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The Classroom of 2024: Four future hallmarks

The Classroom of 2024: Four future hallmarks | Edumorfosis.it | Scoop.it

Ten years may not seem like much, but it’s enough time for transformation, according to education experts who see the future of education becoming more collaborative and less restrictive.

Nearly every part of education will have to change in order to accommodate the kind of learning that educators discuss today—from professional development and physical learning spaces to availability of and support for technology.

 

But it’s possible with the right vision and plan.

 

Here, educators and stakeholders share their views for the classroom of 2024.

 

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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Valued work is not standardized

Valued work is not standardized | Edumorfosis.it | Scoop.it
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? | Edumorfosis.it | Scoop.it

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 | Edumorfosis.it | Scoop.it

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
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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)

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The 6 stages of a Teaching Career

The 6 stages of a Teaching Career | Edumorfosis.it | Scoop.it
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 | Edumorfosis.it | Scoop.it

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? | Edumorfosis.it | Scoop.it
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 | Edumorfosis.it | Scoop.it
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) | Edumorfosis.it | Scoop.it

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
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Nik Peachey's curator insight, May 11, 12:38 AM

Some good points.

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4 reasons to publish student writing as videos

4 reasons to publish student writing as videos | Edumorfosis.it | Scoop.it
Writer’s Workshop is a magical time in the primary grades. There are students all over the classroom. They’re standing, sitting, wobbling, or laying on their bellies relaxed. They’re thinking, sketching, writing, reading, sharing with partners, adding details, and more. Everyone is at different stages in their writing, and our iPads are in use. Infusing Writer’s Workshop with the creative possibilities of the iPad is powerful. They’re used to plan and publish our stories in many ways, however, our favorite has to be publishing our writing as videos. Here are just a few reasons why your students should too.
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Brand new world of open online eLearning course (Amy Collier)

Amazing talk from Amy collier about the Brake new world of online learning. She shares the love that people have shared on the course. She also talks about network learner and the huge potential of the same.
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A workable future

A workable future | Edumorfosis.it | Scoop.it
I have discussed most of these issues on this blog, such as platform capitalism, integrating work & learning, and the limits of hierarchies. The triple operating system model for network era organizations aligns with these recommendations, particularly the need to operate as temporary, negotiated hierarchies and the requirement for safe places to work on alternatives (communities of practice). This model is based on the core principles of subsidiarity, wirearchy, and network management.
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Las competencias profesionales

Las competencias profesionales | Edumorfosis.it | Scoop.it
Por mucho que valoremos la importancia de la formación dirigida a la adquisición de conocimientos técnico-científicos y culturales, hay una serie de competencias clave que se asocia más a unas conductas y unas actitudes de las personas. Estas competencias son transversales porqué afectan a muchos sectores de actividad, a muchos lugares de trabajo y, lo que es más relevante, están muy en sincronía con las nuevas necesidades y las nuevas situaciones laborales.

Estas actitudes que conforman las competencias clave de los profesionales del presente y el futuro no son un mero complemento útil a las competencias técnicas para las cuales uno ha sido contratado o valorado en su puesto de trabajo. Estas competencias deben incorporarse en el currículum de la formación profesional como elementos identificadores de una actitud profesional adecuada a los tiempos modernos.
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El futuro del trabajo es de los Knowmads

El futuro del trabajo obligará a las personas a un cambio de paradigma si quieren conseguir trabajos con futuro. Los knowmads o nómadas del conocimiento dominarán el mercado laboral muy pronto y son los que lograrán encontrar trabajo en el futuro cercano.
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The Future of Learning: Designing the Future

The Future of Learning: Designing the Future | Edumorfosis.it | Scoop.it

“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? | Edumorfosis.it | Scoop.it

¿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 | Edumorfosis.it | Scoop.it

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
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Lon Woodbury's curator insight, July 13, 5:29 PM

I take away two concepts that this research suggests.  One is support for experiential learning.  The other is that the experience of struggling to find a solution is a key ingredient, which is what other research suggests is important for learning life lessons. -Lon

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.
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La innovación no se prescribe

La innovación no se prescribe | Edumorfosis.it | Scoop.it

“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 | Edumorfosis.it | Scoop.it
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 | Edumorfosis.it | Scoop.it

