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Transactional distance among open university students: How does it affect the learning process?

Transactional distance among open university students: How does it affect the learning process? | |

This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted, using information collected via individual semi-structured interviews. Content analysis of the gathered information provided evidence regarding the existence of student-student transactional distance for several reasons, such as geographical and relatively limited face to face interaction. The role of the tutor as well as of the course provider were also examined in this respect. Finally the study indicated that the existence of perceived transactional distance among the students has a negative effect on their learning process.

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Hacia la disrupción educativa en la era del Aprendizaje Aumentado...
Curated by Edumorfosis
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12 onramps for Personalized and Competency-based Learning

12 onramps for Personalized and Competency-based Learning | |
Your school, program, or college has probably seen improvement in learner access to technology in the last few years (although it may still be an EdTech mess of devices and apps). But you may still be looking for ways to achieve real personalization in path and pace. It turns out that developing competency-based models where learners progress based on demonstrated mastery is a lot harder than adding devices.

As Julia Freeland Fisher recently noted, “Systems will likely get into trouble if they attempt to make just a few aspects of their models competency-based, while retaining an otherwise traditional structure.” Julia suggested four onramps–places to get started with personalized and competency-based learning and we’ve added a half a dozen more.
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5 ways Digital Tools are transforming the education space

5 ways Digital Tools are transforming the education space | |
Digital tools are transforming essential elements of the education space. Understanding how they are affecting teaching and learning will help you figure out which tools are useful and how best to implement them.
jose antonio gabelas's curator insight, Today, 2:16 PM

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[Debate] Challenging the promise of Personalized Learning

In order to move away from the traditional “one-size-fits-all” factory model of education, some consider personalized learning as an alternative. Personalized learning can address the distinct learning aspirations, needs and cultural backgrounds of individual students. Should personalized learning be developed on a large scale? If so, what would the modalities be in terms of creativity, equity, privacy, quality and the retention of a core body of knowledge that should be common to all? How do we avoid going from “one-size-fits-all” to a “free-for-all”?

Watch this debate between Philip McRae, Jim Thompson, Mike Keppell hosted by Connie Yowell.
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What Is The ‘Internet of Things’?

What Is The ‘Internet of Things’? | |

IoT is also applicable to the components of machines like the engine of a plane or other parts of large machinery used in big industry.

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Why Instructional Designers need to view knowledge as a new natural resource

Why Instructional Designers need to view knowledge as a new natural resource | |
Let me explain. Our species has been propelled forwards by the exploitation of pre-existing natural resources since the time of our distant ancestors. A couple of million years ago an ancestor, Homo Habilis, turned a natural resource –a piece of obsidian that had been lying around for a few billion years unnoticed– into a razor-sharp tool. This sudden and evolutionary action, sparked by an idea, became the Tool Age. And we have never looked back. This ancient hominid then had to explain how his discovery worked and in doing so became the first Instructional Designer.

Since then it’s always been people who had ideas that revolutionized and evolutionized life for us by invention and instruction. Gradually at first and speeding up to the point now where revolutions and evolutions take place within a single life span. Those under thirty take this speedy unfolding of ideas for granted – they have never known anything else. My six year old grandson was recently taken aback when handed a phone at a friend’s house without a video screen!
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La educación en 2030

La educación en 2030 | |
Para 2030, todos los educandos habrán adquirido los conocimientos, las competencias, los valores y las actitudes que se precisan para construir sociedades sustentables y pacíficas, mediante, entre otras, la educación para la ciudadanía mundial y la educación para el desarrollo sostenible: meta 5 de los Objetivos del Desarrollo Sustentable (2016-2030).

La UNESCO, en el marco de los Objetivos del Desarrollo Sustentable (2016-2030), plantea siete metas específicas para la educación. A tres de éstas les falta todavía el porcentaje que debe de alcanzarse para el año 2030. Idealmente sería el 100 por ciento, como se plantea en las otras cuatro metas. A reserva de conocer el porcentaje preciso transcribo aquí la siete metas:

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What To Do On Twitter: 50 Ideas For Teachers

What To Do On Twitter: 50 Ideas For Teachers | |
  1. Send a link.
  2. Express an opinion.
  3. Follow innovative thought leaders.
  4. Stalk conversations between people you respect.
  5. Retweet a helpful link.
Cursos Femxa's curator insight, February 9, 8:50 AM

50 ideas para docentes y profesores para comunicar el Twitter!

What do modern learners actually want from your eLearning courses?

