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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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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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Sociocracy 3.0: How it relates to Holacracy, Teal, Lean, Agile, etc (James Priest)

Here are the (rephrased) questions that James answers:

  1. Holacracy is an 'all in' methodology and S3 proposes a modular approach, inviting organizations to pull in patterns and adapt them according to their context and needs. Can you say more about this?
  2. (2:40) Which organizations are experimenting with patterns from S3?
  3. (6:00) What is the relation between S3 and Lean / Agile?
  4. (9:30) What is the relation between S3 and Sociocracy, Holacracy, Lean, Agile? Do you see them as complimentary?
  5. (15:20) What is the link between Sociocracy 3.0 and Teal & Reinventing Organisations (Frederick Laloux)?
  6. (19:26) You talk about 'pattern language'. Is it related to the work of Christopher Alexander from architecture? What is your take on this term?
  7. (23:10) What might be an universal language of human development? How one could use S3 patterns to facilitate constructive interaction between people with different worldview towards ultimate goals?
  8. (35:15) Are there spaces where people meet to exchange about their experiences with S3 or ask questions?
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¿La sociedad necesita de la universidad?

¿La sociedad necesita de  la universidad? | |

Una Sociedad que quiere estar libertad de “ataduras” deterministas y generalizadas, que quiere ser diversa, realmente y legalmente, que sabe que la utilización de las Tecnologías le permitirá serlo, que exige que la dejen evolucionar al ritmo que marquen las personas, no organismos que ya son obsoletos porque han perdido ya sus funciones reguladoras de unos estándares que uniformizan e impiden precisamente este HIBRIDAJE, que precisamente es el reflejo de lo que encontramos en la Sociedad.

Eric Schmidt piensa que la universidad es un “dinosaurio que está desapareciendo lentamente”, está en peligro de extinción la extinción,es algo contrario a la intuición, dado que cada vez más estudiantes están entrando en la educación superior , y la promesa de las competencias, cuando los trabajos están desapareciendo rápidamente, es la única esperanza de que la clase obrera tiene para seguir inmersos “en la sociedad”.
Para todo ello necesita una Educación diferente, que permite no sólo está unión con el trabajo, sino con unos pilares, que dejen claro lo que deseamos que sea, ya que sino lo tenemos claro, difícilmente podremos saber ni los Rols de los diferentes agentes, ni las posibilidades que podemos encontrar y necesitar.

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El debate no debe ser si TIC si o no, si no que educación queremos!

El debate no debe ser si TIC si o no, si no que educación queremos! | |

Ni podemos creer ni vehicular esta impresión a los demás que la escuela es el ecosistema " necesario" donde se aprende a vivir la vida real, nada más lejos de la verdad, la realidad la representa el día adía de ahí afuera, donde el bien no es absoluto y convive con el mal y necesitamos "abrir " espacios, escenarios diferenciados y divergentes que nos permitan escribir a cada uno nuestra propia realidad, nuestra singular educación" ...


Este "alegato" viene a raíz de un debate sobre si las TIC, internet...deben o no formar parte del "paisaje" de los centros educativos en la formación de los alumnos y que se ha iniciado en la red cuando para mi realmente puede haber debate, si, pero más bien se refiere, aunque no se nombre, "al miedo" que se tiene por una gran parte de la comunidad educativa a perder el "control" el "poder" sobre la educación formal y las personas que forman parte de ella.

No podemos obviar que las tecnologías ya llegaron hace mucho, las digitales menos tiempo y su "ruído" ha sido tan fuerte como lo sería una "revolución" y lo ha hecho hasta tan punto que ha hecho temblar los muros de la "sacrosanta" universidad y de una escuela que seguía haciendo lo mismo que hacía hace tres cientos años sin "ruborizarse".

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Cooperación 2.0 entre iguales: ¿Está nuestro alumnado preparado para participar de forma activa en el aprendizaje?

Cooperación 2.0 entre iguales: ¿Está nuestro alumnado preparado para participar de forma activa en el aprendizaje? | |
Hasta ahora, la forma que tengo de resolver estos problemas es dedicar un tiempo considerable a demostrar que esto funciona, que son modelos que les serán útiles en el mundo profesional y que es una oportunidad para participar en un método nuevo. Si todo esto me falla, intento convencerles de que no tienen nada que perder.

Para participar de forma activa en cualquier proceso donde haya un grupo (por ejemplo una clase) se debe tener cultura cooperativa, crear conocimiento, compartirlo y, sobre todo, el profesor tiene que saber guiar y participar en ese proceso.

Desde este blog, animo a tod@s l@s lector@s a que intenten realizar alguna actividad encaminada a demostrar que el conocimiento que tiene una persona mejora si se utiliza y se comparte. Además, que si éste se organiza de forma cooperativa todos salen ganando: el alumnado, el profesorado y, por supuesto, la asignatura.
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10 ways to use Twitter in class

10 ways to use Twitter in class | |
For anyone who missed the April announcement, Twitter switched its app category from ‘social media’ (where it consistently ranked in the top ten with Facebook, Instagram, Messenger, WhatsApp, and Pinterest) to ‘news’ (now ranked #1, ahead of apps like CNN, Fox News, and Reddit). It makes sense; tweets and twitter streams have been part of hard-core news reports for years as an effective way for leaders and politicians to reach their constituents and pollsters to gauge what interests people. A good example is this series of tweets explaining the recent Brexit vote.

As an educator, I am thrilled. Twitter’s gossipy reputation among administrators and most parents negates its dynamic applications in the classroom. With the not-so-recent addition of audio and video files (easily embedded from sites like Instagram and Periscope), educators can easily use it as a student-friendly approach to everything from assessment to sharing notes.

