito, si lo que “queremos es que nuestras escuelas sirvan básicamente para que los alumnos pasen de curso, aprueben exámenes y saquen buenas notas o para que aprendan a pensar y no acepten sin más la primera idea que les sea propuesta o que les venga a la cabeza.”

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Why colleges and educators should build their own Online Communities

Why colleges and educators should build their own Online Communities | |
Over the past decade, many college administrators (and other related campus groups) have relied on LinkedIn groups to build community among their peers, professors, student groups and more. LinkedIn groups have been an important way for members to stay in touch and share data with peers around the country. They have also been helpful in gathering data important for improving processes, communication and more. Today there are hundreds of these groups among LinkedIn’s 400 million users, but with Microsoft’s acquisition of LinkedIn this past spring, the signs are here: LinkedIn’s focus will no longer be on helping their communities to thrive.
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[SlideShare] Como desarrollar un proyecto de Aprendizaje-Servicio

Presentación sobre metodología y estrategias didácticas para empezar a desarrollar un proyecto de aprendizaje-servicio. Se describen etapas, recursos, riesgos y claves.

Via Belén Rojas, María Dolores Díaz Noguera
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Leaders as teachers

Leaders as teachers | |

Leadership may not be the first word that comes to mind when describing teachers. In fact, some exhaustive lists of teacher descriptors, such as this one, include such predictable terms as prepared, enthusiastic, and supportive, but mention nothing specific about leadership. Nevertheless, as a former classroom educator who now coaches executives, I strongly believe that there are many things that leaders of all stripes can learn from teachers.


Teachers mold us from our youngest years and give us a foundation for life, regardless of the particular paths that we eventually choose. They are, outside of our parents, the first true leaders in our lives and those that we turn to for knowledge, guidance and direction. Many of us emulated our teachers and wanted to grow up to be like one or more of them.

Via Vicki Moro, Mark E. Deschaine, PhD, Ines Bieler
Nevermore Sithole's curator insight, September 26, 4:32 AM
Leaders as teachers!

Introducing Design Thinking to Elementary Learners

Introducing Design Thinking to Elementary Learners | |
Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand. The projects teach students how to make a stable product, use tools, think about the needs of another, solve challenges, overcome setbacks and stay motivated on a long-term problem.…

Via juandoming
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Bertrand Russell's 10 essential rules of Critical Thinking -

Bertrand Russell's 10 essential rules of Critical Thinking - | |
For a field of study that explores the nature of knowledge, Philosophy has had a surprisingly small impact on education.

Most formal academic ‘platforms’ like public schools and universities tend to parse knowledge into content areas–what is being learned–rather than how and why it is being learned. This, to a degree, reduces the function of pure philosophy. Psychology, Neurology, and even Anthropology all have had a louder voice in ‘education,’ which may explain why critical thinking seems to be so often missing from most school and curriculum design.
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5 tips to facilitate Knowledge Sharing in eLearning

5 tips to facilitate Knowledge Sharing in eLearning | |
Knowledge sharing may sound simple enough. You create an eLearning course with targeted learning objectives, give online learners the resources they need, and then send them on their merry way. But there's much more to it than meets the eye. In fact, effective knowledge sharing takes careful organization, active learner participation, and a thriving online learning community. Here are 4 benefits associated with knowledge sharing, as well as 5 tips to help you facilitate the process in your eLearning course.
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[eBook] Exploiting Infographics

[eBook] Exploiting Infographics | |
This ebook was designed with English language teachers in mind but should have some value for any teacher who is interested in developing their students’ digital literacy and critical thinking skills.

The book contains a wide range of suggested activities for both the creation and exploitation of infographics in the classroom.

It also helps teachers with tips and advice on how to plan and create infographics and suggestions for which tools to use to produce different types of infographic.

Exploiting Infographics follows on from 10 Lessons in Digital Literacy, which is a collection of lesson plans based around infographics, and looks in more depth at the genre and how infographics can be used as both sources of information and as creative learning tasks for students.

The tasks that accompany the infographics are intended to encourage students to think more critically about the information they are exposed to and to question the sources of information they find whilst browsing the internet.

Exploiting Infographics should help teachers to start creating their own tasks activities and lesson plans for students and to integrate infographics in a way that will enhance students’ critical thinking, digital literacy, language and communication skills.

Exploiting Infographics was conceived as part of the Digital Classrooms series which started with the award winning Digital Video - A Manual for Language Teachers.
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How to create a new Culture of Learning

How to create a new Culture of Learning | |
In 2012, Digital Media and Learning Competition: Badges for Lifelong Learning supported the development of “digital tools that identified the rich array of skills, knowledge, accomplishments and competencies for twenty-first century learners.” Open digital badging systems were built upon existing traditions from gaming platforms and informal learning organizations that had figured out how to empower their users, enable them to demonstrate their own learning and build reputations within those systems based on their expertise.

Open digital badging systems were built upon existing traditions from gaming platforms and informal learning organizations that had figured out how to empower their users, enable them to demonstrate their own learning and build reputations within those systems based on their expertise.
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Valued work is not standardized

Valued work is not standardized | |
This is the challenge I have described several times. We don’t need to create more jobs, but rather better ways of co-creating value between humans. When a large number of jobs are created in a region, quite often these jobs are ripe for automation in a few years.

If we are moving into a post-job economy, then we need to restructure how work gets done and how it is compensated. We cannot stay tied to the concept of the job as the primary way to work. For example, enabling people to easily change work roles, without the straight jacket of HR’s competency models, is one way to get rid of the standardized job, which has no place in a creative economy. All organizations and workers have to face the fact that the loss of routine jobs will continue.
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[Quiz] 6types of presenters: Which one are you?

