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7 Tips To Motivate The Instructional Designer

7 Tips To Motivate The Instructional Designer | Edumorfosis.it | Scoop.it
Have you heard the famous expression: "How will you change the world, if you can't change yourself?". Probably, you have, but I want to ask you another question: "How will you motivate other people to learn, if you can't motivate yourself?
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Hacia una educación disruptiva en la era del conocimiento hiperconectado...
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Top 100 de innovación educativa

Top 100 de innovación educativa | Edumorfosis.it | Scoop.it

100 iniciativas educativas innovadoras en el ámbito de la enseñanza de las ciencias han sido identificadas en el proyecto Desafío Educación, una amplia investigación realizada a nivel mundial a lo largo de este año. Todas ellas están recogidas, catalogadas y clasificadas en el informe ‘Top 100 Innovaciones Educativas’, que tienes disponible en español e inglés.


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[Infographic] The Learning Zones of a Classroom

[Infographic] The Learning Zones of a Classroom | Edumorfosis.it | Scoop.it


The Learning Zones of a Classroom Infographic presents seven learning zones that can help you establish routines, save time, and maintain your sanity from the first through the last days of school:


  1. Discovery Zone
  2. News Zone
  3. Supplies Zone
  4. Community Zone
  5. Quiet Zone
  6. Teacher Zone
  7. Subject Area Zone
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eLearning Strategies: Creating employee development training

eLearning Strategies: Creating employee development training | Edumorfosis.it | Scoop.it

n the competitive job-market today, organizations have to constantly strive to provide training and learning opportunities – not only to enhance their skills but also to provide opportunities for growth. The more an employee is ‘engaged’ in the workplace, the more he or she will be able to perform. Employee development trainings are important in the corporate scenario to help employees perform and extract the best out of their work environment.

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Big Data-Driven Innovation: Disruption vs. Optimization

Big Data-Driven Innovation: Disruption vs. Optimization | Edumorfosis.it | Scoop.it

The recipe for successful innovation: begin with a good measure of disruption. Add a heaping helping of talent, and don’t forget to mix in plenty of creativity. Finally, a pinch of intuition. Stir and bake.

Recipe for innovation? Perhaps. But successful innovation? That’s another story. After all, whether an innovation will actually succeed — that is, meet or exceed its business goals — seems to require some unknown, missing ingredient to the mix. The recipe above may include necessary elements, but taken together, they are still not sufficient to guarantee success.


How’s a Digital Transformation professional to determine that secret element, that je ne sais quoi that leads to successful innovations, every time — or at least, most of the time? Simple. Let’s get out our Big Data analytics tools and crunch some data. Surely, boiling down Big Data to a syrup of innovation to that rare sprinkling of insightwill provide that missing ingredient. Magnifique!

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The best iPad apps to use with SAMR Model

The best iPad apps to use with SAMR Model | Edumorfosis.it | Scoop.it


SAMR model is a conceptual framework developed by  Dr. Ruben Puentedura to help you better integrate technology in your instruction. SAMR stands for Substitution, Augmentation, Modification and Redefinition. Each of these four levels correspond with a set of tech-based activities and learning tasks. The strength of SAMR model is that it provides teachers with a robust method to gauge and assess the efficacy of the technology they and their students use in class. Check out this section for more resources on  SAMR.

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[Foradian] Technology in Education: A brief outlook

[Foradian] Technology in Education: A brief outlook | Edumorfosis.it | Scoop.it

Things around us is changing, and very fast! The world is now more connected and all credit goes to introduction of technology in daily life. Ever changing global conditions is affecting education and 21st century education is more influenced by technologies which facilitates students in their quest for knowledge. Utilizing education technologies eases up the process of collection of information and analyzing it, collaborative works to solve problems and deal with situation and make decisions. Making the rightful use of education technologies can not just deal with the problems of education today, but pave the way towards better learning opportunities for the coming generations. More and more improved choices of learning available for students will help in greater student achievements.