Before unpacking Twitter in your classroom, here are a few guidelines:
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5 strategies for teaching students to use Metacognition

5 strategies for teaching students to use Metacognition | |
Metacognitive skills enable students to regulate their thinking and to become independent learners who can enhance their school and life experiences. Wherever the ambitions of our youth lead them, they will benefit from being able to solve problems creatively, think analytically, communicate effectively, and collaborate with others. As we conducted research for our latest book, we found that studies simultaneously indicate that metacognition is one of the most important skillsets students need, yet often is not taught.

When students are metacognitive, they can take a step back and observe their thinking. Sometimes this is called the reflective process. When using this approach, they might ask themselves questions like these: What is the problem to be solved? How should I solve the problem? How well am I doing? How well did I do? How can I do it better the next time? The metaphor we developed as a way to help educators teach metacognition to children and youth across grade levels is that of “driving your brain.”
Edumorfosis's insight:

La metacognición es más una práctica de aprendizaje social y no una asignatura curricular que los educadores enseñan...

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Here is a good visual on Blended Learning

Here is a good visual on Blended Learning | |

Here is a short visual we created for teachers explaining the core notions behind the concept of Blended Learning. We have also included a collection of what we believe are some essential web tools for classrooms that adopt a blended learning model of instruction. You can share, print and use the visual the way you want as long as you credit us as the source.

What is blended learning?
It is an instructional methodology, a teaching and learning approach that combines face-to-face classroom methods with computer mediated activities to deliver instruction.

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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.’
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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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Teachers' guide to using Blogs in class

Teachers' guide to using Blogs in class | |

In an earlier post here in Educational Technology and Mobile Learning, we argued that setting up a class virtual space in the cloud is an indispensable task for today's teachers. This space can preferably be a website, a blog, or a wiki or, if possible, all of them. The educational benefits of having such a space for students include:

  • Improve students writing skills through posting and commenting
  • Helps students have a voice
  • Promote the notion of independent and personalized learning
  • Promote a spirit of collaboration among students
  • Engage parents in the learning taking place in the classroom
  • Connect with students from other schools and exchange with them learning experiences.
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25 ways Google can help you become a better teacher

25 ways Google can help you become a better teacher | |

While Apple products are known for their integration in classrooms, increasingly Google is the choice for schools and districts looking for something organized, useful, and inexpensive that’s available on tablet, laptop, Chromebooks, desktop, smartphone, and more.

In fact, the sheer diversity of Google products might make them a more natural fit in the classroom in lieu of the iPad’s gravity. Below we’ve listed 50 ways teachers can get started using Google in the classroom. Let us know on our facebook page if we’ve missed anything.

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Attending to the Digital

Attending to the Digital | |
Let me pause here and reassure you: this is not going to be a talk that functions as a screed against “digital distractions.” These have become incredibly formulaic. You know the arguments by now: new technologies – most recently the culprit is the cellphone – are making us un- or anti-social. They are shortening our attention spans. They are nudging us to pay attention to all the wrong things – checking Twitter, for example, at the dinner table or texting while driving. We can’t sit still. We don’t have empathy. We don’t look at people, engage with people. Yet we can’t handle solitude. We can’t handle the despair of the human condition. “And that’s why I don’t want to get a cellphone for my kids,” says Louis C. K., whose comedy routine is frequently referenced in essays on “digital distractions.” You can almost predict when these articles and arguments are going to invoke his bit with Conan O’Brien, when they turn to argue that somehow digital technologies foreclose meaningful contemplation, foreclose our experiences of existential angst.
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Top 10 tools for creating Digital Quizzes

Top 10 tools for creating Digital Quizzes | |
Over the last couple of years, we have reviewed a wide variety of educational web tools to use to create digitally based quizzes. Below is a collection of some of the most popular quizzing tools we have covered so far. Be it a flipped, blended, virtual or even traditional classroom, the tools below will enable you to easily create interactive quizzes, questionnaires and polls to share with students in class. Have a look and share with us your feedback.
Yeison Ossa Trejos's curator insight, October 23, 1:46 PM
One of the best ways to assess whether or not learners have achieved the expected learning outcomes of a particular language structure or set of vocabulary is through quizzes. These ten useful web tools can enable teachers to create their own interactive quizzes to assess students' learning process. By creating quizzes which are game-based, for instance, teachers can not only manage to engage learners to deal with them more easily, but also to lower the anxiety and nervousness that taking a quizz brings about.!

In Digital Transformation, culture change goes hand in hand with tech change

In Digital Transformation, culture change goes hand in hand with tech change | |
The framework is balanced so it neither focus on technology or change management. In fact, the starting point must be one that steadily shifts both the technology foundation and the people of the organization in unison towards both planned goals and emergent opportunities. This starting point then continues to evolve as it learns from early experience. The overall process usually works best when realized on a supporting platform that enables open communication, enterprise-wide learning, digital channel leadership, stakeholder empowerment, and enablement of a network of change agents across the organization. This is the change platform I’ve been discussing in the industry lately, and is typically an online and offline community of practice.
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Education Technology and the Modern Learner

Education Technology and the Modern Learner | |

Technology’s impact is often felt immediately by its users but sometimes—especially in education—technology’s innovations do not necessarily take place in “a moment.” Indeed, over a sustained period of time, technology is inexorably transforming the education landscape. This transformation consists of multiple elements, starting with the makeup of the modern millennial learner, continuing to how learning is evolving due to innovations in technology, and finally to how the educational experience will need to be reimagined to adapt to these changes.

Modern millennial learners consider technology integral to both their learning and non-learning lives. Members of this cohort of 18-to-33-year-olds can’t imagine a world without technology deeply integrated into how they create, share, co-create and consume information and nurture relationships. This age group has always tended be early adopters of technology and want to push the state-of-the-art to its limits more aggressively than any other prior generation.

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