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
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Nevermore Sithole's curator insight, September 26, 4:32 AM
Leaders as teachers
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Introducing Design Thinking to Elementary Learners

Introducing Design Thinking to Elementary Learners | Edumorfosis.it | Scoop.it
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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Digital dawn: open online learning is just beginning

Digital dawn: open online learning is just beginning | Edumorfosis.it | Scoop.it

In contrast to traditional higher education, which closes learning off from the world, open learning is transparent and accessible to anyone with internet access. Such openness could do a lot to improve standards at universities whose business models are driven by bums on seats, rather than mastery of a given subject. It might also lift the morale of academia. Academics who are in control of what they teach, and who teach students who seek them out, may regain their professional freedom. Around 7,000 online students recently earned the first certificates awarded by MIT and Harvard through their Edx partnership. That’s more than twice the number of degrees that MIT awarded at this year’s commencement. Another 147,596 observers signed up to marvel at what an MIT course is really like. Substantially greater numbers are expected for the spring course offerings. Their first MIT course, Circuits and Electronics, was tough. University level maths and physics were prerequisites, and the exam would give many nosebleeds.

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Teresa MacKinnon's curator insight, September 25, 4:55 AM
making a difference through open practice #clavier #warcler 
Nevermore Sithole's curator insight, September 26, 4:32 AM
Digital dawn: open online learning is just beginning
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[Panel] The Future of Higher Education (WISE 2015)

Today, Higher Education faces new challenges on many fronts, including rapidly changing labor markets, demographic shifts, technological advances, and international competition. As new models emerge to widen access, lower costs, and bridge education and employment, universities are pressured - and motivated - to reinvent themselves.

How are current trends in labor markets impacting higher education? What are the chief implications of the new, increasingly competitive and global environment in which universities operate? This panel discussion moderated by author Jeffrey Selingo will take a look at the future of higher education.
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[PDF] 10 strategies for a workable future

[PDF] 10 strategies for a workable future | Edumorfosis.it | Scoop.it
A social, economic, and technological revolution is changing the way we work. This revolution stretches far beyond disruptive innovations in taxi services like Uber or freelancing platforms like UpWork. The way we create value is changing. Whether it’s building parts for electrical vehicles or building out the infrastructure for an Internet of Things, whether it’s providing care to aging parents or combating extreme weather events,
we’re reinventing work and the workforce.
 
In the United States, we’ve traditionally thought of the worker in a few well-defined categories. Full-time employees have been the backbone of the economy with entrepreneurs, small businesses,
and freelancers or part-timers filling out the overall landscape. Everything from our tax codes to our definition of unemployment has taken these categories as the starting place for policy—policy that sometimes protects and sometimes punishes individual workers. The current debate over whether platform workers are W2 or 1099 employees is trapped in this way of thinking about workers, this way of classifying them.
 
Today, these classifications no longer describe reality. As the percentage of freelancers expands to 40% or 50% of the workforce over the next decade, as adjunct professors at major
universities—formerly solid middle-class workers— join the Uber workforce at night to make ends meet, as artists sign up as “taskers” to support their art, workers are making choices that have little to do with the old distinctions between employee and part-timer or between blue-collar and white-collar.
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Si no quieres ahogarte en el tsunami laboral... Be a knowmad my friend (Raquel Roca)

Exposición sobre la tendencia knowmad, sus características y desarrollo en los próximos años.

Raquel Roca. Licenciada en Periodismo por la Universidad Complutense de Madrid, ha trabajado en diversos medios de comunicación como TVE (Emprende), Cosmopolitan, ELLE, Yo Dona (El Mundo), el Grupo Planeta, Tele5, Canal Sur, La Estrella Digital o La Razón, entre otros.

Actualmente es profesora del Postgrado de Experto en Marketing Digital del IEDE Business School, y del Master en la Gestión del Talento en la Era Digital (LaSalle International Graduate School & LIDlearning), además de conferenciante y docente para empresas/ instituciones como la Universidad de Cantabria (Santander), Universidad del Pacífico (Lima, Perú), el Instituto Europeo de Diseño (IED), Salón Mi Empresa, Barcelona Activa, ESDi…
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