Read the article as we trace the better outcomes that technology surely brings into education as well as the darker sides that it has simultaneously, plus the top trends that’s taking education to the next level.

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Cápsulas Disruptivas

Cápsulas Disruptivas | Edumorfosis.it | Scoop.it

La trayectoria del cambio educativo dibuja los avances de un ámbito de estudio poco habituado a los éxitos: Startups y cápsulas disruptivas:


El concepto de DISRUPCIÓN no es privativo del ámbito educativo; ya que engloba diferentes áreas y, por tanto, presenta un sesgo marcadamente multidisciplinar. Ahora bien, en el ámbito de la educación contempla variables como la investigación, el enfoque hacia el alumno, las habilidades docentes, la pedagogía social, la teoría de redes, la autonomía, la creatividad, la inclusividad, etc. Son variables que deben tenerse en cuenta para aplicarse a ecosistemas sociales muy tecnificados.

Los educadores están tratando de rehacer la educación de acuerdo a su visión pedagógica. Los políticos están impulsando su visión a través de la política. Las corporaciones están impulsando su visión a través de los beneficios; pero no hacen más que «lanzar innovaciones» –cual conejo que sale de la chistera–, las cuales van desapareciendo o perdiendo importancia por el camino.


En una economía del conocimiento, jugamos con las ideas constantemente. No se sabe muy bien cuáles son malas o simplemente apestan. Jugamos, experimentamos, debatimos… pero siempre «apostamos muy fuerte», incluso nos jugamos nuestro «prestigio»; y el que no quiera entrar en esta dinámica que se aparte y deje paso a otros. Vivimos tiempos de «valientes», en los que el riesgo no es un mal menor, sino una responsabilidad y un compromiso.

Todo ello nos aboca al tránsito del aprendizaje formal al informal, de la Universidad al Learning is the work; de la educación «a la vieja usanza» a la ubicuidad, la inclusividad y la formación abierta; todo ello nos conduce, en definitiva, a una nueva era, a una nueva manera de vivir.

Durante el siglo anterior, sobre todo, cuando se hablaba de investigaciones, de escritos en revistas, sobre educación formal; siempre se hacía referencia a una serie de autores: profesores, doctores, catedráticos –independientemente de su nacionalidad–. Ahora, hablamos de aprendizajes informales, personalizados, de educación disruptiva; obviamente, es otra época y ya son otras las personas, otros los investigadores que abren camino. Con todo, ¿por qué no se hace referencia a estos últimos? Aquellos ya cumplieron, ahora son otros los que «están en el candelero»; por tanto, tengámoslo presente y apoyemos al presente y al futuro. Es la responsabilidad y el compromiso que tenemos con la sociedad.

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What 'Digital' accelerates

What 'Digital' accelerates | Edumorfosis.it | Scoop.it

The term is thrown around in circles often and it is something that I have focused on in my work with students.  What I concluded around the term was “the opportunity to use technologies to make a significant impact on the lives of others.”  In schools, we have focused on the notion of “digital citizenship” for years, but the term seems to be very neutral.  In reality, if I live in a city, I am a citizen in that area.  Is talking about the mere existence of “being online” enough for our students?  Are we really setting high expectations or as educators, have we set a rather low bar for what our students do online because we are unsure of the space and how to use it ourselves?  And really, is it “digital citizenship” anymore in a world where every single student in our school has grown up in a world with Internet?


Not settling for the “status quo”, many administrators have jumped into the space to experiment, themselves, on how social media can make an impact in the work that they do in schools.  Starting off as “citizens” in the space, many educators have played around with technologies to see how it could impact learning and relationships amongst both peers and students.  The transition for many though, has gone into the leadership space, where they are sharing some of their learning in an open space to focus on making an impact on the lives of not only those students in their school and classroom, but helping teachers help students across the world. Although “Digital Leadership” has been a quote that has been used often in this type of work, the main components of leadership have not changed, but only amplified and accelerated.  From experimenting myself and observing others, I have seen how “digital” has made a significant impact on not only the notion of leadership, but also the work that is underway in schools.