What do modern learners actually want from your eLearning courses? | |
Consumers of corporate training and eLearning (aka. Your learners) are changing – fast. Their priorities, training needs, and methods of learning are diverging from the well-beaten paths we've mapped out in the past.

So, as you're probably wondering from the title, what do 2016's learners want? Well, we're glad you asked...

Carlos Rodrigues Cadre's curator insight, February 8, 7:24 AM

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Nanodegree Programs for Jobs in Technology | Udacity

Nanodegree Programs for Jobs in Technology | Udacity | |

Udacity is education with an end goal: YOU, in demand. A Nanodegree program is how you get there. It is both curriculum and credential, built in partnership with leading edge companies like Google, AT&T, Autodesk, Cloudera, Salesforce, Amazon, Facebook, and more. We believe there is no better way to establish your hireability and demonstrate your skills than to be certified with credentials created and endorsed by those organizations whose talent standards both define the modern workforce and inform all contemporary hiring and recruiting.

Edumorfosis's insight:

Los NanoGrados se han convertido en una plataforma Educativa para los aprendices de esta era.

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The 2016 Manifesto

The 2016 Manifesto | |
  1. Online can be the privileged mode. Distance is a positive principle, not a deficit.
  2. Place is differently, not less, important online.
  3. Text has been troubled: many modes matter in representing academic knowledge.
  4. We should attend to the materialities of digital education. The social isn’t the whole story.
  5. Openness is neither neutral nor natural: it creates and depends on closures.
  6. Can we stop talking about digital natives?
  7. Digital education reshapes its subjects. The possibility of the ‘online version’ is overstated.
  8. There are many ways to get it right online. ‘Best practice’ neglects context.
  9. Distance is temporal, affective, political: not simply spatial.
  10. Aesthetics matter: interface design shapes learning.
  11. Massiveness is more than learning at scale: it also brings complexity and diversity.
  12. Online teaching need not be complicit with the instrumentalisation of education.
  13. A digital assignment can live on. It can be iterative, public, risky, and multi-voiced.
  14. Remixing digital content redefines authorship.
  15. Contact works in multiple ways. Face-time is over-valued.
  16. Online teaching should not be downgraded into ‘facilitation’.
  17. Assessment is an act of interpretation, not just measurement.
  18. Algorithms and analytics re-code education: pay attention!
  19. A routine of plagiarism detection structures-in distrust.
  20. Online courses are prone to cultures of surveillance. Visibility is a pedagogical and ethical issue.
  21. Automation need not impoverish education: we welcome our new robot colleagues.
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Social Networks will help Education connect (Reid Hoffman)

Social Networks will help Education connect (Reid Hoffman) | |
In education, people maintain unique identities and relationships, and optimal outcomes are key to one's overall quality of life. 
As such, it can benefit from the efficiencies, amplifications and accelerations that networks create.

To fully appreciate the value an education network can unleash, just think about the critical role that more general networks already play in how we identify important new ideas and innovations, and spread them faster. Ten-plus years ago, the key competitive edge to winning in business involved accessing information more efficiently than one's competitors. Those who did this were better informed, had more context and could see more clearly where things were heading.
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6 ways teachers are using Blended Learning

6 ways teachers are using Blended Learning | |
The definition of blended learning is a method of learning that combines face-to-face and online instruction.

There are different types of blended learning. In general, this type of instruction empowers the teacher to work in a more collaborative manner during class time, which allows for a more efficient school day with the intent on greater student learning. Technology tools that are now available to teachers can be overwhelming, but below are six simple ways to incorporate blended learning into the classroom.
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[PDF] Microlearning Techniques

[PDF] Microlearning Techniques | |
As technological changes transform our everyday lives, we must address the influence technology has on how we learn and work. Whether it’s simply new habits or a total overhaul in the way we think, technology has changed the way we do our jobs and the way we look for information to help us do those jobs.

That is why companies need to adapt the way they train employees. Micro- learning can help organizations adjust to this change in the way employees learn. AllenComm’s CEO Ron Zamir says microlearning is more than a trendy buzzword. “It’s a response to growing learner and workplace complexity,” he says. “As technology changes more quickly, it’s allowed us to incorporate microlearn- ing faster than any other transforma- tion in our approach to education.”

As learners become more informed, and have more control over when, where and how they access informa- tion in their day-to-day lives, your employees and customers expect a similar level of access and control in their training. Employees also have expanding job responsibilities and are being expected to do “more wit more.” Microlearning can serve more personalized and relevant informa- tion closer to the point of need. By using micro elements in your curricu- lum, learners are able to choose only what is most relevant to their job and experience level – ultimately creating a personalized experience.