[Quiz] 6types of presenters: Which one are you? | |

Each individual’s personality shapes how he or she handles different tasks. Whether it be tackling a tough problem or simply talking with a friend, we handle things differently. This applies just as easily to giving presentations.


Most of the time when we give a presentation, we think in terms of “one size fits all.” Throwing a blanket over the methods that can be used to give a presentation makes it easier to instruct someone else how to do so. However, as everyone has their own unique way of handling things, such a broad blanket might make things harder for some individuals just as it makes it easier for others.


Let’s look at someone who is highly emotional versus someone who is very logical. The first person would likely express a lot of passion when presenting their subject, while the second would likely focus more on facts. Similar differences would appear between introverted and extroverted individuals.

Via Dr. Susan Bainbridge, Ines Bieler
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[Infographic] 7 benefits of Mobile Learning over traditional eLearning

[Infographic] 7 benefits of Mobile Learning over traditional eLearning | |

To maximize the impact of your training, giving learners the flexibility to learn “on the go” as well as on device of their choice (tablets and smartphones) is necessary. The 7 Benefits of Mobile Learning Over Traditional eLearning Infographic lists the benefits that mLearning or mobile learning offers over traditional eLearning that will help you increase the effectiveness of your training.

Get more insight on how to create effective mobile learning strategies for your just-in-time learners. Checkout EI Design Blog for more learning resources on Mobile learning, Microlearning, Gamification and more. Below are a few articles you may be Interested:

Via elearninginfographic, Dorothy Retha Cook, juandoming
Chemey Andre's curator insight, September 27, 10:03 PM

I can't overstate the benefits of having mobile devices in the class... (when we all manage to stay on topic)

Dell Support Phone Number's curator insight, Today, 8:10 AM!

The 6 stages of a Teaching Career

The 6 stages of a Teaching Career | |
I’ve been thinking about this, and there really is a life cycle to teaching.

Not every teacher will experience every stage–or every stage to the same degrees, anyway. Some may notice very little of this at all. And while the sequence may be more or less universal, the duration of each stage may not be. Some teachers may even get stuck in one stage and never develop any further. So take this all with a grain of salt.

Have a look and see what you think.
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3 tips for truly effective Workplace Learning

3 tips for truly effective Workplace Learning | |

In a world where almost half of the companies on the Fortune 500 today will likely disappear in 10 years, learning is key. Only companies that have a dynamic workforce can hope to keep up, which means chief learning officers today have a profound part to play in helping their organizations survive and thrive.

Learning helps to attract, engage and retain the best people. And it allows workers to develop new skills that align with the changing needs of their businesses. Disruptive learning is not the enemy. Disruption is an opportunity for us to make our organizations more agile and ready for change.

Here are three ways CLOs can create a more engaging learning environment by leveraging technologies that have disrupted the market.

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Will Online Learning lead education by 2025?

Will Online Learning lead education by 2025? | |
Andrew Graley, Polycom’s director of healthcare, education and government for EMEA, believes that technology is the catalyst for improving the education landscape. “By allowing an engaging, accessible, and cost-effective approach to education, technology opens up the prospect of higher education, personalised courses, and teacher-training to a much broader population,” he says.

The respondents predict that the future learning environment will break free from the classroom: 64% of respondents believe students in 2015 primarily engage with content in the classroom, but only 25% predict it will still be the leading way for learning in 2025. Alongside this, the use of remote learning technologies in teaching is expected to rise significantly: 53% of education professionals believe real-time video collaboration and mobile devices will be the primary way students engage with content by 2025.

58% of EMEA respondents expect to see greater collaboration between schools and corporations by 2025, and the majority of respondents believe there will be a more defined career pathway through the schooling process. The majority of EMEA respondents predict that the role a teacher plays in education will become less important in coming years, with the role of thought leaders and educational outreach programmes becoming increasingly important to education.
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[Infographic] Benefits and features of Mobile Learning

[Infographic] Benefits and features of Mobile Learning | |
Why is Mobile Learning so Effective?
  • Convenience: All the required learning and compliance training at the tip of your workforce’s fingertips.
  • Duration: Short and concise courses; allow for broader participation and motivate users.
  • Focus: Effective mobile learning highlights specific learning objectives. This type of focus allows for greater overall comprehension and delivery.
  • Microlearning: Brief focused learning modules can be created to further the knowledge obtained via additional mediums.
  • Distribution: Instantly and globally make available learnings that will immediately impact your program.
  • Content Evolution: With the growth of the platforms themselves, we experience greater content capabilities. Modern, more dynamic content allows for a greater utilization of media and ultimately superior effectiveness.

Via elearninginfographic
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Five myths about Classroom Technology (and what to do, instead)

Five myths about Classroom Technology (and what to do, instead) | |

Classroom technology is everywhere. Schools are filled with shiny, interactive devices, and new gadgets and apps flood the market every day. Teachers in districts with limited funding for technology are turning to crowdfunding sources to obtain technology for their classrooms.


Is technology the panacea that we’re all searching for? Nope—but it can help.

But is technology the panacea that we’re all searching for?

Nope—but it can help. Let’s explore five common myths about educational technology, and how we can get the most out of tech for our students.

Via Nik Peachey, Vicki Moro, Mark E. Deschaine, PhD
Nik Peachey's curator insight, May 11, 12:38 AM

Some good points.