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Driving engagement within social learning communities

Driving engagement within social learning communities | Edumorfosis.it | Scoop.it


The moment you mention social learning, invariably the L&D community starts thinking ofEnterprise Social Networks (ESN). While an ESN, may not be a necessary condition for social learning, it does provide a platform that adds a level of tangibility to social behaviours. An online community also enables participants within a learning journey to work out loud (an important ingredient of social learning).


The value proposition of a social learning community is easy to articulate. key drivers being the ability to:


  • Turn learning events into learning journeys
  • Sustain engagement throughout the learning track
  • Create blended learning tracks (Integrate synchronous & asynchronous components)
  • Flip a learning event by pushing out content to the community
  • Encourage peer to peer sharing & sense making
  • Incorporate the ‘test as you teach’ methodology

Via steve batchelder, juandoming
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La realidad aumentada y su aplicabilidad en el ámbito educativo

La realidad aumentada y su aplicabilidad en el ámbito educativo | Edumorfosis.it | Scoop.it

La Realidad Aumentada es un tipo de tecnología relativamente emergente que “aumenta” la realidad, es decir, permite combinar el mundo real con elementos del ámbito virtual. En otras palabras, es posible añadir información virtual a la información física ya existente. Para ello se necesita un dispositivo (como puede ser un Smartphone, Tablet, Videoconsola, Netbook…) que disponga de una pantalla, una cámara, un software de realidad aumentada, así como “activadores” de RA.


Algunas de las aplicaciones de RA más conocidas son: Layar, Aurasma, Junaio, Wikitude, Aumentaty, entre otras. Este tipo de software permite al usuario acceder a la información de una forma diferente, modificando el modo de aprender y mejorando el conocimiento de la realidad. Para ello, este tipo de tecnología emplea lo que se suele conocer como “activadores de RA”, como por ejemplo códigos QR, activadores basados en marcas, en imágenes o en coordenadas GPS (geolocalización).


A nivel educativo, son diversas las potencialidades que la realidad aumentada nos ofrece. Algunas de las más relevantes nos las muestra Raúl Reinoso a través de las excelentes presentaciones que están a libre disposición de los usuarios en Slideshare.


Así pues, ¿qué se puede hacer con RA en el ámbito educativo?

a)   Los libros de texto mejorarían su nivel de interactividad, permitiendo visualizar objetos en 3D, integrando ejercicios en donde el alumno/a pudiese explorar dichos objetos desde todas las perspectivas posibles. Por ejemplo, pensemos en principios básicos de anatomía, en artefactos de ingeniería o en obras de arte que pudiésemos ver desde diferentes ángulos.


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[Infographic] The successful eLearning professionals

[Infographic] The successful eLearning professionals | Edumorfosis.it | Scoop.it
The Successful eLearning Professionals Infographic: 10 Things Successful eLearning Professionals Do Differently.
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Students are customers whether we admit it or not (Part 1)

Students are customers whether we admit it or not (Part 1) | Edumorfosis.it | Scoop.it

As with any topic that involves dichotomous views in an environment of change, the discussion of whether or not higher education institutions should treat students as customers engenders controversy and strong opinions on either side of the issue. Both sides have valid points that are rooted in theory and research.


It’s in such circumstances that one of my favorite quotes comes to mind — Yogi Berra stated, “In theory there is no difference between theory and practice. In practice, there is.”


When it comes to whether we believe students should be treated as customers, our beliefs on that matter are largely irrelevant because, in practice, the students are already customers — and they behave accordingly. There are five main factors combining to solidify this paradigm:


  1. Access, Privilege and Socioeconomic Mobility
  2. Choice
  3. Payment
  4. Dependency
  5. Student/Institution Relationship

Our institutional and individual responses to these factors influence students’ decisions about whether to remain our customers.