Microlearning is an important modal- ity for you to consider when develop- ing your training strategy. You can empower learners and drive produc- tivity by expanding access to focused, relevant content. With the large amount of information we are expected to know to be e ective at work, microlearning helps by letting learners engage with what they need to and easily look up the rest.
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The EdTech alphabet for 21st century teachers

The EdTech alphabet for 21st century teachers | |

Along with the vast amount of technology that has entered our classrooms in recent years comes a whole new vocabulary. The EdTech alphabet that we’ve put together below started as a smaller collection of different topics we’ve written about over the past few years, and while it is by no means exhaustive, it covers a lot of ground in terms of different tools, methods, ideas, and resources.

If you’re struggling to integrate technology, if your school is low on funding, or if you’ve always used technology in your classroom, or consider yourself a seasoned pro, you may find some new ideas in the graphic below. We’ve linked to some relevant posts from the last couple of years in the text alphabet below.

We’re working on making a more robust alphabet graphic in the future, with multiple entries for each letter. Is there anything you want us to include (that hasn’t already been mentioned below)? Let us know by leaving a comment below, dropping us a line on Twitter, or heading over to the Daily Genius Facebook Page and leaving us a note there! We always love to hear about your favorite tools and more.

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Why the Future of Work is Collaborative

Why the Future of Work is Collaborative | |
If you look at what’s changing in the organizational landscape, the overarching challenge is agility, the ability to adapt faster. What’s emerging as a consensus for success is that this comes from people working together in particular ways. So it’s worthwhile exploring what those ways are, and what can be done to facilitate these outcomes.

And this is inherently social. There are many contributions that come from working smarter on your own. We can make sure we’re good at researching, evaluating, reflecting, and more. However, then we should also make sure we have optimized the contributions coming from us working together.

The key schema to this is ‘learning’, in a particular way. When we trouble-shoot, problem-solve, design, research, and more, when we innovate, we don’t know the answer when we start. So, in a meaningful way, these too are learning opportunities. However, the difference here is that there isn’t someone with the answer who can coach us, so we need to work in the best ways possible. And lots of information is known about working productively in these instances.
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Instructional Design basics for eLearning development

Instructional Design basics for eLearning development | |
If you’re a newcomer to the field of e-learning or instructional design (ID), you might feel overwhelmed by the amount of information available online regarding the various ID models and all the different learning theories. Where to start?

First, it’s a good idea to understand exactly what instructional design is. In simple terms, it’s the practice of making learning experiences effective, interesting, and engaging for a learner. Anyone can create an e-learning project, but a skilled instructional designer will build e-learning that meets the learning objectives and needs of the audience.

You’ll be happy to know that there are some basic guiding principles of ID that can provide a good starting point for your first e-learning project, and can help you make your training more meaningful for your learners. In fact, even if you’re an experienced pro, you can apply these instructional design basics to tighten up your course.
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[PDF] The future of Education

[PDF] The future of Education | |

How do we best educate the students of tomorrow? What we teach our children – and how we teach them – of healthcare to industrial output; from technological advances to financial services. Our Global Agenda Council experts join the debate to offer various visions of how education may evolve, and how governments, educators, employers and students will need to adapt to keep pace with the bewildering array of possibilities that will shape all of our futures.

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Think CERCA: Online platform designed to empower teachers to personalize literacy instruction across disciplines

Think CERCA: Online platform designed to empower teachers to personalize literacy instruction across disciplines | |

ThinkCERCA was built by and with teachers. We’re here to help educators spark courageous thinking in their classrooms and prepare young minds for college and career.

ThinkCERCA provides teachers with the tools to navigate new education standards and assessments, from personalized learning to data tracking. Plus, our standards-aligned, differentiated close reading and argumentative writing lessons allow teachers to do what they do best—interact directly with students to inspire a passion for life-long learning.

ThinkCERCA rests upon a proven framework that gets students prepared for tomorrow’s ever-changing world. Test or no test, critical thinking is a crucial component to getting kids career and college ready. Our lessons support students in reading and analyzing all sorts of texts across content areas with a critical-thinking lens. The CERCA Framework teaches students how to: make claims, evaluate evidence, explain their reasoning, develop counterarguments, and choose words that will appeal to their audience. What’s more, the framework strengthens speaking and listening skills through peer-to-peer discussion and debate.