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Think pedagogy first, technology second

Think pedagogy first, technology second | Edumorfosis.it | Scoop.it

We’ve talked before about the role of technology in the learning process–mainly because we’re still trying to–as a field, industry, and culture–come to grips with its pitfalls and potential. The stages of technology integration. And the right and the wrong way to use technology for learning. Tips for smarter technology use.


Clearly this is a topic that’s on the minds of educators that want the best for students, but also want to resist reckless, en vogue adoption.

In that context, the following infographic from Krista Moroder offers another simple piece of advice: thinking pedagogy first, technology second. We might revise that statement to include other approaches beyond pedagogy–including heutagogy, giving us something like “Think learning goals first, technology second,” you get the idea.

Technology is a tool–a platform, a tactic, a strategy, and a space, but–unless you’re teaching a technology class–never an end.

You can find an editable version of the graphic (under CC licensing) here.


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How to use Twitter as a learning tool (part 2)

How to use Twitter as a learning tool (part 2) | Edumorfosis.it | Scoop.it

First it's important to mention Twitter is easy to incorporate as a learning tool. In fact the hardest part was going through and getting faculty approval. Actually incorporating it into the course design as one of the learning tools was easy, low effort, no cost, and intuitive (Using Twitter As A Learning Tool - Part 1).


Here are three steps to complete before designing Twitter activities in a course:

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Top 10 tips to create a Corporate Learning Community of Practice

Top 10 tips to create a Corporate Learning Community of Practice | Edumorfosis.it | Scoop.it

How To Build A Corporate Learning Community Of Practice
There are a variety of advantages associated with having a learning community of practice in corporate settings:


There are a variety of advantages associated with having a learning community of practice in corporate settings. Not only can it help organizations to develop new strategies and solve company-wide challenges, but it also allows each and every member to expand their professional knowledge base and share their invaluable insights to maximize productivity. Keep in mind that corporate learning communities of practice can exist either online or offline, making them ideal for both internet-based organizations and brick-and-mortar companies.

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Decoding the DNA of an eLearning Course: 5 essential instructional elements

Decoding the DNA of an eLearning Course: 5 essential instructional elements | Edumorfosis.it | Scoop.it

Let's make a memory exercise and remember biology class. What is a cell? The cell is the basic unit of every living being whether human, animal or plant. We could say that the cell is the beginning of life. 


Now, let's take this idea to eLearning. In this case, an eLearning course is a unit with connections, ideas and goals composed of teaching units, that is: cells. And what injects life into each of these cells is the instructional design because of this process depends the quality and quantity of meaningful learning experiences. 


If you want to create an eLearning course, follow the example of the cell cycle, as each teaching unit is divided into a number of elements, indispensable for enabling learning. Within each one, there is the necessary DNA to build effective, coordinated and comprehensive didactic environments that completes the learning cycle. We will discuss each of its components in this post.


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“La finalidad de la educación no es usar Internet”

“La finalidad de la educación no es usar Internet” | Edumorfosis.it | Scoop.it

Cuando utilizamos un iPhone o móvil en particular, simplemente nos remitimos al uso, a la aplicación que descubrimos, al GPS o al juego interactivo que descargamos, mas no ubicamos el trasfondo social y ‘cultural’ que este genera en nosotros y sobre aquellos con quienes estamos conectados; ni tampoco aprovechamos su potencialidad con fines educativos. Para conocer una respuesta más cercana a lo planteado: ‘cultural digital en la educación’, conversamos con Cristóbal Suárez Guerrero, profesor de la Universidad de Valencia e investigador en tecnología educativa, en cultura en red y digital. Para Cristóbal la realidad de Latinoamérica, en cuanto a tecnologías aplicadas a la educación, se remite a una sola palabra: ‘uso’. ¿Es negativo esto a la larga? Sí.


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25 signs you’re teaching in 2015

25 signs you’re  teaching in 2015 | Edumorfosis.it | Scoop.it

2015 is almost upon us, which means we’re somewhere between 1/6 and 1/7 of the way through the 21st century.