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[eBook] El vademécum de las Profesiones Digitales 2015

[eBook] El vademécum de las Profesiones Digitales 2015 | |
En este estudio se pretende abrir camino hacia el conocimiento de las nuevas disciplinas profesionales en el ámbito digital y que ocupan posiciones clave en las empresas del siglo XXI y que por su importancia son necesarias

Las empresas tienen que atraer este nuevo talentoo bien formar internamente a sus profesionales en las nuevas competencias con el objetivo de aprovechar las grandes oportunidades que ofrece la economía digital. Es por ello que el principal objetivo de este documento es ayudar a las empresas a definir los diferentes puestos profesionales digitales.

Este vademécum ofrece el perfil de 35 de las profesiones digitales más demandadas hoy día por las empresas, analizando el objetivo principal o misión de cada uno de los puestos, sus funciones o tareas principales y las competencias que son necesarias para que las organizaciones puedan adaptarse a los constantes cambios que afectan a los diferentes ámbitos del mundo digital.

Es importante señalar que para todas las posiciones o puestos de trabajo especificados es recomendable un buen nivel de inglés, capacidades comunicativas, trabajo colaborativo, facilidad para afrontar nuevos retos, formación especializada o experiencia equivalente y formación continua.
Respecto al vademécum del 2014 se han incorporado 10 nuevas posiciones y dos nuevos ámbitos digitales debido a la rápida evolución del mundo digital y la idiosincrasia de cada empresa y de los profesionales que las conforman.

Es por ello, que este vademécum, como su nombre indica, evoluciona en función de estos aspectos y de la capacidad de adaptación de las empresas a un entorno digital en constante cambio siendo actualmente nueve los ámbitos digitales analizados. Un claro ejemplo de ellos son las profesiones digitales relacionadas con marketing digital, el Big Data o el Internet de las cosas. Según un artículo recientemente publicado en la revista Forbes actualmente en España hay ciertos indicios sobre el incremento de la demanda de profesionales de Analítica Digital y Big Data en las diferentes industrias. Esta demanda se refleja con claridad en EEUU donde cinco sectores industriales aglutinan el mayor número de ofertas de trabajo que requieren conocimientos de Analítica y Big Data.
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Start-ups thrive in creative co-working spaces, finds Regus study

Start-ups thrive in creative co-working spaces, finds Regus study | |
Research from global workplace provider Regus has revealed that the two most popular reasons for choosing co-working spaces are the opportunity to meet likeminded workers from different firms (82%) and to network (80%).

The research, which interviewed more than 44,000 business professionals from 100 countries, including 349 respondents in Hong Kong, also highlights how businesses regard co-working as a cost-effective alternative (79%), especially when compared to fixed-office leasing.
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Posibilidades ubicuas del ordenador portátil: percepción de estudiantes universitarios españoles

Posibilidades ubicuas del ordenador portátil: percepción de estudiantes universitarios españoles | |
Entre los estudiantes universitarios todavía se encuentran alumnos pseudoanalógicos, estudiantes que utilizan las TIC siguiendo la lógica, estructura y utilidades de los recursos formativos previos a la digitalización de los contenidos, universitarios capaces de seguir los esquemas formativos de la Web 1.0, red estática que transmite información y conocimiento de manera unidireccional (Santos, Etxeberría, Lorenzo, & Prats, 2012). Estos alumnos están capacitados para crear su propio modelo de estudiante (Tabuenca, Verpoorten, Ternier, Westera, & Specht, 2013) y su propio modelo de desarrollo profesional (Tabuenca, Verpoorten, Ternier, Westera, & Specht, 2012) diseñándolos ambos, casi, al margen de la influencia de los medios.

Los estudiantes pseudoanalógicos, en su mayoría, no han querido, podido o sabido desarrollar suficientemente una alfabetización multimodal (González, 2013; Bautista, 2007), una alfabetización multimedia (Esteve, Esteve, & Gisbert, 2012), una alfabetización digital (Gisbert, 2013; Area, Gutiérrez, & Vidal, 2012; Travieso & Planella, 2008) o una alfabetización mediática (García-Ruiz, Ramírez-García, & Rodríguez-Rosell, 2014; Area, 2012; Aguaded, 2012) que les permita tomar parte activa en la sociedad del conocimiento como prosumidores (Aguaded & Sánchez, 2013; Villalustre, 2013; Khan, 2012) pero sí como simples consumidores.
Edumorfosis's insight:

Esta investigación demuestra lo que hemos estado planteando hace un tiempo: Las computadoras, tablets y móviles inteligentes NO fueron creados para utilizarse en el aula. Las tecnologías convergentes NO SIRVEN para enseñar la clase magistral del docente tradicional. Tampoco, la tecnología llegó para rescatar la Educación. Esta debería utilizarse más para empoderar a los usuarios en su proceso cognitivo, creativo, investigativo y social. Grabar la clase magistral en el formato digital es lo mismo que se hace en el aula física. Y más, cuando el lapso de atención de un Millennial o Gen Z es de tan solo 8 minutos. Pedirle a los estudiantes que accedan conferencias de 60 minutos o más, es perpetuar el formato de escolarización pasiva de los aprendices.

La tecnología convergente no encaja en el aula tradicional. En cambio, deberíamos comenzar a integrar la sala de clases a la tecnología para que los estudiantes se apropien de las plataformas, sistemas, formatos, recursos, herramientas, servicios web y aplicaciones que más les convenga en la creación de sus redes de conocimiento aumentado. 

De nada nos sirve que el Sistema Educativo invierta millonarios presupuestos en una tinfraestructura tecnológica que solo sería utilizada en un alua encapsulada. Que los estudiantes condicionen su aprendizaje al horario lector de la escuela/universidad. Y que las actividades instruccionales estén dirigidas a buscar información y a contestar las preguntas de sus educadores. Esas son prácticas cognitivas de orden inferior. Los estudiantes necesitan utilizar la tecnología para investigar, crear, elaborar, codificar, programar, construir, diseminar, debatir, compartir, comunicar y crear redes de aprendizaje...

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[Infographic] How I'll be learning in 2016

[Infographic] How I'll be learning in 2016 | |
It’s that reflective time of year again. It’s now that educators like me consider what will define our approach to teaching and learning in the next 12 months. It’s made more reflective where I live, as the New Zealand school year runs February to December, so I’ll be starting with new classes in a few weeks.

So, here we go! Everyone else is producing target lists for 2016, so why not me. I don’t assume that my 5 personal focus points for next year are a definitive description of the perfect education, but it’s where I’ve got to and what I’ll be focused on with my students. I also want to highlight that none of the 5 explicitly mention technology. Our future-focused system in NZ has pushed many of us beyond the need to overtly talk about tech as an isolated topic.

I’m busy at the moment writing my book on teaching in New Zealand and why it’s the best system in the world. One of the many points I am raising in this book is how free I am, as an NZ teacher, to focus on these important issues and skills, having not been given a standardised list of content by the government that I must cover. Over here, it’s the teachers that maintain and develop what should be taught. Look out from my book next year if you want to know more.
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Education vs Learning

Education vs Learning - The Synapse - Medium
Most of us are very familiar with the left side of this graphic. We went to school, university, or some other formal education, and we are largely familiar with the rules of engagement. You listen to the teacher, stick it out, jump through the hoops and get your reward in the form of an accreditation. While many people flourish in this system, many others don’t. It remains the basis for most formal education around the world.

The current paradox is that while the price of education is rising exponentially in most countries, the cost of learning is actually trending towards zero — with millions of great learning materials freely available online. As we move forward, the process of testing against a standardised curriculum will increasingly be challenged by a new collective opportunity to learn anything we want, as well as choosing the content, time, teacher and device we want to learn with.
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Using Technology for Transparency

Using Technology for Transparency | |
I try to accept criticism well. When a person is in a position to make decisions about policies, budgets, and priorities, getting 100 percent agreement is impossible—even unwise. George Patton is reputed to have said, "If everyone is thinking alike, then somebody isn't thinking."

What I don't like is when colleagues disagree with a decision on the basis of information that's inaccurate or just plain fabricated. Education leaders can minimize the probability of this happening by being as transparent as possible.
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Learner-Centered Disign

Learner-Centered Disign | |

The concept of ‘average’ has failed us in many different aspects of life – most notably in our educational institutions. (emphasis mine) I can’t overemphasise how useless I was at school. I didn’t fit in, and couldn’t keep up and was left convinced that I was lazy and dumb. Not seeing any benefits from remaining in education, I left school aged 16. But then something happened: beginning life as entrepreneur, no longer forced to focus of subjects I had no interest in, I turned my attention to things that I could see the relevance in and that I was passionate about. My brain opened up, and so did my world.

Via Juanmi Muñoz, juandoming
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