Which is an odd quantitative analysis, but does underscore that we’re past the point where “21st century” is an adequate label. These are odd times we live–and teach–in, the following 25 signs as proof that you’re teaching in 2015.


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Educación Disruptiva

Educación Disruptiva | Edumorfosis.it | Scoop.it

Nuestra sociedad ha demostrado que ha sabido sobreponerse a innumerables adversidades. Hoy por hoy, los problemas que la acucian son de sobra conocidos: «crisis», «desempleo», «recortes», «corrupción». Pese a todo, como en otras épocas, sabremos levantarnos. Ahora bien, el momento actual supone una coyuntura diferente; puesto que no podemos «levantarnos» –así, sin más– para mejorar lo que ya existe. Necesitamos provocar una ruptura con respecto al estado de cosas anterior.

En este sentido, debemos ser «rompedores»; pero no para destruir, sino para crear. Veamos el siguiente gráfico:

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[Infografía] El modelo de construcción colaborativa del conocimiento

[Infografía] El modelo de construcción colaborativa del conocimiento | Edumorfosis.it | Scoop.it
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Los dispositivos móviles en el aula de clase

Los dispositivos móviles en el aula de clase | Edumorfosis.it | Scoop.it

Con el despliegue que han tenido estos dispositivos en el mundo, se han diseñado una infinidad de aplicaciones que pueden hacer que sus estudiantes se motiven y usted pueda enseñarles el uso responsable de estas tecnologías. De acuerdo con la UNESCO en su informe sobre “Directrices para las políticas de aprendizaje móvil” dirá que incorporar nuevas tecnologías a estrategias pedagógicas implica que haya en los maestros un cambio de paradigmas educativo donde se repiense la manera como aprenden los estudiantes del siglo XXI.

Para la integración de los dispositivos móviles en los ambientes de aprendizaje los estudiantes necesitan jugar un rol activo en el aprendizaje, ya que el diseño de actividades móviles necesita de estrategias y metodologías que exijan que los estudiantes desarrollen habilidades del siglo XXI.


Via Silvan Pan Morel, Lorena Acosta, juandoming
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Is Informal Learning the same as Social Learning?

Is Informal Learning the same as Social Learning? | Edumorfosis.it | Scoop.it

Very often I find that informal and social learning are grouped together. Sure there are some overlaps between the two, but they are not necessarily one and the same. Let's start by looking at their definitions.



Via juandoming
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[Google Slides] The most awesome 450 page presentation ever

[Google Slides] The most awesome 450 page presentation ever | Edumorfosis.it | Scoop.it
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The strengths and weaknesses of Competency-Based Learning in a digital age (Tony Bates)

The strengths and weaknesses of Competency-Based Learning in a digital age (Tony Bates) | Edumorfosis.it | Scoop.it

Chapter 5 of my open textbook, ‘Teaching in a Digital Age‘, is now published. In Chapter 5, I developed the concept of a learning environment.

I am now working on Chapter 6, ‘Models for Designing Teaching and Learning.’ In my last two posts I discussed respectively the appropriateness of the classroom model and the ADDIE model for a digital age. In this post, I explore the same issue for competency-based learning model. (Some of this material has been published earlier by Contact North in its Gamechangers series.)

Competency-based learning

Competency-based learning attempts to break away from the regularly scheduled classroom model, where students study the same subject matter at the same speed in a cohort of fellow students.

- See more at: http://www.tonybates.ca/2014/09/15/the-strengths-and-weaknesses-of-competency-based-learning-in-a-digital-age/?__scoop_post=d3cef490-3d6e-11e4-daf6-90b11c3d2b20&__scoop_topic=1222083#__scoop_post=d3cef490-3d6e-11e4-daf6-90b11c3d2b20&__scoop_topic=1222083
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[Slideshare] Competencias docentes en la Era Internet

¿Qué competencias necesita hoy un docente en el marco del nuevo paradigma formativo? CONSIDERAMOS AQUÍ: Competencias didácticas Competencias digitales
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